UNIVERSITY  OF  CALIFORNIA 
AT  LOS  ANGELES 


REPORT  UPON  THE 


SURVEY  OF  THE  UNIVERSITY 
OF  WISCONSIN 


Findings  of  the  State  Board  of  Public  Affairs 
and  its  Report  to  the  Legislature 


APPENDICES 

W.  H.  Allen's  Report  to  the  Board 
E  C.  Branson's  Report  to  the  Board 

C!omment  by  Committee  of  University  Faculty  upon 
Report  of  Investigators 


Published  by 

STATE  BOARD  OF  PUBUC  AFFAIRS 

As  Constituted  Dec.  31,  1914 

Francis  E.  McGovern,  Chairman  George  E.  Scott 

W.  H.  Hatton  R.  J-  Nye 

John  S.  Donald  A.  W.  Sanborn 

H.  C.  Martin  John  Humphrey 

Merlin  Hull  M.  C.  Riley,  Secretary 


State  Printer 
MADISON.  WISCONSIN 


REPORT  UPON  THE 


SURVEY  OF  THE  UNIVERSITY 
OF  WISCONSIN 


Findings  of  the  State  Board  of  Public  Affairs 
and  its  Report  to  the  Legislature 


APPENDICES 

W.  H.  Allen's  Report  to  the  Board 
E,  C.  Branson's  Report  to  the  Board 

Comment  by  Committee  of  University  Faculty  upon 
Report  of  Investigators 


Published  by 

STATE  BOARD  OF  PUBLIC  AFFAIRS 

State  Printer 

MADISON.  WISCONSIN 


3  i>'  3>  3 


LI- 

G  (  O  G.  5" 
AG     . 


TABLE  OF  CONTENTS 


Pages 
REPORT  OF  THE  BOARD  OF  PUBLIC  AFFAIRS 1-112 

Introduction — ^Historical  Sketch  and  Outline  of  Scope  of  Board's  Report 5-     7 


General  and  Educational  Policies 9—  37 

The  University  is  in  Politics 9-  12 

Research  Work  and  Its  Supervision 12-  13 

Academic  Freedom 13 

Graduate  Work 13-  14 

Political  Science  Department 14 

Practical  Field  Work 14 

Outside  Work  of  Professors '. 14-  1.^ 

Pensions 15 

Supervision  of  Instruction 16 

Cost  of  Living  (Table  showing  Expenditures  by  1,474  Students) 16 

\        Student  Supervision  and  Student  Advisers 17-  18 

<K         Non-Resident  Students 18-  20 

\ 

Table  showing  fees  charged  by  the  Universitiesof  neighboring  states  to  resident 
and  non-resident  students: 

University  of  Minnesota  1912-13 

University  of  Illinois  1913-14 

>J  University  of  Iowa  1913-14 

^  j  University  of  Michigan  1913-14 

O  University  of  Chicago  1913-14 

^  University  of  Wisconsin  1914-15 

University  of  Michigan  1913-14 — regular  session  and  summer  session 

University  of  Wisconsin  1913-14— regular  session  and  summer  session 19-  2(» 

University's  portion  of  Educational  Moneys 20-  2.S 

Table  III — Detail   of  Receipts  of  the   University   of  Wisconsin   from   other 

sources  than  the  State  for  the  Fiscal  Year  Ending  June  30.  1914  21-  23 
Table  IVA — Net  Money  Expended  by  State  for  Certain  Governmental  func- 
tions performed  by  the  University  of  Wisconsin 25 

Table  IVB — Government  Activities  of  the  University  of  Wisconsin  Supported 

by  Receipts  for  Same '-'^ 

Xable  V— Ratio  of  cost  of  University  to  Rest  of  all  Educational  Activities  27 

Junior  Colleges  Needed 28-31 

Map  of  Wisconsin  showing  Residence  of  Slucloiils  ICaruUod  m  University  of 
Wisconsin  1914-1915 

Living  within  50  miles  of  Madison 

Living  within  75  miles  of  Madison 

Living  within  100  miles  of  Madison 

Total  Living  in  Wisconsin  -'^ 


163i:5i6 


University  Survey  Report 

^  Pages 
Map  of  Wisconsin  showing  Residence  of  Students  Enrolled  in  Wisconsin  Nor- 
mal Schools  1913-14 
La  Crosse,   Milwaukee,   Oshkosh,  Platteville,  River  Falls,   Stevens  Point, 

Superior,  Whitewater,  Total 30 

Relation  of  the  University  to  High  Schools 31 

Foreign  Language  Requirements 32 

Student  Contact  with  Strong  Men 32-  33 

University  High  School 33 

Size  of  Classes 3^3-  34 

Military  Drill 34 

The  Agricultural  College 34 

Marketing  of  Farm  Products 34-  35 

Length  of  School  Year 35 

University  Extension 35-  36 

Conclusion 36-  37 

Lands  ami  Buildings 39—  62 

Land  Values  Wasted 39-  41 

Table  \T — Lands  Originally  Owned  by  University  of  Wisconsin  and  Sold  to 

Private  Persons  During  the  Years  1850  to  1887  Inclusive 42-  45 

Looking  to  the  Future 46 

Table  VII — Inventory  of  Lands  Purchased  by  University  of  Wisconsin  During 

Years  1905  to  1914,  Inclusive 47-  50 

Olin  and  Raymer  Tracts 51-  54 

Table  VIII— Tax  Assessment  on  George  Raymer  Property  in  Section  9 51 

Tax  Assessment  on  George  Raymer  Property  in  Section  1') 52 

Tax  Assessment  on  George  Raymer  Property  in  Section  17 52 

Tax  Assessment  on  J.  M.  Olin  Farm  in  Section  16 52 

Tax  Assessment  on  Fuller  &  Stevens  in  Section  15 53 

Tax  Assessment  on  Fuller  &  Stevens  in  Section  16 53 

Tax  Assessment  on  John  and  Christina  Breitenbach  in  Section  16 53 

Tax  Assessment  on  L.  Post  in  Section  16 53 

Tax  Assessment  on  David  Stevens  in  Section  17..... 54 

Tax  Assessment  on  Mendota  Heights  Company  in  Section  17 54 

Tax  Assessment  on  E.  N.  W^arner  in  Section  18 54 

Purchase  of  City  Lots 54-  55 

Table  IX^ — Prices  Paid  for  Lots  in  Block  4,  University  Addition  to  City  of 

Madison 56 

Table  X — Property  Condemned  by  University  of  Wisconsin 57 

Property  Bought  by  Private  Parties 58 

University  Building  Program 59-  61 

Table  XI — Building    Expenditures    of    University   of   Wisconsin    During   the 

Fiscal  Years  1905  to  1914,  Inclusive 60-  61 

Dormitories 62 

Use  and  Design  of  Buildings 62 

Business  Organization 63-142 

Regents  and  Board  of  Visitors 63 

Faculty  and  Salaries 64-  69 

ii 


Table  of  Contexts 

Pages 

Business  Manager 69-  70 

General  Scheme  of  Organization — 

Chart  Showing  General  Scheme  of  Organization 70 

Growth  of  the  University 70 

Table  of  Twelve  Years  of  Comparative  Statistics 71 

Income  of  University 72-  76 

Aid  from  the  State  of  Wisconsin 72-  74 

Aid  from  the  United  States 72-  75 

Income  from  Students 74-  75 

Income  from  private  gifts. 74-  75 

Income  from  other  sources 74-  76 

University  Expenditures 76-  90 

Summary  of  Expenditures,  Fiscal  Year  1910-1911 77 

Summary  of  Expenditures,  Fiscal  Year  1911-1912 ' 78 

Summary  of  Expenditures,  Fiscal  Year  1912-1913 79 

Summary  of  Expenditures,  Fiscal  Year  1913-1914 80 

Table  II — Summary  of  Expenditures  from  all  sources  for  two  years  1912-13 

and  1913-14 81 

Table  III — Total  Expenditures  of  Moneys  Received  from  the  State  of  Wis- 
consin for  Operation  and  Maintenance 82 

Table  IV— 1912-13 83 

Table  V— 1913-14 83 

Table  VI— Approximate  Per  cent  of  total  instruction  1912-13  and  1913-14 84 

Table  VII— 1912-13 85 

Table  VIII— 1913-14 85 

Four  Years  for  University  Receipts 86-  90 

Summary  of  Receipts,  Fiscal  Year  1910-11 86 

Summary  of  Receipts,  Fiscal  Year  1911-12 87 

Summary  of  Receipts,  Fiscal  Year  1912-13 88 

Summary  of  Receipts,  Fiscal  Year  1913-14 89 

Monthly  statement  of  Cash  receipts  of  University -. 91 

Budget 91-  92 

Notes 92 

General  Explanatory  Schedules 92-  98 

Budget  for  1915-16  and  1916-17 92 

Recapitulation  of  Receipts,  Disbursements,   and   Balances — University   Fund 

Income 93 

Recapitulation — Disbursements  by  Character 93 

Summary  of  Receipts 94 

Transfers  from  General  Fund  to  University  Fund  Income 95 

Recapitulation  of  Disbursements — All  Purposes 96-  98 

Routine  Business  Methods  of  University 99-122 

Requisition  Blanks 

Purchasing  Orders 

Regents'  Invoice 

Pay  Rolls,  Etc 

Buildings 122-124 

Repairs  and  Improvements 122 

Regulations  in  re  execution  of  "production  orders"  and  the  keeping  of  job 

reports 123-124 

Audit  of  University  Accounts  by  Marwick,  Mitchell.  Peat  Js:  Co 124-132 

Cash  Receipts 125 

Cash  Disbursements 1-^^ 

iii 


University  Survey  Report 

Pages 

Cash  on  Hand  and  in  Bank 125-126 

Appropriations » 126 

System 126 

Exhibit  A — Appropriation  Accounts  and  Funds  as  at  June  30,  1914 127-128 

Exhibit  B — Bursar's  Cash  Account  for  the  two  years  ended  June  30,  1913  and 

1914 129 

Schedule  "1" — Expenditures  for  the  two  years  ended  June  30,  1914 130 

Schedule  "2" — Cash  Overages  and  Shortages  for  the  year  ended  June  30, 

1913  and  for  the  period  from  September  2,  1913  to  June  30,  1914 131-132 

Inventory  of  University  Property 133-142 

Board  of  Regents'  Estimate  of  Values,  June  30,  1914 133 

Tables  showing  lands  owned  by  the  University 134-138 

Table  showing  University  Buildings  1914 139 

Table  showing  Agricultural  College  Buildings  and  Contents 140-141 

Table  showing  Personal  Property 142, 


Table  of  Contents 

W.  H.  Allen's  Report  to  the  State  Board  of  Public  Affairs 

and  University  Comment  Thereon 

Pages 

SUMMARY 145-207 

Part  1 145-150 

Purpose  and  Method  of  the  University  Survey 145-150 

Part  II.... .  150-153 

What  Its  State  University  Means  to  Wisconsin 150 

Educational  Leadership  in  Wisconsin 150-151 

Type  of  Service  to  the  Public  that  supports  the  University  other  than  instruc- 
tion of  Students  at  Madison 151 

University's  Standing  Away  from  Home 152 

Service  Through  Research 152-153 

Part  III 153-157 

Earmarks  of  Progress  and  Efficiency ..  153 

Attention  to  Individual  Students 153-154 

Advance  Steps  in  Higher  Education 154-156 

Advance  Steps  in  Business  Management 156-157 

Attention  of  Regents  to  University  Work 157 

Conditions  and  Methods  Needing  Correction 157 

Part  IV 158-184 

Opportunities  for  Increasing  Efficiency 158 

1.  What  if  anything  is  the  University  of  Wisconsin  undertaking  that  the 

state  as  a  whole  does  not  wish  it  to  do? 158-159 

2.  What  if  anything  is  the  University  failing  to  do  which  the  state  wishes  it 

to  do? 159-161 

3.  Is  the  university  doing  well  enough  what  it  does? 161-165 

Work  that  is  not  expected  of  the  Graduate  School  Dean's  Office 161-165 

4.  Is  the  university  doing  inexpensively  enough  what  it  does? 165-166 

5.  What  if  any  parts  of  the  University's  work  are  inadequately  supported?  ....  166 

6.  Wnat  parts  of  the  University's  work  are  out  of  proportion — too  large,  too 

small — to  its  program  as  a  whole? 167-168 

7.  Is  the  state's  support  of  the  University  proportionate  or  disproportionate 

to  state  support  of  other  public  educational  activities? 168-169 

8.  Is  the  University's  business  management — in  policy,  planning,  purchasing, 

supervising,  checking,  and  reporting — adequate  and  efficient? 170-171 

9.  Does  the  legislative  policy  in  dealing  with  the  University  and  other  educa- 

tional activities  reflect  adequate  information  and  efficient  use  of  infor- 
mation?   171-173 

Recommendations  as  to  Method  of  Presenting  the  University  Bien- 
nial Budget  to  the  Legislature 172 

Recommendations  as  to  Per  Capita  Cost  Statements  to  be  Required 

of  the  Legislature 172-173 

10.  What  is  the  University's  relation  with,  and  influence  upon  the  rest  of  the 

state's  S3^stem  of  public  education? 17^-1-179 

Recommendations  Regarding, Wisconsin  High  School 175-178 

Extracts  of  Recommendations  re  Social  Center  Bureau 178-179 

11.  What  are  the  standards  of  living — -social  and  economic— in  the  University?  179-181 

12.  What  not-yet-met  needs  of  the  state  wnich  the  University  might  meet  and 

what  opportunities  for  retrenchment  or  increased  efficiency  should  be 

reported  to  the  next  legislature? 181-183 

Legislation  Needed 182-18  t 

Questions  Informally  submitted  to  the  State  Board  of  Public  Affairs. 
Survey  Advisory   Committee,   Board   of  Regents,   and   Board   of 

Visitors,  for  Consideration  in  Conference  Before  Mnal  Formulation  181 

V 


University  Survey  Report 

Pages 
University  Comment  on  Dr.  Allen's  Report  on  the  University  of  Wisconsin....   184-207 

Introduction 184-188 

I.  Comment  on  Methods  of  Dr.  Allen 188-194 

II.  Selection  and  Orderly  Arrangement  of  Certain  Recommendations  of  Dr. 

Allen  Regarding  the  Reconstruction  of  the  University 194-196 

III.  Important  Points  in  Dr.  Allen's  Summary  Report 196-207 

A.  Points  in  which  we  disagree  with  Dr.  Allen 196-206 

B.  Points  of  agreement,  more  or  less,  with  Dr.  Allen 206-207 

EXHIBIT  1 — Illustrative  Replies  by  305  Faculty  Members  and  200  Editors, 
School  Superintendents  and  Others  to  the  12  General  Questions 
Asked  by  the  University  Survey  Used  as  Guides  to  Study  by  the 
Survey 209-222 

University  Comment  on  Exhibit  1 221-222 

EXHIBIT  2 — Supervision  of  Instruction 223-252 

Section  1 — Supervision  of  Instruction 223-225 

University  Comment  on  Section  1 225-231 

Section  2 — Supervision  of  instruction  by  visits  to  classrooms  as  reported  by 

Letters  and  Science  faculty  members 232 

Section  3 — Comments  of  faculty  members  upon  supervision  of  classroom  in- 
struction   232-238 

University  Comment  on  Section  3 238-239 

Section  4 — Hours  given  to  supervision  of  instruction  as  reported  by  faculty 

members 239-240 

University  Comment  on  Section  4 240-241 

Section  5 — Help  received  by  85  Letters  and  Science  instructors  from  president, 
dean,  chairmen,  and  faculty  members  in  charge  of  other  courses, 

as  reported  by  85  instructors 241-242 

University  Comment  on  Section  5 242-243 

Section  6 — Summary  of  replies  made  by  department  chairmen  to  questions 

asked  by  the  university  survey 243-251 

University  Comment  on  Section  6 251-252 

EXHIBIT  3 — Efficiency  of  University  Teaching 253-324 

Section  1 — How  Wisconsin  professors  would  measure  efficiency  of  university 

teaching " 253-255 

University  Comment  on  Section  1 255-258 

Section  2 — 432  observations  of  362  classroom  exercises  iri  123  courses 258-281 

University  Comment  on  Section  2 281-287 

Section  3 — Teaching  experience  of  faculty  members  prior  to  appointment  at  the 
University  of  Wisconsin  as  reported  by  them  to  the  university 

survey \ 287-288 

University  Comment  on  Section  3 288-289 

Section  4 — Courses  given  in  1913-14  for  the  first  time 289-291 

University  Comment  on  Section  4 291-292 

Section  5 — What  is  the  best  proportion  of  instruction  to  research? 292-298 

University  Comment  on  Section  5 298-299 

Section  6 — Working  hours  of  a  typical  week  as  reported  by  faculty  members 299-307 

University  Comment  on  Section  6 308-311 

vi 


Table  of  Contexts 

Pages 
Section  7 — Do  freshmen  and  sophomores  see  enough  of  the  instructors  of  higher 

rank? ; 311-317 

University  Comment  on  Section  7 317-319 

Section  8 — Earnings  from  other  than  university  work  reported  by  faculty  mem- 
bers   319-322 

University  Comment  on  Section  8 323-324 

EXHIBIT  4— The  Graduate  School 325-360 

Section  1— Graduate  work  and  work  by  graduate  students 325-327 

Section  2 — Opportunities  for  strictly  graduate  work 327-338 

Section  3 — Term  papers  by  candidates  for  higher  degrees 338-349 

University  Comment  on  Exhibit  4 349-360 

On  Section  1 — The  graduate  student 349-352 

On  Section  2— Opportunities  for  strict'y  graduate  work 352-354 

On  Section  3 — Term  papers 354-360 

EXHIBIT  5 — Effects  of  Research  upon  Teaching  EfiFiciency 361-382 

University  Comment  on  Exhibit  5 381-382 

EXHIBIT  6— The  Official  Student  Adviser 383-394 

University  Comment  on  Exhibit  6 390-394 

EXHIBIT  7— The  University  Catalogue 395-407 

University  Comment  on  Exhibit  7 I01-J07 

EXHIBIT  8 — How  the  University  Helps  Students  Find  Room  and  Board 409-414 

University  Comment  on  Exhibit  8 412-114 

EXHIBIT  9 — Out  of  State  Students  in  the  Women's  Dormitories 415-422 

University  Comment  on  Exhibit  9 417-422 

EXHIBIT  10 — Is  Enough  Attention  Given  to  English  in  Other  than  English 

Courses 423-129 

University  Comment  on  Exhibit  10 12;» 

EXHIBIT  11 — English  Courses — Compulsory  and  Elective 131-450 

University  Comment  on  Exhibit  11 438-450 

EXHIBIT   12 — Questions  Prompted  by  the  Status  of  Foreign  Languages 451—471 

University  Comment  on  Exhibit  12 471-195 

EXHIBIT  13—183  Different  Bases  for  Grading  Students"  W  ork  Now  Used  by 

Faculty  Members 473-490 

Section  1 — 183  Different  Bases  for  Grading  Students'  Work  now  used  by  Fac- 
ulty Members 473-181 

University  Comment  on  Section  1 182-184 

Section  2 — A  University  Publication  on  School  and  University  Grades  481-186 

University  Comment  on  Section  2 486-190 

EXHIBIT   14 — Elementary  Chemistry;  459  Blue  Books  Grading;  Comments 

by  Students;  Suggested  Increase  in  Use  of  Laboratory  Space 491-509 

University  Comment  on  Exhiljit  14 505-509 

vii 


University  Survey  Report 

Pages 
EXHIBIT  15 — Facts  and  Questions  Regarding  tiie  College  of  Engineering 

from  Statements  of  Students,  Alumni  and  Faculty  511-519 

University  Comment  on  Exhibit  15 518-519 

EXHIBIT  16 — University  Extension (To  be  printed  separately) 

EXHIBIT  17 — Municipal  Reference   Bureau;  Report    of  Study   by    Edward 

A.  Fitzpatrick 521-563 

University  Comment  on  Exhibit  17 553-563 

EXHIBIT  18 — Are  Student  Assemblies  Desirable „ 565-568 

University  Comment  on  Exhibit  18 568 

EXHIBIT  19 — Effect  of  Social  Diversion  on  Students'  Ability  to  do  Class 

Work  as  Reported  by  351  Faculty  Members 569 

University  Comment  on  Exhibit  19 569 

EXHIBIT  20 — Changes  in  Class  Requirements,  Due  to  Changes  in  Ability 

of  Students,  as  Reported  by  Faculty  Members 571-576 

University  Comment  on  Exhibit  20 576 

EXHIBIT  21 — The  University's  Inspection  and  Accrediting  of  High  Schools 

i n  Wisconsin o77— 587 

Supplement  to  Exhibit  21 — How  High  School  Principals  and  City  Superin- 
tendents Tell  About  High  School  Inspection  by  the  University 582-583 

University  Comment  on  Exhibit  21 583-587 

EXHIBIT  22 — How    the    University    Helps    Students    Find    Positions    and 

Positions  Find  Teachers 589-594 

University  Comment  on  Exhibit  22 592-594 

EXHIBIT  23 — Provisions  for  Training  Teachers  and  for  Teaching  Principles 

of  Education 595-670 

Supplement  1 — Class  Room  ElTiciency 615-624 

Supplement  2 — University's  Comment  (October  2,  1914)  on  the  document  sub- 
mitted (September  19,  1914)  to  the  State  Board  of  Public  Affairs  under  the 
heading: 

"Significant  facts  regarding  the  Wisconsin  high  school,  which  the  uni- 
versity survey  wished  to  go  over  in  detail  with  the  special  committee  of 
the  university  Board  of  Regents,"  together  with  facts  submitted  by  the 
survey  for  comparison  with  the  university's  comments 624-635 

Supplement  3 — Significant  facts  regarding  the  Wisconsin  high  schools  which  the 
university  survey  wishes  to  go  over  in  detail  with  the  special  committee  of 

the  university  Board  of  Regents,  September  18,  1914 636-652 

University  Comment  on  Exhibit  23 652-670 

EXHIBIT  24 — Faculty  Machinery  for  Investigating  and  Governing  671-702 

Section  1 — Faculty  Machinery  for  Investigating  and  Governing  671-674 

University  Comment  on  Section  1 674-676 

Section  2 — Departmental  Meetings  from  October  1913  to  April  1914,  of  34 

Departments  as  Reported  by  Chairmen 676-677 

University  Comment  on  Section  2 677 


Table  of  Contents 

Pages 
Section  3 — How  General  Faculty  Meetings  Might  be  Made  of  greater  Value, 

as  Reported  by  393  Faculty  Members 677-682 

University  Comment  on  Section  3 682-683 

Section  4 — The  University  Faculty 683-691 

University  Comment  on  Section  4..; 691-694 

Section  5 — Five  Illustrations  of  Investigations  Conducted  by  the  University 

Faculty 694-699 

University  Comment  on  Section  5 699-702 

EXHIBIT  25— The  Official  Record  of  Students  Enrolled  in  Each  University 

Class,  Seminary  and  Laboratory  Section 703-711 

University  Comment  on  Exhibit  25 709-711 

EXHIBIT  26 — The    Official    Record   of   Classes    for    10    or    Fewer    Students 

November  1914 713-721 

Section  1 — The  Official  Record  of  Classes  for  10  or  Fewer  Students  November 

1914 713-710 

Section  2 — Salary  Cost  of  Small  Classes  Computed  by  Charging  all  Salary  to 

Instruction  for  the  Second  Semester  1913-14 715-717 

University  Comment  on  Exhibit  26 717-721 

EXHIBIT  27— Use  of  University  Buildings 723-754 

University  Comment  on  Exhibit  27 744-754 

EXHIBIT  29— Telling  the  Wisconsin  Public  in  1914  "What  Our  University 

Does  for  Us" 755-772 

University  Comment  on  Exhibit  29 760-772 

EXHIBIT  30 — ^Questions  Prompted  by  Reading  the  By-La\»s  and  Laws  of 

the  Regents , .....i 773-78  I 

University  Comment  on  Exhibit  30 771 

EXHIBIT  31— The  Official  Board  of  Visitors 78.5-789 

University  Comment  on  Exhibit  31 789 

EXHIBIT  32— Provision  for  Pensioning  Professors 791-798 

University  Comment  on  Exhibit  32 797-798 

EXHIBIT  33— The  University  Budget:....;:;:.:....;;:.;;.. 799-813 

University  Comment  on  Exhibit  33 ••f.^T ,«..i...>n..v....t.i. ......  810-813 

EXHIBIT  34— Per  Capita  Cost  and  Cost  of  Research ..,....,......:.; 815-826 

University  Comment  on  Exhibit  34 819-826 

EXHIBIT  35 — Six  Illustrations  of  Investigations  Conducted  by  Regents 827-907 

University  Comment  on  Exhibit  35 ;: :... 846-907 

EXHIBIT  36— Next  Steps  Suggested  That  Do  not  Require  Legislation. ...:    909-927 
University  Comment  on  Exhibit  36 ,, 925-927 


UxivERSiTY  Survey  Report 


COLLEGE   OF   AGRICULTURE 


E.    C.    Branson's    Report    to    Board   of  Public   Affairs 

Pages 

I.  The  Investment 931-932 

1.  Buildings  and  Equipments 932 

2.  Lands 932 

3.  Uses 932 

II.  Annual  Expenditures 932 

III.  Purposes  of  the  Survey 932 

IV.  Survey  Methods 932 

V.  The  College  Stall 932 

1.  A  Hard  Working  Faculty 933 

2.  A  Poorly  Paid  Faculty 933-934 

VI.  Doubtful  Policies 934 

1.  Over-Loading  Minor  Teachers 934 

2.  Small  Salaries 934 

VII.  The  Student  Body 934-9.38 

L  Growth  in  Numbers 934-935 

2.  No  Growth  in  Numbers 935 

3.  Transplanting  Country  Boys 935 

4.  Transplanting  Wisconsin  Boys 935 

5.  Sources  of  Increase 935-936 

6.  Kid-Glove  Courses 936 

7.  Student  Expenses 936-937 

8.  Student  Help 937-938 

9.  The  Commons  and  Dormitory  Problem 938 

VIII.  College  Activities 938-944 

L  Development 938 

2.  A  Ready  Agency  in  Re-organizing  Agriculture 939 

3.  Training  Leaders  and  Reaching  the  People 939 

4.  Resident  Instruction 939 

5.  Research  Work : 939 

6.  Research  Results 929-940 

7.  Control  Work 940 

8.  Extension  Service:     Nature,  Extent,  Value 940-942 

9.  Correspondence  Courses  in  Agricultural  Subjects 942-944 

x 


Table  of  Contents 

Pages 

IX.  The  Farm  Women  and  the  Agricultural  College 944 

1.  The  School  of  Home  Economics 944 

X.  Agricultural  Economics  in  the  College 944 

1.  Importance  of  the  Subject 944 

2.  The  Tardy  Attention  Given  to  It 945 

3.  Work  in  Agricultural  Economics 945-947 

4.  Character  and  Value ". 947 

XI.  The  University  Dairy  Barn  and  Creamery 950-952 

University  Comment  on  the  Branson  Report 952-957 


REPORT  UPON  THE 


SURVEY  OF  THE  UNIVERSITY 
OF  WISCONSIN 


Findings  of  the  State  Board  of  Public  Affairs 
and  its  report  to  the  Legislature 


APPENDICES 

W.  H.  Allen's  Report  to  the  Board 
E.  C.  Branson's  Report  to  the  Board 

Comment  by  Committee  of  University  Faculty  upon 
Report  of  Investigators 


B 


Published  by 

STATE  BOARD  OF  PUBLIC  AFFAIRS 

State  Printer 

MADISON,  WISCONSIN 


LETTER  OF  TRANSMITTAL 


To  THE  Honorable 

The  Legislature. 

Gentlemen : 

The  State  Board  of  Public  Affairs  herewith  transmits  its  report  on  the 
Survey  of  the  University  of  Wisconsin  to  your  Honorable  Body,  as  required 
by  Chapter  44b  of  the  Wisconsin  Statutes. 

State  Board  of  Public  Affairs, 

FRANCIS  E.  McGOVERN, 

Chairman, 
MILES  C.  RILEY, 

Secretary. 
Madison,  Wise, 
December,  29,  1914. 


FOREWORD 

The  survey  of  the  University  of  Wisconsin  was  conducted  by  this  board 
pursuant  to  the  mandate  of  chapter  728,  laws  of  1913. 

The  duty  imposed  a  task  of  great  proportions.  The  University  of  Wis- 
consin ranks  among  the  largest  of  state  universities.  During  the  academic 
year  1913-14  there  was  expended  by  this  institution  approximately  $2,- 
800,000;  6,765  students  were  enrolled  in  the  difTerent  schools,  colleges, 
and  courses,  and  654  faculty  members  were  engaged  in  instructional  work. 

The  purpose  of  the  survey,  as  interpreted  by  this  board,  was  first  to 
secure  and  compile  for  the  legislature  and  the  public  definite  information 
about  the  university  in  all  its  activities  and  relations  as  they  pertain  to 
both  educational  and  business  policies  and  methods;  and  secondly,  to  rec- 
ommend to  the  legislature  such  changes  in  educational  and  business  policies 
and  methods  as  in  the  judgment  of  the  members  of  this  board  are  necessary 
to  make  the  university  even  more  fully  a  state  university,  and  to  bring 
about  greater  efficiency  of  methods  and  greater  economy  in  expenditures. 

The  board  proceeded  with  some  realization  of  the  scope  and  seriousness 
of  its  work.  A  state  university  must  necessarily  affect  and  influence  a 
state's  entire  educational  system.  Material  changes  in  the  educational 
policies  of  a  state  university,  it  is  realized,  must  affect  every  section,  every 
interest,  and  every  industry  and  vocation  in  the  state.  The  board  there- 
fore sought  the  broadest  cooperation  and  assistance  in  the  performance  of 
its  duty. 

Advisory   Committee 

The  cooperation  and  assistance  of  representative  organizations  in  the 
state  was  solicited  and  received.  An  advisory  committee  composed  of 
members  nominated  by  these  organizations  was  formed.  The  commit- 
tee consisted  of: 

W.  N.  Mclver,  Oshkosh,  (W'isconsin  Teachers'  Association); 

W.  L.  Ames,  Oregon,  (Society  of  Equity) ; 

E.  S.  Hayes,  Eau  Claire,  (State  Medical  Society); 

Carl  Rudquist,  Ashland,  (Wisconsin  Bankers'  Association); 

Mrs.  Anfin  Egdahl,  Menomonie,  (Federation  of  Women's  Clubs); 

Frank  J.  Weber,  Milwaukee,  (State  Federation  of  Labor) ; 

A.  C.  Powers,  Beloit,  (Wisconsin     Grange); 

E.  E.  White,  Milwaukee,  (Merchants  &  Manufacturers  Association); 

Louis  Hanitch,  Superior,  (-Wisconsin  Bar  Association). 

Directors 

The  board  engaged  W.  H.  Allen  of  the  Bureau  of  Municipal  Research, 
New  York  City,  and  E.  C.  Branson  of  the  -University  of  North  Carolina 
to  assist  in  the  survey  and  to  make  detailed  investigations  along  certain 
lines. 

Cooperation 

The  university  regents,  visitors,  faculty,  business  manager,  and  others 
at  the  university  rendered  valuable  service  by  preparing  and  submitting 

3 


to  the  board  data  requested.  To  render  this  service  the  university  placed 
at  the  command  of  the  board  its  entire  staff  of  educational  and  business 
ofTicers  with  instructions  to  supply  all  information  requested  and  to  make 
available  the  details  of  administration  and  instruction  in  all  schools,  colleges, 
and  departments. 

Educators  outside  of  the  university,  former  regents  and  faculty  members 
of  the  university,  the  alumni  association,  editors  and  business  and  pro- 
fessional men  responded  freely  to  requests  for  counsel,  advice  and  other 
assistance. 

Procedure 

As  the  work  on  the  survey  progressed,  the  investigators  prepared  reports 
to  this  board.  Sixty  separate  sections  were  prepared  and  submitted 
by  Mr.  Allen.  The  reports  of  Mr.  Branson  were  included  in  three 
installments.  All  these  sections  and  installments  were  submitted  to  the 
university  for  comparison  with  records  and  for  comment.  All  sections, 
installments  and  the  university  comment  on  each  were  mimeographed  and 
copies  were  sent  to  the  following:  members  of  the  board  of  university 
regents;  members  of  the  board  of  university  visitors;  members  of  this 
board,  and  to  members  of  the  advisory  committee. 

Meetings  of  the  board  and  advisory  committee  were  held  at  least  once 
in  each  month  while  the  survey  was  being  conducted.  Many  of  these 
meetings  were  from  two  to  four  days  in  duration,  while  many  committees 
of  the  board  labored  consecutively  for  weeks. 

Joint  meetings,  with  the  advisory  committee  and  the  university  regents 
and  visitors,  were  held  from  time  to  time  during  the  progress  of  the  survey. 

The  reports  of  the  investigators  were  considered  at  the  several  meetings 
held  after  the  reports  had  been  formulated.  Oral  arguments  in  support 
of  the  reports  and  the  university  comment  thereon  were  heard  at  several 
of  these  meetings. 

Outline  of  Report 

This  report  to  your  Honorable  Body  includes  a  historical  sketch  of  the 
development  and  support  of  the  university;  a  description  of  the  adminis- 
tration and  organization,  educational  and  business,  of  the  university;  a  sum- 
mary of  business  management  and  procedure;  an  audit  of  the  accounts 
of  the  university  for  the  fiscal  year  ending  June  30,  1914;  financial  data 
relative  to  the  university;  the  findings  and  recommendations  of  the  board 
and,  as  appendices,  the  reports  in  full  of  the  investigators  as  submitted 
to  the  board  and  the  university  comment  thereon. 

It  is  felt  that  the  importance  of  the  survey  justifies  the  publication 
in  full  of  all  material  submitted  to  this  board. 

Obligation 

The  State  of  Wisconsin  is  under  obligation  to  those  who  assisted  and 
cooperated  in  the  survey.  Especially  is  the  state  under  obligation  to 
the  members  of  the  advisory  committee,  and  to  the  respective  organizations 
represented  by  the  advisory  committee.  The  members  of  the  advisory 
board,  as  well  as  the  members  of  the  State  Board  of  Public  Affairs,  served 
without  compensation. 

4 


INTRODUCTION 

University  as  a  Public  Institution,   Its   Relation   to   the   State  and 
the  Influence  of  Public  Opinion  upon  the  School  and  Its 

Management 


The  character  and  standing  of  the  University  of  Wisconsin  have  been 
determined,  by  the  attitude  of  the  people  of  the  state.  The  University 
has  become  what  it  now  is  by  and  with  the  approval  of  the  state.  It  is 
a  public  institution,  and  its  future  naturally  must  conform  to  the  purpose 
of  the  state,  as  has  its  past.  While  men  and  leadership  are  large  factors 
in  the  upbuilding  of  every  educational  institution,  yet  the  history  of  the 
University  of  Wisconsin  shows  that  leadership  outside  the  University  is 
a  powerful  factor  in  determining  what  men  shall  be  entrusted  with  leader- 
ship within  the  institution.  In  a  word,  public  opinion  prescribes  the 
life  and  activities  of  the  state  university.  Responsibility  for  its  adminis- 
trative practices  and  educational  policies,  in  both  their  strength  and  tlieir 
weakness,  rests  with  the  state. 

The  demand  for  a  university  was  one  of  the  first  expressions  of  community 
spirit  in  this  state.  First  steps  for  the  establishing  of  a  university  in  Wis- 
consin were  taken  in  1836,  the  first  year  of  the  territory.  The  first  terri- 
torial governor,  Henry  Dodge,  in  his  first  message  recommended  that 
Congress  be  asked  for  a  donation  for  the  establishment  of  an  "academy 
for  the  education  of  youth".  The  territorial  legislature  of  1836  passed  an 
act  providing  for  the  establishment  at  Belmont  of  a  university,  "the  style, 
name  and  title  whereof  shall  be  the  Wisconsin  University".  However, 
no  further  action  was  taken  at  that  time.  Two  years  later  the  territorial 
legislature  in  session  in  Burlington  (now  in  Iowa)  passed  an  act  which 
superseded  the  act  of  1836  and  which  provided  that  the  proposed  university 
should  be  established  "at  or  near  Madison,  the  seat  of  government", 
Madison  having  been  chosen  as  the  territorial  capital.  It  was  not  until 
1848,  after  twelve  years  of  consideration  that  the  university  was  established. 
From  that  year  until  1870  the  University  of  Wisconsin  was  maintained 
by  the  income  from  federal  land  grants.  In  1870  the  legislature  made 
the  first  direct  state  appropriation  to  the  university  in  the  amount  of 
$50,000  for  the  erection  of  a  separate  building  (Chadbourne  Hall)  for  the 
women  students. 

Even  before  the  state  had  made  direct  appropriation  for  the  support 
of  the  institution,  the  university  was  criticised  because  of  its  preparatory 
department  and  because  of  the  "narrowness  of  the  curriculum".  This 
was  in  the  late  fifties.  It  was  demanded  that  a  "more  distinct  bias  should 
be  given  to  its  instructions  in  the  direction  of  the  several  arts  and  avo- 
cations as  they  exist  among  men." 

And  even  before  the  university  had  received  the  direct  financial  support 
of  the  state  by  legislative  appropriation,   the   university  yielded   to  the 


University  Survey  Report 

demands  of  the  public,  restricting  the  scope  of  the  preparatory  department 
and  reorganizing  the  university  "into  a  department  of  science,  literature 
and  the  arts,  consisting  of  six  schools:  philosophy,  philology,  natural 
science,  civil  and  mechanical  engineering,  agricultural  and  polity." 

From  the  first  the  state  has  been  confronted  with  the  problem  of  proper 
relationship  between  the  university  and  the  public  school  system.  The 
first  regents,  considering  the  new  state  schools  not  sufficiently  advanced 
to  prepare  students  for  entrance  to  the  university,  provided  for  a  prepara- 
tory department  which  was  opened  in  February,  1849.  Before  ten  years 
had  passed  this  preparatory  department  was  an  object  of  criticism,  one 
complaint  being  that  it  usurped  the  functions  of  the  public  schools.  The 
scope  of  the  preparatory  department  having  been  restricted  in  1858  in 
response  to  the  demand  of  the  public,  the  university,  under  Chancellor 
Barnard,  sought  to  interest  the  state  in  the  elevation  of  the  public  school 
system  as  a  basis  for  university  growth.  By  1874  the  university  found 
among  the  graduates  of  high  schools  all  the  students  it  could  care  for. 
Its  usefulness  ended,  the  preparatory  department  then  was  abolished. 

The  larger  life  of  the  university  began  with  the  advent  of  Dr.  John 
Bascom  as  president.  Higher  standards  of  scholarship  prevailed  and 
more  thorough  methods  were  adopted.  The  state  accepted  a  new  idea 
of  the  university  and  made  more  generous  provision  for  its  support.  Upon 
the  retirement  of  Dr.  Bascom,  Thomas  Chrowder  Chamberlain  became 
president.  Under  his  administration  courses  of  study  were  increased, 
standards  of  admission  were  raised,  fellowships  were  provided  for  graduate 
study  and  emphasis  was  laid  upon  research.  Then  the  University  of  Wis- 
consin began  to  take  rank  among  the  leading  schools  of  the  United  States. 
During  the  term  of  Charles  Kendall  Adams,  who  followed  Dr.  Chamberlain, 
poise  and  settled  purpose  were  acquired.  Through  the  growth  and  ex- 
pansion of  the  last  decade,  under  the  administration  of  President  Charles 
R.  Van  Hise,  it  has  today  a  recognized  position  of  leadership  among  the 
universities  of  the  world,  attracting  students  of  every  race  and  nation. 

That  the  state  accepted  this  new  ideal  of  its  university  and  approved 
the  new  activities  and  new  methods  was  shown  by  the  generous  support 
given  to  the  institution  during  that  period  (1874  to  date)  and  by  the 
remarkable  increase  in  the  number  of  students  attending. 

Whether  the  University  of  Wisconsin,  after  this  long  period  of  growth 
and  development,  still  is  meeting  the  needs  of  the  state  which  supports  it, 
and  whether  its  ideals  and  methods  are  in  accord  with  the  spirit  of  the 
people  today  are  proper  subjects  of  inquiry.  The  university  being  a 
public  institution,  the  state  properly  may  subject  it  to  critical  examination. 

Much  public  discussion  has  concerned  itself  with  the  administration 
of  the  institution.     Among  the  criticisms  made  are  these: 

That  extravagance  and  lax  business  methods  have  characterized  the 
administration  of  the  university. 

That  the  university  is  in  politics. 

That  the  members  of  the  faculty  are  sacrificing  instructional  work  to 
write  books,  to  lecture  and  do  other  outside  work  for  pay. 

That,  under  the  cloak  of  research  faculty  members  are  shirking  classroom 
work  and  devoting  much  time  to  other  pursuits. 

6 


Introduction 

That  students  are  deprived  of  personal  contact  with  the  strong  men  of 
the  faculty,  and  that  instruction  is  left  to  men  of  less  experience. 

That  instruction  is  not  adequately  supervised  by  deans  and  heads  of 
departments. 

That  the  university  is  a  school  for  rich  men's  sons. 

That  it  is  educating  students  from  other  states  at  the  expense  of  the 
taxpayers  of  Wisconsin. 

That  it  dominates  the  high  schools  of  the  state  to  the  detriment  of 
education  in  local  communities. 

That  the  university  is  receiving  a  larger  portion  of  the  moneys  expended 
by  the  state  for  educational  purposes  than  is  justified  by  the  number 
availing  themselves  of  university  instruction. 

While  these  complaints  have  been  made  frequently  and  persistently, 
and  for  that  reason  have  been  given  careful  consideration,  as  appears  in 
later  chapters  of  this  report,  yet  in  the  opinion  of  this  board,  these  criticisms 
neither  comprehend  all  the  phases  of  advanced  educational  work  in  which 
the'  state  is  vitally  concerned  nor  reach  the  problems  of  larger  importance 
in  the  maintenance  and  administration  of  the  university.  Even  as  business 
organization,  commercial  relations,  industrial  production  and  professional 
ethics  have  been  made  subjects  of  public  concern  and  investigation,  so 
education  also  is  being  subjected  to  rigid  inquiry.  Its  ideals,  its  place  in 
the  community,  its  utility  are  being  critically  examined  throughout  the 
world  in  the  light  of  the  needs  of  modern  society. 

Realizing  this  attitude  of  public  mind  and  following  the  mandate  of 
the  statute  to  "investigate  the  efficiency  of  the  teaching  and  educational 
methods  used",  this  board  made  a  broad  survey  of  the  university,  and 
has  reported  to  the  legislature  all  the  information  collected  to  the  end  that 
if  changes  are  found  to  be  desirable,  such  changes  may  be  based  upon  a 
broad  consideration  of  all  the  facts  and  conditions  involved. 


GENERAL  AND  EDUCATIONAL  POLICIES 

Place  and  Possibilities  of  a  State  University — Research — Academic 

Freedom — Political    Activities — Cost   of   Living 

in   Madison 


The   University  is  in   Politics 

Certain  activities  of  the  university  have  taken  it  into  the  domain  of 
pubUc  affairs  to  an  extent  which  has  resulted  in  the  charge  that  the  uni- 
versity is  in  poUtics. 

Complaint  has  been  made  that  members  of  the  faculty  appear  before 
committees  of  the  legislature  in  advocacy  of  or  in  opposition  to  pending 
measures  affecting  the  university  as  a  whole  or  certain  of  its  colleges, 
schools  or  departments.  In  the  opinion  of  this  board  it  would  be  impossible 
for  the  legislature  to  act  wisely  with  regard  to  any  bill  afTecting  the  university 
without  consulting  those  in  charge  of  the  department,  college  or  school 
to  be  affected.  It  has  been  the  custom  of  legislative  committees  to  notify 
all  groups  of  citizens  of  the  date  when  pending  measures  afTecting  their 
interests  are  to  be  considered.  The  legislative  committees  have  made 
no  exception  of  the  university  in  this  particular  and  have  notified  the 
officers  of  the  institution  as  to  the  date  of  committee  hearings.  In  the 
opinion  of  this  board  the  failure  of  a  legislative  committee  to  give  notifi- 
cation of  the  date  of  the  hearing  of  a  bill  affecting  a  department,  college 
or  school  would  not  relieve  the  head  of  that  department  of  the  duty  and 
obligation  to  appear  before  the  committee  and  discuss  the  merits  and 
demerits  of  the  proposed  legislation. 

Complaint  has  been  made  also  that  members  of  the  faculty  have  framed 
and  advocated  legislation.  In  recent  years,  while  the  state  has  been 
attempting  to  meet  economic  and  industrial  needs  by  new  legislation,  it 
has  been  a  common  practice  to  consult  with  those  who  have  studied  and 
written  of  those  problems.  In  the  university  faculty  there  have  been 
and  now  are  men  who  by  reason  of  a  life-time  of  study  are  familiar  with 
the  various  phases  of  these  problems  as  they  have  developed  and  as  they 
have  been  treated  in  other  countries  and  states.  Many  of  those  urging 
legislation  along  these  lines  have  read  the  writings  of  these  men,  and  not 
infrequently  legislators,  attempting  to  apply  the  experience  of  other  states 
and  countries  to  Wisconsin  conditions,  have  sought  personal  interviews 
with  those  professors  having  special  knowledge  of  the  subject  under  con- 
sideration. In  the  opinion  of  this  board,  the  state,  having  engaged  the 
services  of  the  men  in  the  university  faculty,  is  entitled  to  such  advice 
and  counsel  as  these  men  can  give  regarding  the  subjects  to  which  they 
have  devoted  much  and  special  attention.  For  the  state  not  to  make 
use  of  the  knowledge  of  these  men  would  be  either  to  neglect  a  great  oppor- 
tunity or  to  cast  reflection  upon  the  quality  and  efficacy  of  the  teaching 

9 


University  Survey  Report 

of  these  subjects  maintained  at  public  expense  in  a  public  institution. 
Public  discussion  from  which  are  excluded  those  who  have  best  familiarized 
themselves  with  the  subject  is  seldom  profitable. 

Further  complaint  has  been  made  that  the  members  of  the  faculty  have 
served  upon  state  commissions.  It  is  true  that  while  new  administrative 
policies  were  being  inaugurated,  the  state,  in  a  few  instances,  has  drawn 
upon  the  university  faculty  for  members  of  its  commissions.  The  state 
sought  the  services  of  these  men  on  the  theory  that  the  inauguration  of 
a  new  administrative  policy  required  the  advice,  counsel  and  direction  of 
those  familiar  with  the  practices  under  similar  administrative  policies 
in  other  states  and  countries.  In  the  belief  that  the  services  of  these 
men  as  teachers  would  be  enhanced  by  the  practical  experience  coming 
to  them  as  members  of  an  administrative  board,  the  university  consented 
to  an  arrangement  which  permitted  them  to  act  for  a  time  upon  these 
commissions;  and  their  positions  on  the  faculty  were  held  open  for  them, 
until  their  work  with  the  state  government  was  completed.  In  the  opinion 
of  this  board,  both  the  state  and  university  profited  rather  than  suffered 
by  this  arrangement. 

Criticism  has  been  made  of  the  practice  (not  a  common  one)  of  the 
state  employing  members  of  the  university  faculty  to  devote  a  part  of 
their  time  to  work  connected  with  state  government.  A  common  expres- 
sion of  this  criticism  has  been  couched  in  the  phrase  that  "a  university 
professor  should  not  be  allowed  to  draw  two  salaries  from  the  state." 
In  this  connection  it  may  be  interesting  to  consider  that  this  inquiry  has 
established  beyond  all  doubt  the  fact  that  certain  faculty  members,  who 
rank  as  experts  in  their  lines,  have  been  employed  by  large  corporations 
to  do  special  work  on  their  own  time,  or  during  vacations.  In  several 
instances,  the  compensation  received  from  great  business  organizations 
has  exceeded  greatly  the  salary  paid  by  the  university.  There  has  been 
some  criticism  also  of  this  practice  (which  is  treated  in  another  chapter 
of  this  report),  but  the  more  insistent  protest  has  been  against  the  drawing 
of  "two  salaries  from  the  state  treasury".  Inquiry  has  shown  that  to 
have  secured  the  services  of  men  of  the  same  ability  would  have  resulted, 
in  many  instances,  either  in  employing  professors  from  other  university 
faculties  or  in  employing  those  experts  who  are  in  the  pay  of  private  corpo- 
rations, and  also  would  have  resulted  in  the  state  paying  a  much  greater 
sum  for  the  same  services. 

Complaint  also  has  been  made  that  students  from  the  university  have 
been  assigned  positions  in  various  state  departments,  particularly  recently 
created  boards  and  commissions,  when  the  nature  of  the  positions  required 
either  special  knowledge  or  practical  experience  on  the  part  of  the  persons 
filling  them.  It  is  true  that  students  have  been  given  some  such  positions. 
However,  inquiry  made  by  this  board  reveals  the  fact  that  the  particular 
students  employed  by  state  departments  have  been  assigned  to  tasks  for 
which  they  were  especially  equipped  by  their  college  courses,  and  that  in 
the  main  the  work  assigned  them  could  not  have  been  performed  excepting 
by  those  having  their  special  knowledge  or  practical  experience.  In  such 
cases  it  has  been  the  judgment  of  those  employing  them  that 
university  trained  men  adapt  themselves  to  the  work  more  rapidly  and  in  the 

10 


Findings  of  Board  of  Public  Affairs 

end  give  the  more  satisfactory  service.  Some  information  has  come  to  this 
board  tending  to  show  that  friendship  and  acquaintance  have  played  no 
small  part  in  the  selection  of  employes  from  among  the  students  applying, 
but  there  has  been  no  information  to  show  that  partisan  or  factional  politics 
have  influenced  appointments  or  that  friendship  and  acquaintance  could 
secure  a  position  for  any  student  not  equipped  for  the  work.  In  the  opinion 
of  this  board,  the  mere  fact  that  a  young  man  has  had  special  training  in 
some  one  of  the  colleges  of  the  university  should  not  militate  against  his 
securing  employment  from  the  state.  If  his  college  training  has  given  him 
understanding  and  efficiency  beyond  the  powers  of  the  untrained  youth, 
there  seems  no  reason  why  the  state  should  not  secure  his  services  in  prefer- 
ence to  those  of  a  man  of  less  fitness.  In  this  connection  it  is  interesting  to 
note  that  within  the  last  few  years  a  considerable  number  of  university 
trained  men  who  were  employed  by  the  state  have  left  one  or  another  of  the 
Wisconsin  commissions  to  accept  positions  of  great  responsibility  with  large 
corporations. 

It  is  true  that  students  have  organized  in  groups  and  clubs  in  support 
of  particular  candidates  and  political  parties.  In  the  opinion  of  this  board 
it  is  not  within  the  power  of  the  legislature  to  deny  to  students  the  right 
to  hold  and  express  political  opinions  any  more  than  it  is  within  the  power 
of  the  legislature  to  deprive  any  other  citizen  of  the  same  right.  This 
board  is  not  assuming  to  discuss  the  question  as  to  whether  students  coming 
to  Madison  from  other  cities  should  be  allowed  to  vote  in  Madison.  How- 
ever, that  poUtical  organizations  are  effected  among  the  students  of  the 
University  of  Wisconsin  is  commonly  known  and  widely  advertised.  That 
the  same  is  true  of  every  other  university  is  also  a  fact,  known  to  all. 

That  occasionally  members  of  the  university  faculty  have  been  active  at 
election  time  has  been  charged  and  is  true.  In  the  opinion  of  the  board  of 
public  afTairs  it  is  neither  possible  nor  desirable  to  deprive  a  college  professor 
of  the  political  rights  vouchsafed  to  every  citizen. 

Investigation  shows  that  insofar  as  students,  faculty  members  and 
regents  are  in  politics  as  individuals,  the  University  of  Wisconsin  is  in 
politics.  Students  form  political  organizations,  both  partisan  and  factional, 
representing  every  faction  and  every  party.  Members  of  the  faculty  on 
occasions  address  these  student  clubs  and  give  expression  to  personal  con- 
victions. In  so  doing,  students,  professors  and  regents,  in  the  opinion  of 
this  board,  have  exercised  only  their  rights  to  independent  thought  and 
action  as  individuals  and  citizens. 

No  information  has  come  to  this  board  which  shows  that  the  University 
of  Wisconsin  as  an  organization  is  or  has  been  in  party  or  factional  politics, 
and  so  far  as  this  board  has  information  no  charge  has  been  made  that 
officials  of  the  university  have  organized  or  attempted  to  organize  the  uni- 
versity at  any  time  in  favor  of  any  individual,  faction  or  parly.  On  rare 
occasions  when  policies  vitally  affecting  the  university  are  under  considera- 
tion, students,  professors,  regents,  alumni  and  friends,  as  individuals,  have 
attempted  concerted  action.  In  the  opinion  of  this  board,  any  attempt  on 
the  part  of  the  state  to  prevent  or  discourage  political  activity  along  broad 
lines  would  be  un-American.     The  University  of  Wisconsin  is  a  public 

11 


University  Survey  Report 

inslilution.  Its  policies  and  practices  are  determined  by  public  opinion. 
So  long  as  the  university  continues  as  a  part  of  the  state,  so  long  must  the 
state  preserve  freedom  of  expression  and  action  regarding  it. 

Research   Work   and   Its   Supervision 

Wisconsin  as  a  state  properly  has  fostered  in  its  university  freedom  in 
research  and  in  thought.  Problems  arise  constantly  from  the  changing  com- 
plexity of  modern  life  to  confront  society.  Their  solution  must  be  preceded 
by  thorough  inquiry  and  careful  study.  Wisconsin  has  come  to  recognize 
that  the  burden  of  inquiry  relating  to  matters  affecting  the  general  welfare 
rightfully  should  be  borne  by  the  state.  Accordingly,  much  of  this  work  has 
been  delegated  either  expressly  or  tacitly  to  the  university  and  to  the  men 
of  science  associated  with  it.  Many  and  substantial  benefits  have  resulted 
from  such  study.  However,  research  has  yielded  no  material  returns 
which  can  compare  in  importance  to  the  development  of  the  public  under- 
standing— the  proving  through  experience  that  exact  knowledge  and  ac- 
curately determined  facts  constitute  the  only  proper  bases  for  consideration 
and  judgment  of  all  questions.  No  other  single  benefit  is  greater  than  the 
self-reliance  engendered  by  the  successful  outcome  of  the  state's  efforts  to 
solve  its  own  problems  without  dependence  upon  private  subsidy  or  direc 
tion. 

The  world  is  demanding  that  truth  be  made  available  for  the  sake  of 
life.  "Truth  for  the  sake  of  utility"  now  is  held  to  be  not  in  conflict  with 
"truth  for  its  own  sake."  The  attention  which  has  been  given  by  the 
University  of  Wisconsin  to  the  study  and  solution  of  problems  of  industry 
and  problems  of  organized  society,  and  the  results  thus  obtained  have  given 
not  to  Wisconsin  alone  but  to  the  world  a  new  and  broader  conception  of  the 
place  and  possibilities  of  a  state  university. 

Research  in  the  University  of  Wisconsin  has  had  to  do  with  problems 
of  human  progress,  and  many  important  contributions  have  been  made 
to  the  knowledge  of  all  manner  of  problems  in  government  and  collective 
action,  in  mastering  the  forces  of  nature,  and  in  increasing  the  amount 
and  variety  of  production.  Important  discoveries  in  the  field  of  engineer- 
ing, growing  out  of  studies  relating  to  water  machinery,  iron  alloys,  con- 
crete construction,  gas  engines,  etc.,  have  opened  new  opportunities  in 
various  industries.  Experiments  in  agriculture  have  made  available  for 
cultivation  millions  of  acres  of  hitherto  unproductive  swamp  and  sand 
lands,  have  increased  the  yield  per  acre  of  many  grains,  have  extended 
the  corn  belt  of  Wisconsin  to  the  shores  of  Lake  Superior  and  have  made 
possible  the  development  of  a  dairy  industry  producing  $100,000,000 
annually.  Investigations  conducted  by  the  school  of  medicine  have  had 
a  direct  and  practical  bearing  upon  public  health.  In  sociology  and  political 
science,  results  of  substantial  value  have  been  achieved.  More  than  one 
university  man  working  in  these  subjects  has  become  a  national  figure 
and  has  rendered  great  service  in  the  larger  field.  Scholarly  returns,  less 
concrete  but  of  no  less  importance,  have  been  obtained  also  in  fields  where 
immediate  utilitarian  results  cannot  be  expected. 

12 


Findings  of  Board  of  Public  Affairs 

This  board  is  not  oblivious  to  the  vitalizing  effect  of  such  work 
upon  the  instructor.  It  is  aware  that  the  potential  usefulness  to  society 
of  experimental  search  for  truth  is  incalculable.  In  the  opinion  of  this 
board  the  state  should  encourage  untrammelled  investigation  in  any  field 
of  knowledge  in  which  the  investigator  may  be  equipped  to  work.  It 
should  draw  no  lines  and  set  no  limits  to  hamper  the  earnest  seeker  after 
truth.  The  suggestions  here  offered  are  made  in  the  hope  that  the  quest 
for  truth  may  be  forwarded  thereby  and  that  the  trained  and  earnest 
investigator  may  be  encouraged.  Naturally  personal  advantage  urges 
every  member  of  the  faculty  to  utilize  to  his  utmost  every  opportunity 
that  is  given  for  research.  Consequently,  there  is  no  need  to  remind 
many  members  of  the  faculty  that  they  owe  it  to  themselves  and  to  their 
colleagues  not  to  neglect  such  opportunities. 

However,  there  is  evidence  tending  to  show  that  some  few  forget  their 
responsibilities  and  use  the  sincere  and  earnest  work  done  by  the  many 
as  a  cloak  for  indolence.  To  prevent  this  it  is  necessary  that  every  member 
of  the  faculty  be  held  to  the  same  degree  of  accountability.  Each  man 
engaged  in  research  work  must  be  always  ready  to  demonstrate  to  his  col- 
leagues the  possibilities  of  his  subject.  He  should  be  able  to  give  some 
indication  of  a  due  degree  of  progress.  And  he  must  satisfy  his  colleagues 
and  superior  officers  as  to  his  earnestness  and  faithfulness  in  his  work. 
Unless  some  such  step  is  taken  this  board  is  convinced  of  the  danger  that 
particular  instances  may  be  used  to  discredit  research,  with  the  result 
that  such  opportunities  as  now  exist  may  be  diminished. 

Owing  to  the  difficulty  in  determining  the  cost  of  supporting  research  in 
the  university,  due  to  the  overlapping  of  research  and  instructional  work, 
this  board  presents  no  statistics  relating  to  this  matter. 

Academic   Freedom 

The  University  of  Wisconsin  has  performed  a  large  and  splendid  service. 
Established  by  the  state  and  maintained  at  public  expense,  its  laboratories, 
its  libraries,  and  its  faculty  have  been  sources  of  information  for  those 
attempting  the  solution  of  important  social  and  community  problems. 

Conflict  of  interest  and  opinion  naturally  begets  misunderstanding 
and  misrepresentation.  Motives  are  questioned  and  opposition  engendered 
to  such  an  extent  that  those  who  represent  the  institution  frequently 
are  made  to  quail  before  the  attack.  Therefore,  the  people  well  may  look 
with  concern  upon  assaults  calculated  to  impair  the  usefulness  of  the 
institution.  In  such  crises  it  is  the  duty  of  the  state  to  defend  freedom -of 
investigation,  freedom  of  instruction,  and  freedom  of  opinion  and  expression 
in  its  university  to  the  end  that  academic  freedom  may  not  be  an  empty 
phrase,  but  shall  be  a  living  fact. 

Graduate   Work 

In  the  graduate  school,  the  university  not  only  promotes  the  education 
and  training  of  the  student,  but  its  work  here,  more  than  in  any  other 
department,  is  expected  to  contribute  to  the  sum  of  human  knowledge. 

13 


University  Survey  Report 

This  is  a  field  in  which  the  University  of  Wisconsin  has  won  distinction. 
To  refuse  to  offer  graduate  work,  it  seems  to  this  board,  would  be  to  deny 
an  obligation  which  undoubtedly  rests  upon  the  university.  Neglect  of 
this  larger  opportunity  for  service  naturally  would  result  in  restricting 
the  field  and  in  lowering  the  standards  of  the  school,  and  in  the  end  would 
divest  the  university  of  many  of  its  present  powers  of  inspiration.  A  state 
university  particularly  is  under  obligation  to  keep  all  such  opportunities 
open. 

This  board  does  not  apprehend  that  there  is  any  danger  that  graduate 
work  will  be  so  emphasized  as  to  render  the  university  a  school  for  the  few 
rather  than  a  democratic  institution  which  seeks  to  serve  the  many  less 
advanced  in  their  work. 

Political   Science   Department 

The  importance  of  the  department  of  economics,  sociology  and  political 
science  as  a  part  of  the  university  has  increased  with  the  development 
of  new  social  and  economic  problems  now  confronting  the  state  and  the 
nation. 

Yet,  notwithstanding  the  rapid  growth  in  the  sum  total  of  university 
operating  expenses  in  recent  years,  there  has  been  no  material  increase 
in  the  last  decade  in  the  appropriation  for  this  work.  This  department 
should  be  encouraged  to  expand  and  to  increase  its  possibilities  of  service 
to  the  people.  Therefore,  it  is  recommended  that  it  be  given  greater 
proportionate  support,  both  moral  and  material,  than  it  has  received  in 
the  past. 

Practical   Field   Work 

The  needs  of  a  system  of  training  students  through  contact  with  problems 
already  has  been  recognized  by  the  university  in  the  requirements  of  field 
experience  in  engineering,  actual  farm  experience  in  agriculture,  the  pro- 
posed work  in  law  offices  for  law,  in  the  encouragement  of  practical  work 
in  commerce  and  journalism  and  in  the  field  work  that  has  characterized 
professional  training  in  the  library  school.  This  board  believes  that  prac- 
tical field  work  need  not  be  confined  to  professional  and  graduate  courses. 
On  the  contrary  it  recommends  that  field  work  be  provided  in  all  possible 
courses  to  the  end  that  the  student  who  is  to  learn  to  do  by  actual  doing 
may  have  the  inspiration  and  incentive  which  comes  from  the  consciousness 
that  what  he  is  doing  is  of  practical  value.  Such  credit  for  work  of  this 
character  should  be  given  as  is  justified  by  its  quality  as  determined  by 
supervision  and  reports. 

Outside   Work   of  Professors 

Attention  has  been  called  to  the  practice  of  permitting  members 
of  the  faculty  to  do  outside  work  for  pay.  Question  has  been  raised 
as  to  whether  a  professor's  service  to  the  university  is  impaired  by  his 
devoting  a  portion  of  his  time  to  private  purposes.  Manifestly  this  is  a 
matter  to  be  determined  by  the  university  authorities.  Varying  conditions 
affecting  instructors  as  w'ell  as  subjects  indicate  clearly  the  futility  of 
adopting  hard  and  fast  rules  in  relation  to  this  matter. 

14 


Findings  of  Board  of  Public  Affairs 

It  is  impossible  to  do  effective  university  work  in  certain  subjects  with- 
out adequate  field  work.  Particularly  is  this  true  with  those  subjects  in 
which  text  book  writing  has  not  kept  pace  with  the  progress  of  the  science. 
In  many  such  instances  text  book  teaching  is  considered  almost  useless. 
In  the  opinion  of  this  board  the  quality  of  instruction  in  such  subjects  is 
enhanced  by  giving  the  instructor  opportunity  for  practical  field  work. 
The  teacher  having  such  advantages  should  be  able  to  give  many  illuminat- 
ing illustrations  from  his  experience  for  class  room  use;  and  the  knowledge 
that  an  instructor  is  dealing  with  practical  problems  should  quicken  the 
interest  and  command  the  respect  of  the  students. 

In  this  connection  it  should  be  taken  into  consideration  that  certain 
kinds  of  field  work  are  too  expensive  to  be  supported  by  the  university  on 
an  adequate  scale,  and  that  therefore  the  university  should  avail  itself  of 
the  assistance  to  be  derived  from  outside  interests.  Certain  members  of 
the  faculty,  taken  from  the  practical  field,  are  employed  with  the  under- 
standing that  they  are  to  be  allowed  to  continue  their  profession  and  to  do 
outside  work  for  pay.  Indeed,  only  by  making  such  concessions  is  the 
university  able  to  secure  and  retain  as  part  of  the  faculty  certain  men  of 
large  practical  experience. 

In  many  departments  little  opportunity  is  presented  for  helpful  outside 
work. 

Certainly  the  effect  of  outside  work  upon  university  instruction  depends 
largely  upon  the  character  of  the  work  and  the  ability  of  the  man  doing  the 
work. 

Information  has  come  to  this  board  tending  to  show  that  some  few  mem- 
bers of  the  faculty  have  taken  unwarranted  advantage  of  the  opportunity 
offered  them  for  outside  work  and  that  their  service  to  the  university  has 
been  impaired  through  a  division  of  their  interest.  However,  the  number 
of  such  cases  is  too  small  to  warrant  the  assertion  that  there  is  general  abuse 
of  this  practice.  In  the  opinion  of  this  board  this  is  a  matter  for  the  attention 
of  the  university  authorities  and  can  be  so  regulated  as  to  eliminate  the 
few  abuses  without  depriving  the  institution  of  the  many  benefits  which 
naturally  result  from  keeping  department  heads  and  professors  in  touch 
with  the  practical  problems  as  well  as  the  theories  of  a  subject. 

Pensions 

The  proposal  that  the  state  pension  teachers  and  instructors  in  state 
educational  institutions  is  still  so  new  that  there  is  little  experience  on 
which  to  base  judgment. 

A  system  of  pensions  for  public  school  teachers  was  adopted  recently  by 
the  State  of  Wisconsin.  Its  effect  has  not  yet  been  determined.  The 
pensioning  of  college  and  university  professors  by  the  Carnegie  Foundation 
has  been  in  force  so  short  a  time  that  its  effect  on  the  educational  policies 
of  our  higher  institutions  of  education  has  not  yet  become  apparent.  In 
view  of  these  facts,  it  does  not  seem  wise  at  this  time  to  recommend  any 
change  in  the  present  policy.  Experience  and  observation  of  the  present 
arrangement  will  in  time  suggest  the  proper  course  to  pureue. 

15 


University  Survey  Report 

Supervision  of  Instruction 

The  tradition  that  it  is  not  consistent  with  the  dignity  of  instructors  of 
university  rank  to  be  closely  supervised  does  not  justify,  in  the  judgment 
of  this  board,  what  is  in  some  instances  an  almost  entire  absence  of  super- 
vision in  class  room  work. 

Certainly  there  are  those  of  the  instructional  staff  who  have  demonstrated 
definitely  the  excellency  of  their  scholarship  and  pedagogical  methods. 
Even  these,  however,  should  not  be  permitted  to  pursue  their  work  without 
reference  to  the  work  of  other  instructors.  It  is  necessary  that  the  work  of 
the  different  departments  and  instructors  be  correlated,  that  uniform  stand- 
ards of  scholarship  be  maintained,  and  that  unity  of  purposes  and  ideals 
be  achieved.  It  is  impossible  to  accomplish  these  ends  without  adequate 
supervision. 

This  conclusion  is  in  accord  with  the  judgment  of  many  university  men 
of  established  reputation  both  as  instructors  and  administrators. 

While  the  necessity  for  supervision  exists  in  all  instructional  work  it  is 
of  more  particular  value  in  the  case  of  new  or  inexperienced  men,  a  large 
number  of  whom  are  brought  to  the  university  each  year.  In  all  cases 
supervision  should  consist  not  alone  in  conferences  and  in  plans  for  work, 
but  should  include  actual  visitation  by  the  deans,  by  the  heads  of  depart- 
ments, and  by  others.  Such  supervision  need  not  be  antagonistic,  but  should 
be  at  once  critical,  sympathetic  and  constructive.  Not  only  will  the 
presence  of  low  and  faulty  standards  be  disclosed  more  quickly  by  super- 
vision than  by  general  results,  but  adequate  supervision  is  as  useful  in 
revealing  merit  as  in  discovering  inefficiency.  It  should  lead  to  promotion 
as  surely  as  to  elimination. 

Cost  of  Living 

The  ability  of  young  persons  to  make  use  of  the  educational  advantages 
presented  by  the  university  depends  largely  upon  the  expenditure  involved. 
The  higher  the  cost,  the  fewer  there  are  who  can  obtain  an  education.  The 
large  factor  in  this  cost  is  the  expense  of  living  in  Madison.  The  figures 
presented  include  not  only  the  cost  of  board  and  room  but  also  expenditures 
for  dress  and  social  activities. 

A  majority  of  the  students  spend  less  than  $500  per  year  while  attending 
the  University  of  Wisconsin.  Out  of  1,474  students  who  replied  to  questions 
concerning  the  expense  of  attending  the  university,  805  kept  their  expenses 
within  S500,  while  669  spent  more  than  $500.  Out  of  the  805  spending  $500 
or  less  222  spent  between  $450  and  $500,  218  spent  between  $400  and  $450, 
198  spent  between  $350  and  $400,  109  spent  between  $300  and  $350,  48 
spent  between  $250  and  $300,  7  spent  between  $225  and  $250,  3  spent 
between  $200  and  $225,  3  spent  between  $175  and  $200  and  one  spent 
between  $150  and  $175.  Of  the  669  spending  more  than  $500,  169  spent 
between  $500  and  $550,  132  spent  between  $550  and  $600,  105  spent  be- 
tween $600  and  $650,  73  spent  between  $650  and  $700,  50  spent  between 
$700  and  $750,  46  spent  between  $750  and  $800,  25  spent  between  $800  and 
$850,  22  spent  between  $850  and  $900,  11  spent  between  $900  and  $950, 

16 


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Findings  of  Board  of  Public  Affairs 

and  17  spent  between  $950  .and  $1,100,  8  spent  between  $1,000  and  $1,100, 
6  spent  between  $1,100  and  $1,200,  2  spent  between  $1,200  and  $1,300  and 
2  spent  between  $1,300  and  $1,400.  None  of  those  replying  spent  more 
than  $1,400. 

Of  the  two  reporting  to  have  spent  between  $1,300  and  $1,400  one  was 
a  resident  of  Wisconsin,  the  other  was  a  non-resident  student.  The  resident 
of  Wisconsin  spending  between  $1,300  and  $1,400  ws  a  woman  in  her 
senior  year  in  the  College  of  Letters  and  Science.  The  non-resident  student 
spending  $1,300  and  $1,400  was  a  man  in  his  sophomore  year  in  the  College 
of  Agriculture. 

Of  the  resident  students  replying  only  two  men  reported  that  they  spent 
over  $950  and  no  man  among  the  resident  students  is  recorded  as  having 
spent  more  than  $1,000.  Four  resident  women  students  reported  that  they 
spent  more  than  $1,000.  Two  of  those  spent  $1,000  and  $1,100,  one  spent 
between  $1,100  and  $1,200  and  one  spent  between  $1,300  and  $1,400. 

Of  the  1,474  students  replying  to  questions  relating  to  expenses  of  attend- 
ing the  university,  649  were  non-resident  students.  Of  these  non-residents, 
238  kept  their  expenses  within  $500,  411  spent  more  than  $500. 

Expenses  of  graduate  students  do  not  appear  to  reach  either  extreme, 
though  they  average  about  $500.  Of  67  graduate  students  replying,  39 
kept  their  expenses  within  $500,  28  spent  more  than  $500.  No  man  taking 
graduate  work  spent  in  excess  of  $750.  Two  graduate  women  students 
spent  more  than  $750. 

Of  the  1,474  students  replying  to  those  question  1,121  were  men  and  353 
were  women.  Of  the  1,121  men  662  kept  their  expenses  within  $500,  459 
spent  more  than  $500.  Of  the  353  women  143  kept  their  expenses  within 
$500,  while  210  spent  more  than  $500. 

This  questionnaire  was  sent  by  the  University  Board  of  Visitors  to  more 
than  4,000  students  now  enrolled  in  the  university  and  replies  were  received 
from  2,216.  Of  those  replying  only  1,474  answered  fully  all  the  questions 
relating  to  expense  of  attending  the  university.  In  all  cases  reported  travel- 
ing expenses  are  included. 

While  it  cannot  be  the  policy  of  a  state  university  to  discriminate  against 
any  class,  rich  or  poor,  this  board  believes  that  wide  publicity  should  be 
given  to  the  fact  that  investigation  has  shown  that  a  moderate  sum  is 
sufficient  to  maintain  a  student  at  the  University  of  Wisconsin  in  complete 
comfort,  and  that  the  institution  is  not  to  be  justly  referred  to  as  "a  school 
for  rich  men's  sons."  •  Accompanying  is  a  tabulated  analysis  of  the 
replies  received. 

Student   Supervision   and   Student  Advisers 

The  people  of  Wisconsin  have  entrusted  to  the  university  the  care  of 
their  sons  and  daughters  at  a  time  in  their  development  when  ideals,  habits 
of  life  and  character  are  forming.  The  provision  for  student  advisers  and 
student  supervision,  which  has  been  established  in  the  university,  is  highly 
commended.  There  is  evidence,  however,  that  it  is  not  as  effective  in  all 
cases  as  it  should  be,  although  due  allowance  must  be  made  for  individual 
variations  of  efficiency.    On  account  of  the  great  importance  of  this  work, 

17 


Unu'ersity  Survey  Report 

particularly  in  the  freshman  and  sophomore  classes,  the  board  urges  those 
in  authority  to  improve  the  system  wherever  and  however  possible,  and 
to  stimulate  those  acting  as  supervisors  and  student  advisers  to  make 
this  branch  of  service  highly  effective. 

Non-Resident   Students 

Broad  liberality  is  the  spirit  of  universities  of  large  purposes.  We  owe 
much  to  other  universities  and  to  men  and  institutions  of  all  times  and  of 
all  countries.  No  spirit  of  narrow  provincialism,  therefore,  should  charac- 
terize the  policy  of  this  state  in  dealing  with  other  states,  universities  or 
citizens.  Many  sons  and  daughters  of  Wisconsin  citizens  are  attending 
universities  and  colleges  in  other  states  on  equal  or  nearly  equal  terms  with 
resident  students.  To  a  considerable  degree  the  expenses  incident  to  non- 
resident students  in  Wisconsin  university  are  offset  by  the  fact  that  other 
universities  are  educating  students  from  Wisconsin. 

The  atmosphere  in  a  university  is  created  and  influenced  by  the  character 
of  the  men  and  women  composing  the  student  body,  as  well  as  by  the  ability 
of  those  who  compose  the  faculty.  Therefore,  it  is  the  policy  of  universities 
generally  to  use  all  honorable  means  to  attract  students  from  all  parts  of  the 
world. 

To  no  inconsiderable  degree  the  benefits  derived  from  a  university  edu- 
cation come  to  the  student  because  of  the  atmosphere  existing  in  the 
institution  and  of  the  associations  he  forms  there.  As  in  the  university 
he  meets  many  ambitious,  able  men  from  all  parts  of  the  world,  each 
bringing  different  conceptions  and  each  looking  at  matters  from  a  different 
standpoint,  the  student  acquires  a  breadth  of  view,  a  knowledge  of  human 
relations  which  are  important  elements  in  his  education. 

Many  non-resident  students  who  attend  this  university  remain  in  Wis- 
consin, while  many  of  our  resident  students  make  their  future  homes  in 
other  states.  Interstate  communication  is  desirable  and  should  be  en- 
couraged. 

There  were  1,358  non-resident  students  in  the  regular  courses  in  the 
University  of  Wisconsin  during  the  last  year.  It  should  not  be  ignored  that 
these  hundreds  of  non-resident  students  bring  into  the  state  hundreds  of 
thousands  of  dollars  to  be  disbursed  through  commercial  and  industrial 
institutions  of  the  state.  Another  consideration  not  wisely  to  be  ignored  is 
that  as  long  as  the  state  maintains  a  university  for  resident  students  it  can 
admit  a  considerable  percentage  of  non-resident  students  without  a  pro- 
portionate increase  in  cost,  since  many  expenses  are  and  will  remain  fixed 
charges  with  little  variation  regardless  of  increased  attendance.  It  will  be 
noted  by  the  tabulation  that  Wisconsin  charges  non-resident  students  $100 
per  year  more  than  resident  students.  This  board  is  of  the  opinion  that  to 
increase  the  tuition  for  non-resident  students  would  be  to  take  the  first 
step  toward  creating  an  exclusive  atmosphere  which  in  the  end  would  result 
in  making  of  the  University  of  Wisconsin  "a  school  for  rich  men's  sons." 
In  the  opinion  of  this  board  there  should  be  no  further  discrimination  against 
non-resident  students. 

The  following  table  shows  the  fees,  incidental  and  tuition,  charged  by  the 
universities  of  neighboring  states  to  resident  and  non-resident  students: 

18 


Findings  of  Board  of  Public  Affairs 


Resident 


N on- Resident 


University  of  Minnesota  1912-1913. 

Letters  and  Science 

Engineering 

Agriculture 

Law 

Medicine 

University  of  Illinois  1913-1914. 

Letters  and  Science 

Engineering 

Agriculture 

Law 

Medicine  (at  Chicago). 

University  of  Iow^a  1913-1914. 


Letters  and  Science. 

Engineering 

Agriculture 

Law 

Medicine 


University  of  Michigan  1913-1914. 


Letters  and  Science. 

Engineering 

Medicine 

Law 

Pharmacy 

Dentistry 

Graduate 


University    of     Chicago     1913  - 1914    all 

courses 


University    of    Wisconsin    1914-1915    all 

courses 


$  30 

S  80 

50 

70 

30 

80 

65 

85 

150 

170 

24 

24 

24 

24 

24 

24 

50 

50 

20 

20 

20 

20 

20 

20 

50 

50 

50 

50 

42 

52 

57 

67 

57 

67 

67 

77 

57 

67 

77 

107 

42 

52 

120 


24 


120 


124 


Students     at     University     of     Michigan 
1913-1914. 


Regular  session.. 
Summer  session. 


Percentage  of  non-residents  46.75 

100 

19 


Non-Resident 


2248 
678 


University  Survey  Report 


N on-Resident 


Students  at  the  University  of  Wisconsin 
1913-1914. 


Regular  session.. 
Summer  session. 


1385 
1394 


Percentage  of  non-residents  37.71 

100 


(a)  From  these  2248  non-resident  students  in  the  regular  college  year 
Michigan  receives  $10.00  a  piece  more  than  from  the  same  number  of  resi- 
dent students;  except  in  the  small  department  in  dentistry  where  $30.00 
more  were  received. 

(b)  From  each  of  the  1385  non-resident  students,  Wisconsin  receives 
$100.00  more  than  if  they  were  residents;  provided  the  student  is  at  the 
university  for  two  semesters;  for  one  semester  $50.00  more  are  received 
from  each. 

Within  the  last  ten  years  the  University  of  Wisconsin  has  received  from 
non-resident  students,  in  tuition  alone,  approximately  half  a  million  dollars, 
the  exact  sum  being  $419,312  received  in  the  ten-year  period  1904-5  to 
1913-14  inclusive.  Following  is  a  table  of  tuition  fees  received  from  non- 
resident student  by  years: 

1904-5 $13,032.50 

1905-6 12,912.50 

1906-7 14,522.50 

1907-8 18,035.00 

1908-9 23,262.50  . 

1909-10 41,500.00 

1910-11 51,757.50 

1911-12 74,037.50 

1912-13 79,037.50 

1913-14 91,217.50 


University's  Portion  of  Educational   Moneys 


Complaint  has  been  made  that  the  university  is  receiving  a  larger  pro- 
portion of  moneys  expended  for  educational  purposes  than  is  warranted 
when  the  number  availing  themselves  of  a  university  education  is  con- 
sidered. 

During  the  last  ten  years  (1905  to  1914,  inclusive)  the  people  of  Wiscon- 
sin have  expended  $135,858,491.07  of  the  pubhc  moneys  for  education  in 
the  common  schools,  high  schools,  normal  and  training  schools,  and  in  the 
university,  or  an  average  of  $13,538,849.10  annually.  In  1905,  the  public 
moneys  expended  by  local  units  and  by  the  state  amounted  to  only  $9,740,- 
607.75,  while  in  1914  the  amount  had  grown  to  $18,975,961.07,  an  increase 

20 


Findings  of  Board  of  Public  Affairs 

of  94.8  per  cent  in  ten  years.  In  1905,  the  moneys  expended  for  the  uni- 
versity amounted  to  only  $856,504.32  or  8.79  per  cent  of  the  total  expend- 
itures for  all  educational  purposes.  In  1914,  expenditures  for  the  university 
amounted  to  $2,805,206.15,  or  14.78  per  cent  of  the  total. 

Much  of  this  increase  has  come  during  the  last  seven  years,  and  to  a 
considerable  extent  is  to  be  accounted  for  by  the  erection  of  new  buildings 
and  the  purchase  of  additional  lands  to  meet  the  growing  needs  of  the 
university. 

To  secure  proper  perspective  of  the  relative  expenditures,  it  is  necessary 
to  take  into  consideration  that  not  all  of  the  $2,805,806.15  expended  for  the 
university  in  1914  was  borne  by  the  taxpayers  of  Wisconsin.  Approximately 
one-third  of  this  amount,  or  $939,398.08,  was  from  other  sources.  Of  this 
$104,691.76  came  directly  from  the  United  States  government.  Over  half 
a  million  or  $558,412.44  came  from  students  as  fees,  etc.,  and  various 
smaller  amounts  from  other  sources,  making  a  total  of  $939,398.08  received 
by  the  university  from  other  sources  than  the  state.  In  other  words, 
approximateh^  one  million  dollars  of  the  gross  university  expenditures, 
is  not  borne  by  the  taxpayers  of  the  state.  Part  of  the  more  recent  increase 
in  university  expenditures  is  a  mere  matter  of  bookkeeping.  Prior  to 
1913,  the  moneys  received  from  students'  fees  were  used  by  the  university 
without  an  act  of  the  legislature.  In  1913,  however,  the  legislature  enacted 
a  law  directing  that  all  moneys  coming  to  the  university  from  outside 
sources  be  placed  in  the  state  treasury  as  a  part  of  the  university  funds, 
thus  making  them  available  for  use  only  as  appropriated  by  the  legislature 
for  specific  purposes.  Among  the  moneys  now  included  in  the  total  ap- 
propriated, but  not  included  prior  to  1913,  are  receipts  from  football, 
basket-ball  and  baseball  games  and  other  self-supporting  activities  of 
the  university.  These  moneys  are  actual  earnings  of  the  university  and 
therefore  are  not  to  be  charged  as  a  contribution  of  the  state  government 
to  the  maintenance  and  operation  of  the  activity  producing  them.  Under 
the  new  arrangements,  athletic  activities  are  not  supported  by  gate  receipts 
as  formerly,  but  by  legislative  appropriation  equal  to  the  gate  receipts. 
The  same  is  true  of  the  dining  hall  receipts  and  those  received  from  other 
non-instructional,  self-supporting  activities.  The  difference  is  only  one 
of  accounting.  Yet  this  change  in  bookkeeping  methods  shows  an  apparent 
increase  in  the  proportionate  expense  to  the  state  in  university  operation. 
Therefore  it  becomes  necessary  to  analyze  these  accounts.  The  following 
table  shows  the  receipts  coming  from  other  sources  than  the  state  for  1914: 


TABLE  III 

Detail  of  Receipts  of  the  University  of  \^iscousin  from  other  sources 
than  the  State  for  the  Fiscal   Year  Ending  June  30,   1914.       » 

Tuition  Fees _• S91,217.50 

Incidental  Fees 186,990.07 

Gymnasium  Fees 6,238.05 

Laboratory  Fees 122,069.33 

21 


University  Survey  Report 

Dormitories 28,347.44 

Dining  Halls 103,550.05 

Interest  on  University  Fund 11,963.62 

Interest  on  Current  balances 3,771.93 

Interest  on  Agricultural  College  Fund 12,728.14 

Federal  Government 80,000.00 

Gifts  as  follows: 

Carnegie  Foundation 9,551.63 

Vilas  Medal  Fund 180.00 

Gammi  Phi  Beta  Scholarship 200.00 

Henry  Strong  Scholarship 1,300.00 

Menorah  Society  Prize  Fund 200.00 

Self  Government  Association 100.00 

Markham  Fellowship 800.00 

Milwaukee  Drug  Co.  Book  Fund 35.00 

Hatch,  Seed  Special  Fund 319.51 

B.  R.  Cahn  Boat  Fund 35.00 

Sales  of  Produce 3,187.80 

Sales  of  Live  Stock 8,302.35 

Sales  of  Poultry,  etc 2,671.66 

Sales  of  Creamery  Products 126,471.14 

Sales  of  Butter  and  Cheese  scored 1,019.85 

Sales  of  Bulletins 1,157.47 

Sales  of  Cinders 534.03 

Sales  of  Scrap  Iron,  etc 570.58 

Sales  of  Wood 68.50 

Fees  for  Duplicates  of  Diplomas 10.00 

Sale  of  Sanitary  Napkins 9.80 

Laboratory  Supplies 68.93 

Sale  of  Horse 290.00 

Sale  of  Dairy-Photos 33.25 

Sales  of  Cement  Sacks 922,80 

Sales  of  Hog  Cholera  Serum 10,183.62 

County  Demonstration  Stations 459.36 

Various  Small  Items 163.61 

Fees  from  Dairy  Tests 20,694.96 

Fees  from  Feed  Tests 5,955.05 

Fees  from  Fertilizer  Tests 1,390.00 

Fees  from  Nursery  Inspection 2,496.24 

Fees  from  Stallion  Enrollment 3,110.74 

Fees  from'  Water  Analysis-Hyg.  Lab 306.00 

Fees  charged  by  Soils  Laboratory 307.00 

Fees  charged  by  Standards  Laboratory 636.96 

Unclaimed  Checks 2,035.83 

Insurance  recovered ■ 155.25 

Refunds  from  advances____ 4,166.55 

Library  Fines 86.08 

22 


Findings  of  Board  of  Public  Affairs 

School  of  Music — Concerts 2,613.98 

University  Extension  Lectures  and  Concerts 32,040.80 

Athletic  Gate  Receipts 45,169.97 

Unclassified 2,510.65 

Total $939,398.08 

Attention  should  be  called  also  to  the  fact  that  certain  aids  to  agriculture, 
which  are  not  instructional  work,  such  as  farmer's  institutes,  soil  surveys, 
and  hog  cholera  serum,  are  now  included  in  the  appropriations  for  the 
university,  whereas  formerly  they  either  were  provided  for  in  separate 
appropriations  and  treated  as  activities  of  the  state  government  or  no 
provision  whatever  was  made  for  such  service.     Among  these  are: 

The  county  demonstration  stations  provided  "for  the  purpose  of  aiding  in 
the  agricultural  development  of  the  respective  counties  of  the  state" 
(Sub-section  2  of  Section  392  EM-8  of  the  Statutes,  compilation  of  1913). 
The  appropriation  for  this  work  was  $3,000. 

Seed  inspection,  originally  provided  for  in  sections  1494x-l  to  1494x-15 
inclusive  and  requiring  inspectors  "to  collect  samples  of  agricultural  seeds 
in  the  open  market  and  analyze  the  same  in  conformity  with  the  standards 
fixed"  by  law  "and  to  bring  action  in  the  proper  court  or  tribunal  for 
prosecution"  for  violation  of  the  pure  seed  law.  This  work  is  "placed  in 
the  experiment  station  under  the  supervision  of  the  director,  and  the  salaries, 
compensations,  and  expenses  of  such  inspectors  and  assistants  shall  be 
charged  against  the  proper  appropriation  for  the  board  of  Regents  of  the 
University."     The  appropriation  for  this  work  was  $3,000. 

Nursery  inspection,  originally  provided  for  in  sections  1494-1  to  section 
1494-4,  and  requiring  the  state  orchard  and  nursery  inspector  to  examine 
"any  nursery,  fruit,  or  garden  plantation,  park,  cemetery,  private  orchards, 
public  places,  or  any  place  that  he  has  reason  to  suspect  is  infested  with 
San  Jose  scale  or  any  other  injurious  insects  or  fungous  disease."  Traveling 
expenses  of  such  inspector  is  now  charged  against  the  appropriation  for  the 
university,  (Chapter  758,  Session  Laws  1913). 

State  Soils  Laboratories,  the  duty  of  which  is  "to  make  field  examinations 
and  laboratory  analyses  of  the  soil  of  any  tands  in  the  state  and  to  certify 
the  results  of  such  examinations  and  analyses  upon  the  request  of  the  owner 
or  the  occupant  of  the  land."  (Subsection  3,  Section  392  EM-8A  Statutes, 
compilation  of  1913).  The  appropriation  for  the  soils  laboratorv  for  the 
year  ending  June  30,  1914,  was  $2,000. 

Manufacture  and  distribution  of  hog  cholera  serum  to  be  furnished 
"to  any  bona  fide  resident  of  the  state  who  is  engaged  in  raising  hogs" 
(Subsection  2,  Section  392  EM-10  Statutes,  CompUalion  of  1913).  the 
appropriation  for  this  work  for  the  year  ending  June  30,  1914,  was  82,500. 

Farmers'  Institutes,  the  expenses  of  conducting  which  are  now  paid  from 
the  university  funds  instead  of  from  the  general  funds  of  the  state  as  was 
the  case  prior  to  1913  and  as  provided  for  in  section  1494  B  of  the  statutes, 
compilation  1911. 

Inspection  and  analyses  of  commercial  fertilizers,  provided  for  in  section 
1494d  of  the  statutes  requiring  the  director  of  the  agricultural  experiment 
station  of  the  University  of  Wisconsin  to  analyze  samples  of  commercial 
fertilizer  offered  for  sale  and  to  "publish  the  results  of  such  analysis  in  a 
bulletin  or  report." 

Inspection  and  analysis  of  feeding  stuffs,  requiring  the  director  of  the 
agricultural  experiment  station  to  issue  licenses  to  manufacturers,  im- 
porters or  selhng  agents  of  concentrated  commercial  feeding  stuffs. 

23 


University  Survey  Report 

Pharmaceutical  experiment  station,  provided  for  in  chapter  404  of  the 
session  laws  of  1913  "to  cooperate  with  the  Bureau  of  Plant  Industry  for 
the  United  States  Department  of  Agriculture  in  the  maintenance  of  the 
northern  station  for  the  cultivation  of  medicinal  plants  and  to  disseminate 
such  information  as  may  lead  to  the  proper  cultivation  of  medicinal  plants 
and  the  production  of  high  grade  vegetable  drugs  in  this  state;  and  to  serve 
the  public  at  large  by  cooperation  with  both  the  pharmacists  and  the 
physicians  in  securing  for  the  sick  all  that  pharmaceutical  science  and  art 
can  provide,  and  further  by  cooperation  with  the  State  Board  of  Health 
and  the  Dairy  and  Food  Commission  to  bring  about  these  results."  The 
appropriation  for  this  work  was  $2,500. 

Traveling  schools  of  agriculture  provided  for  in  subsection  1  of  section 
1494-12M  of  the  statutes.  This  section  directs  the  Regents  of  the  university 
"to  conduct  travehng  schools  of  agriculture  which  may  be  held  in  con- 
junction with  the  county  agricultural  training  schools.  The  appropriation 
for  this  work  in  1914  was  $40,000. 

County  agricultural  representatives,  provided  for  in  chapter  611,  session 
laws  of  1913,  "to  aid  in  the  development  and  improvement  of  agricultural 
and  country  life  conditions."  The  appropriation  of  1914  for  this  work 
was  $10,000. 

Hygienic  laboratory,  provided  for  in  section  1406n  of  the  statutes  of  the 
1913  compilation,  and  requiring  this  laboratory  "to  undertake  the  examina- 
tion of  water  supplies  for  domestic  purposes,  the  examination  of  material  for 
the  various  contagious  and  infectious  diseases,  or  material  from  suspected 
cases  of  contagious  and  infectious  diseases  of  men  and  analyze  when  public 
health  is  concerned,  to  examine  into  the  nature  and  cause  of  disease  out- 
breaks throughout  the  state  and  to  study  conditions  relating  to  diseases 
and  their  dissemination,  or  any  other  problems  that  bear  directly  or  in- 
directly upon  the  public  health."  The  appropriation  to  cover  this  work 
is  made  "from  the  university  fund  income,  a  sum  sufficient  to  properly 
maintain  and  operate  such  laboratory."  The  cost  of  maintaining  this 
laboratory  in  1914  was  $11,155.00. 

From  this  it  is  seen  that  the  University  of  Wisconsin  in  its  present  form 
is  much  more  than  an  institution  for  the  "education  of  youth."  As  has 
been  said,  its  laboratories,  its  libraries  and  its  faculty  have  constituted  a 
source  of  information  which  has  contributed  to  the  well  being  of  the  people 
as  a  whole,  and  to  the  material  welfare  of  individuals  of  every  calling,  em- 
ployment and  occupation. 

And  it  also  is  seen  that,  in  placing  these  duties  upon  the  university,  the 
state  in  its  bookkeeping  is  charging  to  education  many  things  which  properly 
are  functions  of  government  and  which  properly  might  be  charged  as  a  cost 
of  government. 

Thus  the  mixing  of  governmental  and  educational  functions  in  state  book- 
keeping has  resulted  in  some  confusion  as  to  the  actual  cost  of  instructional 
work  at  the  university,  as  the  cost  of  these  distinct  divisions  of  work  has 
not  been  separated  in  the  accounting  statement  as  to  the  total  annual  cost 
of  the  university.  The  following  tables  show  the  moneys  expended  during 
the  last  ten  vears  for  activities  of  this  character: 


24 


Findings  of  Board  of  Public  Affairs 


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25 


University  Survey  Report 

It  should  be  taken  into  account  also  that  a  considerable  part  of  the 
general  increase  for  university  expenditures  is  to  be  charged  as  additions  to 
the  plant,  consisting  of  new  buildings  erected  and  additional  lands  purchased 
to  meet  the  growing  needs  of  the  university.  During  the  ten  years,  1905 
to  1914,  inclusive,  the  university  erected  $2,018,508.12  worth  of  new 
buildings  and  paid  for  additional  lands  a  total  of  $828,880.81,  or  an  average 
expenditure  of  $283,738.89  annually  for  buildings  and  lands.  A  consider- 
able part  of  this  burden  has  fallen  upon  the  state  in  recent  years  because  of 
the  unwise  land  policy  pursued  by  the  university  and  the  state  as  well  in 
the  early  history  of  the  institution,  all  of  which  is  fully  discussed  in  another 
chapter.  To  be  sure,  there  was  a  considerable  sum  expended  for  buildings 
and  lands  for  the  normal  schools  and  for  buildings  for  the  common  schools, 
but  the  amount  spent  for  these  purposes  was  relatively  smaller  than  in  the 
case  of  the  university,  as  is  shown  in  the  accompanying  table. 

To  discover  what  factors  are  responsible  for  the  increase  in  the  proportion 
of  university  expenditure  to  the  total  expended  by  the  state  and  the  local 
units  for  all  educational  purposes,  the  cost  of  lands  and  buildings,  the  cost  of 
the  non-instructional  activities  and  the  receipts  from  other  sources  than  the 
state  were  separated  and  are  herewith  presented  in  tabular  form.  By  the 
following  table  it  appears  that  in  ten  years  there  has  been  but  Uttle  increase 
in  the  proportion  of  state  moneys  expended  for  instruction  in  the  university 
at  Madison  to  the  total  expenditures  for  instructional  purposes  in  all 
branches  of  the  state's  educational  system: 


26 


Findings  of  Board  of  Public  Affairs 


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27 


University  Survey  Report 

None  of  the  other  educational  institutions  of  the  state  has  any  consider- 
able income  other  than  from  moneys  collected  from  the  people  in  the  form 
of  taxes.  The  normal  schools  derive  some  support  from  students  fees,  as 
do  certain  high  schools,  but  these  amounts  are  negligible. 

In  the  opinion  of  this  board,  the  proportionate  expenditure  for  the 
university,  temporarily  increased  during  the  ten  years  when  new  buildings 
were  being  constructed  and  additional  lands  were  being  acquired,  is  not  a 
cause  for  alarm.  The  university  now  has  acquired  practically  all  the  land 
that  will  be  needed  for  a  generation  or  more,  and  when  the  buildings  now 
asked  for  by  the  university  are  completed,  the  more  expensive  needs  for 
the  next  several  years  will  have  been  met. 

The  university  is  no  less  the  school  of  all  the  people  than  is  the  common 
school.  The  university  is  no  less  a  necessity  than  is  the  common  school. 
It  offers,  it  is  true,  a  larger  opportunity,  but  the  opportunity  is  open  to  all. 
Because  of  the  nature  and  scope  of  the  work  done  at  the  university  the 
proportionate  expense  of  maintaining  the  institution  is  greater  than  would 
be  required  to  maintain  a  school  of  lesser  achievement. 

Also  it  must  be  considered  that  the  University  of  Wisconsin  in  its  present 
form  is  more  than  an  institution  "for  the  education  of  youth."  As  has  been 
said  in  another  chapter  of  this  report,  its  laboratories,  its  libraries,  and  its 
faculty  have  constituted  a  source  of  information  which  has  contributed  to 
the  well  being  of  the  people  as  a  whole  and  to  material  welfare  of  individuals 
of  every  caUing,  employment,  and  occupation.  In  the  larger  opportunity 
offered  to  youth  and  the  larger  benefits  flowing  to  all  the  people  of  the  state, 
there  is  real  and  substantial  return  for  the  large  expenditure  for  the  main- 
tenance of  the  university. 

Far  better  than  to  curtail  the  opportunity  now  provided  by  reducing 
future  appropriations  of  the  university,  the  state,  in  the  opinion  of  this 
board,  should  direct  its  attention  rather  to  the  development  of  a  plan 
which  would  make  it  possible  for  a  larger  number  of  the  youth  of  the 
state  to  utilize  the  advantages  of  university  training. 


Junior   Colleges   Needed 

A  university  education  is  now  accessible  to  only  a  small  percentage  of 
the  youth  of  Wisconsin. 

In  1914  the  high  schools  of  Wisconsin  graduated  6,235  students;  yet 
only  931  of  the  members  of  the  present  freshman  class  in  the  university  are 
residents  of  Wisconsin.  No  figures  have  been  compiled  as  to  the  number  of 
freshmen  who  are  graduates  of  Wisconsin  high  schools.  However,  assurh- 
ing  that  all  are  from  the  high  schools,  these  figures  show  that  only  14.93  per 
cent  of  the  graduates  of  the  high  schools  of  the  state  enter  the  university. 
Of  these  who  enter,  a  considerable  number  drop  out  before  the  beginning 
of  the  junior  year.  Of  the  1,480  freshmen  who  entered  the  university  in  the 
fall  of  1913,  477  or  32.33  per  cent  dropped  out  before  the  beginning  of  the 

28 


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RESIDENCE  OF  STUDENTS 

ENROLLED   IN 

UNIVERSITY    OF    WISCONSIN 

I9I4-I9I5 

LIVING  WITHIN  SO  MILES 

OF  MADISON  1,770 

LIVING  WITHIN  75  MILES 

OF  MADISON  2,639 

LIVING  WITHIN  100  MILES 

OF  MADISON  2,961 

TOTAL  LIVING  IN  WIS- 
CONSIN 3.644 


r 


Findings  of  Board  of  Public  Affairs 

sophomore  year.  And  of  the  998  sophomores  who  returned  to  the  university 
in  the  fall  of  1913,  299  or  29.26  per  cent  dropped  out  before  the  beginning  of 
the  junior  year.  No  account  has  been  taken  of  variations  from  these  com- 
putations resulting  from  the  return  of  students  after  a  year's  absence  and 
from  the  fact  that  some  students  from  other  institutions  enter  Wisconsin  in 
upper  class  work. 

These  facts  emphasize  the  need  for  making  the  first  two  years  of  a  college 
course  available  to  a  greater  number  of  high  school  graduates.  In  the 
opinion  of  the  board  the  first  two  years  of  work  can  be  done  in  connection 
with  high  schools  advantageously  at  various  centers  of  the  state.  If  ade- 
quate instruction  for  these  years  can  be  provided  near  home,  it  would  be 
possible  for  these  high  schools  graduates  desiring  a  college  course  to  avoid 
the  expense  and  other  sacrifices  involved  in  a  residence  at  Madison. 

The  work  of  the  first  two  years  of  a  college  course  is  analagous 
in  many  respects  to  that  given  in  the  high  schools.  It  is  more  advanced, 
but  not  greatly  different  in  method  and  purpose.  It  is  in  the  junior  year 
that  the  students  enter  a  new  field  where  the  character  of  the  work  is 
changed  and  new  methods  are  pursued. 

The  one  great  result  of  the  adoption  of  some  such  plan  as  is  here  recom- 
mended would  be  the  making  of  the  first  two  years  of  a  college  course  avail- 
able to  a  mucti  larger  number  of  high  school  graduates.  This  unquestion- 
ably would  prepare  a  greatly  increased  number  for  membership  in  the 
junior  class  at  the  university  and  naturally  would  result  in  carrying  a  much 
larger  percentage  of  high  school  graduates  through  a  full  university  course. 
Thus  can  the  state  reap  the  fullest  benefit  of  an  institution  primarily  main- 
tained to  develop  and  release  the  potentialities  of  the  people. 

A  study  of  the  attendance  at  both  the  University  and  the  normal  schools 
shows  that  a  large  percentage  of  the  students  are  drawn  from  the  mimediately 
surrounding  territory.  Of  the  3,644  Wisconsin  men  and  women  attending 
the  State  University,  1,274  or  35  per  cent  come  from  Dane  County.  Over 
48.5  per  cent,  or  1,770,  come  from  homes  within  a  radius  of  50  miles  of 
Madison,  while  72  per  cent,  or  2,639,  live  within  75  miles  of  the  institution, 
and  2,961  of  the  3,644,  or  81.2  per  cent,  live  within  100  miles  of  the  uni- 
versity. 

Unquestionably  a  part  of  the  attendance  from  Dane  County  is  accounted 
for  by  the  presence  of  non-residents  who  come  to  Madison  from  other 
cities  and  counties  in  Wisconsin  or  from  other  states  and  who  register  as 
residents  of  Madison  because  they  are  self-supporting  and  are  earning 
their  living  in  Madison  as  well  as  attending  school  there.  The  attendance 
from  Madison  doubtless  is  considerably  increased  also  by  the  fact  that 
many  entire  Wisconsin  families  move  to  Madison  to  take  advantage  of 
the  educational  opportunities  there  offered.  However,  in  the  absence  of 
any  reliable  data  on  this  point,  no  allowance  has  been  made  for  this  factor. 

Of  the  3,882  students  enrolled  in  the  eight  normal  schools  of  Wisconsin, 
1,669,  or  43  per  cent  live  in  the  cities  where  the  schools  are  located,  while 
1,997,  or  51  per  cent,  live  in  the  counties  where  the  schools  are  located. 
Seventy-five  per  cent  or  2,902,  live  within  a  radius  of  50  miles  of  the  insti- 

29 


University  Survey  Report 


tution.  In  the  case  of  some  of  the  normal  schools,  the  percentage  living 
near-by  is  much  larger.  Eighty  per  cent  of  the  students  in  the  La  Crosse 
Normal,  86  per  cent  of  those  attending  the  River  Falls  Normal  and  91 
per  cent  of  those  enrolled  in  the  Platteville  Normal  are  from  homes  within 
50  miles  of  the  schools. 

That  the  same  is  true  of  universities  and  colleges  throughout  the  United 
States  is  shown  by  a  study  recently  made  by  the  General  Education  Board, 
the  following  table  being  taken  from  the  report  of  that  board: 


Name  of  Institution 


Percentage  of  Students 
Residing  Within 


50  Miles 


100  miles 


North  Atlantic  Region- 
Rochester  (N.  Y.)_ 

Union  (N.  Y.) 

Bowdoin  (Maine).. 

Yale  (Conn.) 

Swarthmore  (Pa.)_ 
Harvard  (Mass.)__ 

South  Central  Region— 
Vanderbilt  (Tenn.) 

Hendrix  (Ark.) 

Millsaps  (Miss.)___ 
Baylor  (Texas) 

South  Eastern  Region- 
Richmond  (Va.)__. 
Trinity  (N.  C.)____ 
Firrman  (S.  C.)___ 

Middle  West  Region— 

Beloit  (Wis.) 

Grinnell  (la.) 

Marietta  (Ohio)___ 
Baker  (Kas.) 

The  West- 
Whitman  (Wash.)- 

Pomona  (Cal.) 

Colorado  (Col.) 


% 


% 


87 

93 

48 

61 

48 

65 

23 

47 

64 

79 

57 

61 

48 

54 

45 

68 

49 

80 

38 

56 

50 

73 

35 

61 

60 

72 

48 

73 

41 

65 

79 

88 

49 

72 

44 

50 

80 

86 

44 

62 

The  facts  here  collected  seem  to  justify  the  conclusion  that  any  well 
organized  plan  for  providing  at  many  places  in  the  state,  instead  of  at 
Madison,  alone,  instruction  in  the  first  two  years  of  college  work,  would 
result  in  taking  a  much  larger  percentage  of  high  school  graduates  through 
the  freshman  and  sophomore  years  of  a  college  course  than  now  take  this 
work  at  the  university,  and  also  ultimately  would  greatly  increase  the 
number  of  high  school  graduates  pursuing  four  full  years  of  college  work. 
-^=~'  "^  30        ~ 


c 


RESIDENCE  OF  STUDENTS 

ENROLLED  IN 

WISCONSIN  NORMAL  SCHOOLS 

I9I3-I9M 

ENROLLMENT      BY      SCHOOLS 


LA  CROSSE 

435 

MILWAUKEE 

912 

OSHKOSH 

547 

PLATVILLE 

280 

RIVER  FALLS 

478 

STEVENS  POINT 

405 

SUPERIOR 

513 

WHITEWATER 

3  1  2 

TOTAL 

3882 

^ 


Findings  of  Board  of  Public  Affairs 

However,  before  a  community  undertakes  such  work,  it  should  be 
appreciated  that  teachers  should  be  secured  capable  of  doing  work  of  college 
grade,  and  this  will  probably  involve  a  considerable  additional  expense. 
But  the  community  would  be  compensated  for  this  outlay  by  the  fact  that 
young  students  would  be  able  to  remain  at  home  for  two  additional  years, 
and  further  by  indirect  benefits  growing  out  of  the  influence  upon  the 
local  community,  the  raising  of  standards,  and  a  consequent  effect  upon  the 
mental  habits  and  judgments  generally. 

The  university  proper  would  benefit  by  thus  being  relieved  of  the  burden 
of  giving  so  much  of  its  attention  to  large  classes  in  freshman  and  sophomore 
work. 

Wisconsin  is  fortunate  in  having  within  the  state  several  colleges  which 
are  supported  wholly  from  private  funds  that  are  rendering  valuable  services. 
These  colleges  stand  high  in  the  educational  world,  and  are  an  important 
part  of  our  higher  educational  equipment  and  work.  Cordial  and  reciprocal 
relations  exist  between  these  colleges  and  the  university. 


Relation   of  the   L'niversity    to   High    Schools 

For  representatives  of  the  university  to  visit  and  inspect  high  schools  of 
the  state  is  desirable.  It  helps  the  university  keep  in  touch  with  state 
needs.  It  checks  up  the  efTiciency  of  the  university  in  its  training  of  high 
school  teachers,  and  it  gives  an  opportunity  for  the  university  to  supervise 
the  work  of  its  graduates  who  are  teaching  in  the  high  schools.  Such  visita- 
tion constitutes  what  might  be  called  continuation  school  work  for  teachers. 
It  also  makes  it  possible  for  the  university  to  make  helpful  suggestions  to 
all  high  school  teachers.  There  has  been,  however,  much  complaint  against 
the  system. 

In  former  years  only  graduates  of  accredited  schools  were  admitted  to 
the  university  without  examination.  Several  years  ago,  however,  a  new 
policy  was  introduced  under  which  a  graduate  of  any  four-year  high  school 
in  Wisconsin  recommended  by  his  principal  for  admission,  and  having  the 
required  units,  is  admitted  to  the  university  on  probation.  If  it  develops 
that  the  student  can  carry  the  university  work  the  probation  period  ceases. 
The  accredited  school  list  is  no  more  than  an  honor  roll. 

High  schools  have  other  functions  than  that  of  merely  preparing  graduates 
for  entrance  to  the  university.  A  majority  of  those  who  leave  high  school 
go  directly  into  some  business  or  other  occupation.  Only  a  small  majority 
of  high  school  graduates  enter  the  university  or  take  other  college  work. 
Therefore,  in  the  opinion  of  this  board  the  curriculum  of  each  high  school 
should  be  adapted  to  the  needs  of  the  students  in  its  community.  The 
fact  that  a  given  subject  is  of  practical  value  does  not  divert  it  of  cultural 
advantages  nor  detract  from  its  usefulness  as  a  vehicle  for  disciplinary 
training.  There  is  no  necessary  antagonism  between  the  two  values. 
University  inspection  for  the  sole  purpose  of  improving  the  quality  of 
instruction  in  the  subjects  each  community  decides  to  place  in  its  high 
school  is  helpful  and  should  be  continued. 

31 


University  Survey  Report 

Foreign  Language   Requirements 

Foreign  languages  are  of  increasing  importance  in  the  university  cur- 
riculum, owing  to  the  expanding  social  and  economic  international  relations. 
Their  cultural  qualities  long  have  been  recognized.  The  University  of 
Wisconsin  should  continue  to  offer  and  to  make  available  to  all  students 
opportunities  for  acquiring  foreign  languages  equal  to  those  offered  by 
any  institution.  But  in  considering  the  question  of  foreign  language 
requirements,  the  university  should  take  into  consideration  the  fact  that 
it  is  supported  by  the  state  and  that  educational  poUcies  and  practices 
should  be  adjusted  to  meet  the  reasonable  demands  of  the  people  as  a 
whole. 

In  the  opinion  of  the  board,  it  is  neither  right  nor  wise  for  the  state 
absolutely  to  deny  persons,  qualified  in  other  respects,  the  right  to  enter 
the  university  and  pursue  regular  courses  leading  to  graduation  simply 
because  they  do  not  possess  and  do  not  wish  to  acquire,  or  w^ho  because 
of  their  surroundings  have  been  unable  to  acquire  such  knowledge  of 
foreign  languages  as  now  is  required. 

At  present,  foreign  language  while  desired  is  not  required  for  entrance 
to  the  university.  But  foreign  language  is  a  prerequisite  for  graduation, 
except  in  the  courses  in  engineering  and  agriculture.  However,  if  the 
minimum  requirement  of  foreign  language  has  been  met  in  the  high  school, 
no  additional  foreign  language  is  demanded  in  the  university. 

In  the  opinion  of  this  board  a  state  university  should  provide  regular 
courses  leading  to  graduation  and  degrees  without  foreign  language  require- 
ments of  any  kind.  The  value  of  foreign  language  training  is  not  ques- 
tioned. Neither  does  this  board  undervalue  the  opportunity  offered  for 
opening  to  the  student  rich  stores  of  literature,  science,  and  art.  The 
question  is  as  to  whether  the  state  university  shall  lead  through  reason 
and  persuasion  or  through  force. 

Student   Contact   With   Strong   Men 

Complaint  has  been  made  that  many  students  are  denied  contact  with 
the  strong  men  of  the  university  faculty. 

Investigation  has  shown  that  in  certain  subjects  freshmen  and  sopho- 
mores do  not  come  in  frequent  contact  with  the  men  under  whom  they 
are  to  do  the  advanced  work  of  the  junior  and  senior  years.  But  investi- 
gation shows  also  that  in  several  subjects  professors  and  heads  of  depart- 
ments are  carrying  a  part  of  the  freshman  instruction.  As  has  been  said 
in  a  preceding  chapter  of  tnis  report,  the  work  in  the  first  two  years  of  a 
college  course  is  drill  work.  These  are  the  years  of  discipline,  the  years 
in  which  the  student  acquires  habits  of  application  and  powers  of  con- 
centration and  the  consequent  control  of  his  faculties.  It  is  not  to  be 
expected  that  the  members  of  the  faculty  whose  methods  of  teaching 
assume  that  the  students  under  them  have  habits  of  application  and 
powers  of  concentration  could  be  of  great  assistance  to  the  undisciplined 
minds  of  freshmen  and  sophomores. 

32 


Findings  of  Board  of  Public  Affairs 

While,  in  the  opinion  of  this  board,  the  nature  of  the  work  of  the  first 
two  years  of  a  college  course  does  not  require  the  same  kind  of  instruction 
as  the  work  in  the  upper  classes,  yet  it  seems  important  that  the  under- 
classmen should  not  be  deprived  of  the  inspiration  that  may  come  from 
more  or  less  frequent  contact  with  those  members  of  the  faculty  who  are 
doing  the  more  interesting  work  in  each  department.  Inasmuch  as  inspi- 
ration is  an  important  factor  in  inducing  students  to  pursue  their  work  to 
graduation,  and  the  lack  of  inspiration  is  responsible  to  a  considerable 
degree  for  the  high  percentage  of  under-classmen  dropping  out  of  the  uni- 
versity before  they  reach  the  upper  classes,  where  the  larger  benefits  of 
the  university  are  to  be  received,  the  Board  of  Public  AlTairs  urges  that 
these  conditions  be  considered  by  the  university  authorities  to  the  end 
that  some  plan  be  provided  for  bringing  under-classmen  into  more  frequent 
contact  with  the  strong  men  of  the  faculty  in  all  departments. 


University   High   School 

The  Wisconsin  High  School  was  established  as  a  part  of  the  School  of 
Education  of  the  university  in  response  to  a  demand,  more  or  less  definitely 
expressed  by  individuals  and  by  educational  conventions,  for  more  adequate 
training  of  teachers  going  directly  from  the  university  into  the  teaching 
forces  of  the  high  schools  of  the  state.  It  was  said  that  recent  graduates 
lacked  skill  in  conducting  recitations  and  knowledge  as  to  methods  of 
teaching.  This  deficiency  was  charged  to  inadequate  opportunity  either 
for  observing  model  instruction  or  for  actually  participating  in  classroom 
work.  To  meet  this  criticism  the  W^isconsin  High  School  was  established 
as  a  laboratory  for  practice  teaching  in  connection  with  the  courses  in 
the  School  of  Education  of  the  university.  The  Wisconsin  High  School 
has  been  so  recently  established  that  it  has  not  yet  secured  perfection  as 
to  organization  or  administration.  Investigation  shows  that  further 
attention  to  these  matters  is  necessary.  It  is  the  opinion  of  this  board 
that  in  view  of  the  demand  from  school  authorities  for  such  teaching, 
full  opportunity  should  be  given  for  the  Wisconsin  High  School  to  demon- 
strate its  usefulness  and  efficiency  before  judgment  is  passed. 


Size  of  Classes 

The  investigation  shows  a  large  number  of  regular  classes  to  have  a 
membership  of  ten  or  less  as  follows: 

First  semester  1914-15 

1  only ^^  classes 

2  members 35  classes 

3  members 41  classes 

4  members 35  classes 

5  and  under  (including  those  already  mentioned) 209  classes 

10  and  under  (including  those  already  mentioned) 382  classes 

33 


University  Survey  Report 

The  maintenance  of  small  classes,  may  be  justified  in  newly  organized 
lines  of  work  for  which  there  is  a  need  throughout  the  state  and  which 
in  time  probably  will  prove  attractive.  But  the  policy  of  maintaining 
classes  of  the  size  indicated  should  be  carefully  considered  by  the  educa- 
tional officers  and  regents  of  the  university,  and  only  such  small  classes 
should  be  continued  as  are  fully  justified  upon  investigation.  Reports 
should  be  made  by  the  president  each  semester  to  the  regents  upon  the 
number  of  small  classes  and  the  departments  in  which  they  are  maintained. 


Military  Drill 

Entirely  apart  from  the  questions  of  national  defense  and  militarism, 
it  seems  at  this  time  unwise  to  make  any  change  in  the  present  system 
of  military  drill  at  the  university. 

The  Agricultural   College 

It  required  no  university  survey  to  inform  the  people  of  Wisconsin 
of  the  great  service  the  agricultural  college  has  been  to  the  commonwealth 
materially  as  well  as  educationally. 

The  rapid  growth  of  agricultural  extension  work  and  its  probable  rapid 
future  development  is  noted.  There  is,  possibly,  even  some  danger  of  too 
rapid  expansion  in  this  direction,  since  the  pressure  from  the  public  is 
likely  to  exceed  the  ability  of  the  college  wisely  to  organize  and  execute. 
In  meeting  this  demand  for  the  development  of  extension  work  the  necessity 
of  a  proper  parallel  development  of  investigational  work  must  be  constantly 
kept  in  mind.  Original  investigation  does  not  meet  with  popular  acclaim 
as  does  extension  work,  but  it  necessarily  comes  first.  An  increased  staff 
and  increased  resources  may  be  required. 

The  excellence  of  the  work  of  the  agricultural  college  must  not,  however, 
be  permitted  to  blind  those  in  charge  to  the  fact  that  some  surprising  lapses 
have  occurred,  particularly  in  the  dairy  school,  the  management  of  which 
seems  not  to  have  been  uniformly  upon  the  high  plane  maintained  in  other 
departments. 

Marketing  of  Farm  Products 

It  is,  of  course,  well  known  that  the  farmer,  like  the  manufacturer  if  he 
is  to  succeed,  must  engage  in  two  distinct  activities.  He  must  produce, 
and  he  must  sell  his  product.  Agricultural  colleges  have  in  the  past  directed 
their  energy  almost  exclusively  to  the  problems  of  production.  They  have 
been  engaged  in  research  and  in  training  students  to  judge  and  to  improve 
soils,  seeds  and  live  stock;  to  plow,  to  sow,  to  cultivate,  to  harvest;  to  build 
barns,  silos  and  warehouses  in  which  to  store  and  care  for  farm  products; — 
all  or  which  are  essential  and  of  prime  importance. 

Important  as  these  questions  are,  however,  they  touch  only  one  phase  of 
farm  life,  for  abundant  production  without  efficient  marketing  will  net  the 
farmer  inadequate  returns.     It  seems  to  the  board  that  the  Wisconsin 

34 


Findings  of  Board  of  Public  Affairs 

agricultural  college,  like  many  other  agricultural  colleges  has  been  too  much 
absorbed  in  production  and,  relatively  speaking,  has  neglected  distribution 
and  the  business  side  of  farm  management. 

It  is  an  accepted  principle  of  economics  that  it  is  in  the  interest  of  the 
common  welfare  that  as  large  a  part  as  possible  of  the  price  paid  by  the 
consumer,  after  making  due  allowance  for  services  rendered  by  the  middle- 
man, should  go  to  the  producer.  This  directly  benefits  the  producer,  but 
by  encouraging  production  and  increasing  the  aggregate  wealth  it  eventually 
reacts  to  the  advantage  of  the  consumer.  Ultimately  the  burdens  of  waste- 
ful distribution  fall  upon  both  producer  and  consumer.  The  rapid  develop- 
ment of  manufacturing  and  the  rush  to  the  cities  have  resulted  in  concen- 
tration of  population,  have  removed  the  consumer  farther  from  the  producer, 
have  deprived  the  farmer  to  a  considerable  extent  of  opportunity  for  direct 
dealing,  and  have  made  it  more  imperative  that  the  farmer  should  under- 
stand distribution. 

In  considering  the  agricultural  college  in  its  relation  to  marketing  it  is 
not  enough  to  compare  what  has  been  done  in  Wisconsin  with  what  has 
been  done  in  other  states.  Regardless  of  what  other  states  are  doing,  the 
question  rather  is:  Has  the  Wisconsin  college  of  agriculture  met  Wiscon- 
sin needs  in  working  out  a  practical,  scientific  system  of  distribution? 
An  equitable  system  of  marketing  must  take  into  consideration  not  only 
the  producers  but  the  distributing  agencies  and  the  consumers. 

This  board  recommends  that  the  activities  of  the  agricultural  college  be 
still  further  extende4  to  include  adequate  instruction  in  distribution  as 
well  as  in  production.  In  view  of  the  fact  that  distribution  has  been  here- 
tofore not  sufficiently  emphasized,  the  board  believes  that  special  and 
increased  attention  should  now  be  given  to  this  phase  of  agricultural 
education.  A  concrete  illustration  of  the  value  of  improved  distribution 
methods  is  shown  by  the  fact  that  two  cents  per  pound  on  cheese  produced 
in  Wisconsin  in  1913  would  amount  to  approximately  three  and  one  half 
million  dollars  ($3,500,000)  to  be  divided  between  the  producer  and  con- 
sumer. 

Length  of  School  Year 

Suggestion  has  been  made  that  the  school  year  should  extend  over  48 
weeks  instead  of  36,  plus  the  six  weeks  of  summer  session.  This,  however,  is 
a  mooted  question.  Opportunity  is  afforded  for  observing  results  in  other 
universities  in  which  this  plan  now  is  in  operation.  It  is  recommended  that 
the  university  authorities  give  this  matter  further  attention,  investigating 
the  demand  within  the  state,  observing  the  operation  of  the  plan  in  other 
institutions,  and  estimating  the  increased  expense  incident  to  such  a  change. 

University   Extension 

No  work  performed  by  the  University  of  Wisconsin  is  more  distinctly  its 
own  than  that  of  carrying  education  into  every  community  in  the  state. 
This  work  should  be  continued  and  broadened,  not  only  in  the  so-called 
scholastic  branches  but  also  in  lines  of  social  and  civic  welfare  and  in  efforts 

35 


University  Survey  Report 

to  assist  farmers  and  other  workers  in  the  analysis  of  their  problems.  This 
board  urges  particularly  such  expansion  as  will  aid  in  making  country  life 
profitable,  and  also  pleasurable,  attractive  and  interesting,  not  only  to 
adults  but  also  to  the  young,  who  require  social  advantages. 

The  demand  for  extension  work  of  this  character  may  not  be  apparent  in 
certain  communities.  The  extension  department,  however,  should  in  some 
cases  create  a  demand  and  in  many  cases  educate  the  community  to  under- 
stand its  needs  and  how  to  supply  them. 

It  has  been  contended  that  the  weakness  of  all  extension  work,  here  and 
elsewhere,  is  that  it  is  personal  and  temporary  rather  than  institutional 
and  permanent;  that  in  a  given  community  its  activities  lack  continuity 
and  that  therefore  its  results  are  transitory.  Extension  work,  in  the  judg- 
ment of  this  board,  should  in  every  case  leave  behind  it  something  more 
tangible  than  the  mental  impressions  resulting  from  impulsive  and  transient 
ambitions  and  efforts  toward  education.  It  should  create  some  lasting  local 
organization,  or,  and  this  is  possibly  preferable,  it  should  afTiliate  with  some 
existing  community  institution  which  would  make  its  return  and  continued 
educational  activity  natural,  if  not  automatic. 

The  growth  of  this  department  has  been  so  rapid  and  its  work  has  been 
so  largely  experimental  that  the  organization  is  not  yet  fully  developed. 
There  is  also  evidence  of  weakness  in  the  case  of  some  members  of  the 
faculty.  This  board  realizes  that  in  buildmg  up  an  entirely  new  depart- 
ment with  no  precedents  to  follow  and  no  experience  as  a  guide,  it  is  difficult 
to  secure  at  once  for  each  position  in  the  faculty  men  equipped  and  tempera- 
mentally adapted  to  the  particular  work  required.  It  is  no  criticism  of 
the  past  to  say  that  now  better  organization  and  more  systematic  manage- 
ment of  the  Extension  Division  are  demanded  and  that  the  instructional 
force  should  be  strengthened. 


36 


LANDS  AND  BUILDINGS. 

How  Dissipation  of  early  federal  grants  from   Public   Domain  deprived 

University  of  "permanent  fund."     Institution  now  buying  real 

estate   to   replace    that  sold   a   generation   ago — Recent 

purchases   compared   with   private  sales  as  to 

prices   paid — Building   Operations  for 

ten  years. 

Land  Values   Wasted. 

The  University  of  Wisconsin  received  but  little  benefit  from  the  lands 
granted  to  the  state  by  the  United  States  government  for  the  maintenance 
of  a  university.  Regents,  legislators  and  the  people  of  fifty  years  ago 
had  not  the  vision  to  see  that  the  grant  of  approximately  300,000  acres 
of  land  was  the  foundation  of  an  independent  income  for  the  university. 
Had  the  lands  granted  to  the  state  to  create  "a  permanent  fund"  been 
wisely  managed,  the  burden  of  maintaining  the  university  would  not  have 
fallen  so  heavily  upon  the  present  generation.  Not  only  would  the  income 
from  that  source  have  been  much  greater,  but  the  later  demand  for  land 
for  university  purposes,  one  of  the  largest  elements  of  expense  in  connection 
with  the  growth  of  the  institution,  would  not  have  assumed  so  great  pro- 
portions. 

If  the  state  would  profit  by  its  own  experience,  there  are  in  the  financial 
history  of  the  university  other  incidents  to  be  carefully  considered. 

Of  the  approximately  300,000  acres  of  land  granted  to  Wisconsin 
by  the  federal  government  for  the  university,  much  was  sold  for  §1.25  an 
acre.  None  was  sold  for  any  considerable  figure.  The  state  placed  these 
lands  on  the  market  at  low  prices  under  the  plea  of  attracting  settlers. 
At  that  stage  of  its  development  Wisconsin  preferred  settlers  to  a  university. 

Cornell  University  realized  a  much  greater  amount  from  its  lands,  though 
New  York  had  no  better  lands  than  Wisconsin.  Indeed,  the  lands  granted 
to  Cornell  University  were  located  in  Wisconsin.  New  York  state  had 
no  more  foresight  than  had  Wisconsin.  However,  one  of  its  citizens  was 
able  to  read  the  future.  Through  the  vision  and  faith  of  Ezra  Cornell, 
who  bought  in  the  land  script  and  held  it  for  Cornell  University,  New  York 
state  has  realized  $5,694,258.95  from  its  \iniversity  lands  which  Mr.  Cornell 
selected  from  the  public  domain  in  Wisconsin.  New  York  (Cornell 
University)  sold  some  land  with  the  timber  on  it  at  310  an  acre,  realizing 
over  $3,500,000  for  that  so  sold.  In  other  instances  it  sold  the  standing 
timber  and  reserved  the  land.  From  such  sales  (made  for  the  most  part 
to  the  Knapp-Stout  Lumber  Company  of  Menomonie  and  to  the  Chippewa 
Boom  and  Lumber  Company  of  Chippewa  Falls)  it  realized  over  $2,000,000 
and  had  remaining  150,000  acres  of  land.  Cornell  l^niversity  now  has 
an  income  of  almost  half  a  million  dollars  annually  from  the  land  grants 
made  to  the  state  of  New  York,  while  the  University  of  Wisconsin  receives 
but  $24,691.76. 

''  163526 


University  Survey  Report 

South  Dakota  now  estimates  that  the  total  value  of  its  university, 
agricultural  college  and  common  school  lands  granted  to  it  by  the  Federal 
government  and  still  unsold,  amounts  to  $55,000,000,  while  the  sum  received 
from  the  lands  sold  amounts  to  over  $9,000,000.  Here  is  an  endowment 
fund  of  approximately  $65,000,000  for  public  education. 

The  first  problem  of  the  University  of  Wisconsin  was  a  land  question. 
It  had  land,  but  it  had  little  else.  It  had  no  buildings.  It  had  no  work- 
ing capital.  With  the  proceeds  from  the  sale  of  lands  granted  to  the 
state  to  create  "a  permanent  fund"  to  be  used  solely  for  the  maintenance 
of  the  university,  the  first  board  of  regents  purchased,  as  a  site  for  the 
university,  154  acres  at  $15  an  acre  or  at  a  total  cost  of  $2,310.  All  but 
11.09  acres  of  this  parcel  (the  present  campus)  was  sold  later  for  cash 
with  which  to  erect  buildings,  to  pay  salaries  of  professors,  to  pay  bills  for 
cartage  and  express — and  at  prices  which  now  seem  extremely  low. 

Much  of  what  is  now  considered  the  most  valuable  real  estate  in  the 
city  of  Madison  was  originally  the  property  of  the  university. 

From  August  28,  1850  to  October  23,  1869,  the  university  sold  from  the 
land  it  had  purchased  as  a  site  154  parcels  of  platted  and  unplatted  lands 
lying  in  the  city  of  Madison.  Of  these  154  parcels,  ten  were  of  unplatted 
lands  aggregating  71.22  acres  for  which  there  was  received  $4,161.27,  or 
an  average  of  $54.43  an  acre.  The  remaining  139  parcels  were  of  platted 
lands,  137  of  which  were  sold  as  city  or  village  lots,  and  two  of  which  were 
sold  as  undivided  city  or  village  blocks.  These  137  lots  and  2  city  blocks 
netted  the  university  $9,488.97,  or  $64.20  a  lot.  In  July  1887,  the  university 
sold  five  lots  for  a  total  of  $12,000,  a  price  showing  a  tremendous  increase 
over  the  prices  received  from  the  early  sales.  The  lands  sold  prior  to  1870 
for  a  total  of  $13,650.24  adjoined  what  is  now  the  university  campus  and 
today,  solely  by  reason  of  the  growth  of  the  university,  they  are  of  the 
most  valuable  real  estate  in  Madison.  These  identical  parcels  are  on 
the  city  tax  roll  for  1914  at  an  aggregate  assessed  value  of  $1,575,100. 
The  lots  sold  in  1887  for  $12,000  are  on  the  1914  tax  roll  for  $57,550. 

For  the  71.22  acres  of  unplatted  land  and  the  137  platted  city  lots  and 
the  two  unplatted  city  blocks  the  university  received  a  total  of  $13,650.24. 
A  generation  later  the  university  repurchased  four  of  these  lots,  paying 
for  each  lot  more  than  it  had  received  for  all  the  land  it  had  sold.  On 
November  7,  1851,  the  university  sold  to  Levi  B.  Vilas  40  lots  adjoining 
the  university  campus  for  $2,500  or  $62.50  a  lot.  On  November  17,  1905, 
in  repurchasing  one  of  these  lots  (the  one  on  which  the  administration 
building  now  stands)  the  university  was  compelled  to  pay  $20,000.  On 
October  28,  1905,  it  repurchased  another  of  these  lots  (that  now  occupied 
by  the  alumni  headquarters)  for  $19,545.  In  1910  it  repurchased  two 
other  of  these  lots  as  a  site  for  the  new  dormitories,  paying  for  one  $14,- 
049.40,  and  for  the  other  $16,808.00.  This  made  a  total  of  $70,402.40 
paid  for  the  identical  four  lots  which  a  generation  before  it  had  sold  for 
$62.50  each,  or  a  total  of  $250  for  the  four. 

Examination  of  old  land  contracts  on  file  in  the  office  of  the  board  of 
regents  shows  that  it  was  a  common  practice  for  the  university  to  pay  a 
current  bill  by  issuing  a  deed  for  a  lot  in  University  Addition. 

40 


Findings  of  Board  of  Public  Affairs 

One  land  contract  carries  the  following  note:  "$75 — received  hereon 
payment  in  full,  by  bill  of  same  amount  for  music  furnished  the  university 
reception  in  full"  (From  agreement  No.  64:  A.  S.  Wood). 

A  notation  on  another  contract  reads:  "Received  the  amount  of  the 
within  contract  in  full,  in  labor  and  team  work  in  surveying  and  laying 
out  university  addition,  and  opening  University  Avenue  as  per  special 
agreement  made  June  10,  1850."   (From  agreement  No.  24:  S.  Lamb). 

Many  other  similar  notations  show  the  common  practice  of  the  time. 

Following  is  a  list  of  the  properties  sold  by  the  university  between  the 
years  1850  and  1887,  inclusive: 


41 


University  Survey  Report 


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University  Survey  Report 

Looking  to   the  Future 

For  this  lack  of  foresight  upon  the  part  of  the  regents,  the  legislature, 
and  the  people  of  the  state  of  only  50  years  ago,  the  present  generation  has 
paid  a  considerable  penalty  in  increased  prices  for  land  to  replace  that 
which  was  sold  to  secure  paltry,  incidental  and  wholly  temporary  benefits. 

As  the  state  grew  and  prospered,  the  people  came  to  appreciate  the  value 
of  their  own  university  and  to  patronize  it.  To  meet  the  demands  upon  it, 
the  institution  was  forced  to  expand.  Lands  and  buildings  were  required 
to  accommodate  the  increasing  attendance.  Not  until  the  university  was 
cramped  for  room  was  it  realized  that  the  institution  was  confronted  with  a 
new  and  different  land  problem.  Land  values  both  within  and  without  the 
city  were  advanced  by  the  presence  of  a  rapidly  growing  institution.  The 
university  authorities  were  forced  to  look  to  the  future.  The  acquisition 
in  recent  years  of  lands  not  required  for  immediate  use  was  necessary  to 
escape  again  paying  heavy  penalties  for  lack  of  foresight. 

Having  disposed  of  the  land  it  once  owned,  having  outgrown  the  grounds 
it  had  retained,  and  being  the  natural  center  of  a  rapidly  growing  section  of 
the  city  of  Madison,  the  university  was  compelled  to  buy  at  once  additional 
lands  or  be  surrounded  and  shut  in  by  highly  developed  city  residence  and 
summer  resort  property.  Lands  adjoining  the  university  on  every  side 
today  are  either  city  property  at  present  of  the  most  valuable  in  Madison, 
or  farm  and  lake  shore  property  platted  for  summer  resort  and  suburban 
residence  purposes,  excepting  a  few  parcels  that  are  being  held  for  a  still 
further  advance  in  prices.  These  conditions  forced  upon  the  regents  a 
serious  consideration  of  the  future.  Accordingly,  within  the  last  eleven  years, 
the  university  has  solved  its  land  problem  by  purchasing  at  current  prices 
practically  all  the  land  that  will  be  needed  within  the  next  25  or  50  years. 
Following  is  an  inventory  of  the  lands  purchased  from  Jan.  1,  1904  to 
Jan.  15,  1915,  inclusive,  for  which  a  total  of  $724,425.91  was  paid. 


46 


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University  Survey  Report 


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Findings  of  Board  of  Public  Affairs 


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50 


Findings  of  Board  of  Public  Affairs 

Olin   and  Raymer  Tracts 

The  sum  paid  for  portions  of  the  real  estate  described  in  the  accom- 
panying table  has  led  to  the  belief  on  the  part  of  some  that  the  prices 
were  exorbitant.  The  purchase  (in  1911)  of  the  Raymer  tract  known 
as  Eagle  Heights,  consisting  of  146  acres,  for  which  the  university  paid 
a  total  of  $175,000  or  about  $1,198  per  acre,  has  been  the  subject  of 
much  doubt  and  inquiry.  This  board  attempted  to  ascertain  the  true  value 
of  surrounding  and  adjoining  property,  by  consulting  the  official  records. 
Sales  recorded  in  the  office  of  the  register  of  deeds  did  not  in  all  instances 
give  the  full  record  of  the  transaction,  or  set  forth  the  full  consideration. 
In  such  cases  additional  information  was  sought  from  sellers  and  purchasers 
of  land.  One  tract  of  33  acres,  adjoining  the  Raymer  farm,  or  Eagle 
Heights,  was  sold  for  $1,200  an  acre  in  1912,  and  another  adjoining  tract 
of  36.9  acres  was  sold  in  1914  for  $1,200  an  acre.  Records  in  the  office  of 
the  county  treasurer  and  in  the  office  of  the  state  tax  commission  show  that 
121  acres  directly  adjoining  the  Raymer  tract  on  the  north  and  west  was 
assessed  in  1913  at  $148,800  or  $1,224.60  an  acre,  and  that  209  acres  of 
land  of  the  same  general  character,  but  situated  one  mile  and  a  half  west  of 
the  Raymer  farm  and  therefore  further  removed  from  the  influence  of 
Madison  and  the  university,  was  assessed  in  1913  at  $105,600,  or  $505.21 
an  acre. 

Owing  to  the  lax  assessment  of  lands  in  the  past  and  the  varying  ratio  of 
assessment  to  the  true  value,  the  assessed  valuation  in  some  instances  was  of 
little  use  in  testing  the  university  purchases  of  land.  Through  the  activities  of 
the  State  Tax  Commission,  assessments  of  all  lands  contiguous  to  the  city  of 
Madison  have  been  raised  in  recent  years  to  the  true  value.  The  accom- 
panying table,  prepared  from  records  in  the  office  of  the  county  treasurer  of 
Dane  county,  shows  the  increase  in  the  assessment  of  the  Raymer  and  Olin 
tracts  of  lands  in  four  sections,  contiguous  to  the  tracts  purchased  by  the 
university.  It  will  be  noticed  that  the  Raymer  farm  lies  in  three  different 
sections,  the  total  assessed  valuation  of  the  146  acres  is  $24,300. 


TABLE  VIII. 

TAX  ASSESSMENT  ON  GEORGE  RAYMER  PROPERTY  IN  SECTION  9 


Year 

Acres 

Amount  Assessed 

Rate  per  Acre 

Ratio  of  Assessed 
to  True  Value 

1901 

13 
13 
13 

$1,000.00 
1,000.00 
1,000.00 

$76.92 
76.92 
76.92 

1902 

1903 

42.31 

1904 

13 

1,000.00 

76.92 

40.49 

1905 

13 

1,300.00 

100.00 

39.21 

1906 

13 

2,600.00 

200 . 00 

46.54 

1907 

13 

2,600.00 

200 . 00 

53.09 

1908 

13 

3.000.00 

230.76 

54.50 

1909 

13 

3,300.00 

253.84 

52.02 

1910 

13 

3,500.00 

269.23 

52.03 

1911 

13 

51 


University  Survey  Report 


TAX  ASSESSMENT  ON  GEORGE  RAYMER  PROPERTY  IN  SECTION  16 


Year 

Acres 

Amount  Assessed 

Rate  per  Acre 

Ratio  of  Assessed 
to  True  Value 

1901 

110 
105 
105 

$8,200.00 
7,500.00 
9.425.00 

$74.54 
71.42 
89.76 

1902 

1903 

42.31 

1904 

105 

9,425.00 

89.76 

40.49 

1905 

105 

9,425.00 

89.76 

39.21 

1906 

105 

11,000.00 

104.76 

46.54 

1907 

105 

13,500.00 

128.57 

53.09 

1908 

105 

15,000.00 

142.85 

54.50 

1909 

105 

15,500.00 

147.61 

52.02 

1910 

105 

16,000.00 

152.38 

52.03 

1911 

Exempt 

TABLE  VIII. 


TAX  ASSESSMENT  ON  GEORGE  RAYMER  PROPERTY  IN  SECTION  17 


Year 

Acres 

Amount  Assessed 

Rate  per  Acre 

Ratio  of  Assessed 
to  True  Value 

1901 

30 
30 
30 

$2,100.00 
2,100.00 
2,100.00 

$70.00 
70.00 
70.00 

1902 

1903 

42.31 

1904 

30 

2,100.00 

70.00 

40.49 

1905 

30 

2,100.00 

70.00 

39.21 

1906 

30 

3.500.00 

116.66 

46.54 

1907 

30 

4,000.00 

133.33 

53.09 

1908 

30 

4,500.00 

150.00 

54.50 

1909 

30 

4,500.00 

150.00 

52.02 

1910 

30 

4,800.00 

160.00 

52.03 

1911 

30 

Exempt 

TABLE  VIII. 

TAX    ASSESSMENT    ON    J.    M.    OLIN    FARM    IN    SECTION    16 


Selling  price  per  acre  $1,048.49. 


52 


Year 

Acres 

Amount  Assessed 

Rate  per  Acre 

Ratio  of  Assessed 
lo  True  Value 

1901 

40 

$2,600.00 

$65.00 

1902 

45 

3,600.00 

80.00 

1903 

45 

3,600.00 

80.00 

42.31 

1904 

45 

3,600.00 

80.00 

40.49 

1905 

45 

3,600.00 

80.00 

39.21 

1906 

45 

3,600.00 

80.00 

46.54 

1907 

45 

4,500.00 

100.00 

53.09 

1908 

45 

6,000.00 

133.33 

54.50 

1909 

45 

6,000.00 

133.33 

52.02 

1910 

33.15 

6,000.00 

133.33 

52.03 

1911 

Exempt 

1912 

1913 

Findings  of  Board  of  Public  Affairs 

FULLER   &   STEVENS   LM   SECTION    15 


Year 

Acres 

Amount  Assessed 

Rate  per  Acre 

Ratio  of  Assessed 
to  True  Value 

1904 

12.90 

$2,500.00 

$193:80 

40.49 

1905 

12.90 

2,500.00 

193.80 

39.21 

1906 

12.90 

4,000.00 

310.07 

46.54 

1907 

12,90 

4 , 500 . 00 

348.83 

53.09 

1908 

12.90 

5,000.00 

387.59 

54.50 

1909 

12.90 

6,000.00 

465.11 

52.02 

1910 

12.90 

7,000.00 

542.63 

52.03 

1911 

12.90 

7,700.00 

596.89 

46.80 

1912 

12.90 

12,900.00 

1,000.00 

71.47 

1913 

12.90 

15,000.00 

1.162.79 

93.05 

FULLER   &   STEVENS   IN 

SECTION   16 

Year 

Acres 

Amount  Assessed 

Rate  per  Acre 

Ratio  of  Assessed 
to  True  Value 

1904 

145.00 

$15,825.00 

$109.13 

40.49 

1905 

145.00 

15,825.00 

109.13 

39.21 

1906 

145.00 

15,825.00 

109.13 

46.54 

1907 

145.00 

17,500.00 

120.69 

53.09 

1908 

145.00 

19,000.00 

131.03 

54.50 

1909 

145.00 

20 , 000 . 00 

137.93 

52.02 

1910 

145.00 

21,000.00 

144.82 

52 .  03 

1911 

145.00 

22,800.00 

157.24 

46.80 

1912 

121.50 

51,600.00 

424.69 

71.47 

1913 

121.50 

148,800.00 

1,224.69 

93.06 

JOHN   AND    CHRISTINA   BREITENBACH    IN   SECTION   16 


Year 

Acres 

Amount  Assessed 

Rate  per  Acre 

Ratio  of  Assessed 
to  True  Value 

1904 

$90.00 

$4,600.00 

$51.11 

40.49 

1905 

90.00 

4,600.00 

51.11 

39.21 

1906 

90.00 

5,300.00 

58.88 

46.54 

1907 

90.00 

7,300.00 

81.11 

53.09 

1908 

90.00 

8 , 500 . 00 

94.44 

54.50 

1909 

90.00 

8,700.00 

96.66 

52 .  02 

1910 

62.00 

8,000.00 

129.03 

52.03 

1911 

62.00 

9 , 000 . 00 

145.16 

46.80 

1912 

63.75 

39,450.00 

618.82 

71.47 

1913 

63.75 

Platted* 

93.06 

L.  POST   IN   SECTION   16 


Year 

Acres 

Amount  Assessed 

Rate  per  Acre 

Ratio  of  Assessed 
to  True  Value 

1904 

41.00 

$4,000.00 

$97.56 

40.49 

1905 
1906 

41   00 

39  .21 

36.92 

3,700.00 

100.21 

46.54 

1907 

36.92 

4,300.00 

116.64 

53.09 

1908 

36.92 

4,700.00    ■ 

127.30 

54.50 

1909 

36.92 

4,700.00 

127.30 

52 .  02 

1910 

36.92 

5,200.00 

140.84 

52.03 

1911 

36.92 

5,500,00 

148.96 

46.80 

1912 

36.92 

8,300.00 

224.81 

71.47 

1913 

36 .  92 

20 , 000 . 00 

5  11    71 1 

93.06 

*The  Breitenbach  tract  (which  has  no  lake  frontage")  was  sold  in  1912  for  $1,200  per  acre  and  was 
platted  as  a  proposed  addition  to  the  City  of  Madison. 

tThe  Post  tract  (which  has  no  lake  frontage)  was  sold  in  1914  for  $1,200  per  acre. 

53 


University  Survey  Report 


DAVID   STEVENS   IN   SECTION    17 


Year 

Acres 

Amount  Assessed 

Rate  per  Acre 

Ratio  of  Assessed 
to  True  Value 

1904 

55 

$5,700.00 

$103.63 

40.49 

1905 

55 

5,700.00 

103.63 

39.21 

1906 

55 

5.700.00 

103.63 

46.54 

1907 

55 

6.500.00 

118.18 

53.09 

1908 

55 

7,000.00 

127.27 

54.50 

1909 

55 

7,000.00 

127.27 

52.02 

1910 

55 

7 . 500 . 00 

136.36 

52.03 

1911 

55 

8,500.00 

154.54 

46.80 

1912 

55 

11,500.00 

209.09 

71.47 

1913 

55 

16.500.00 

300.00 

93.06 

MENDOTA   HEIGHTS   COMPANY   IN   SECTION    17 


Year 

Acres 

Amount  Assessed 

Rate  per  Acre 

Ratio  of  Assessed 
to  True  Value 

1904 

209.00 

$7,400.00 

$35.40 

40.49 

1905 

209 . 00 
209.00 

39.21 
46.54 

1906 

18,550,00 

88.75 

1907 

209 . 00 

24,050.00 

115.07 

53.09 

1908 

209 . 00 

27,000.00 

129.18 

54.50 

1909 

209 . 00 

27.000,00 

129.18 

52.02 

1910 

209.00 

30 , 000 . 00 

143.54 

52.03 

1911 

209.00 

33,500.00 

160.28 

46.80 

1912 

209.00 

53,100,00 

254.06 

71.47 

1913 

209.00 

105.600.00 

505.26 

93.05 

E.   N.   WARNER   IN  SECTION    18 


Year 

Acres 

Amount  Assessed 

Rate  per  Acre 

Ratio  of  Assessed 
to  True  Value 

1904 

111.36 

$6,400.00 

$57.47 

40.49 

1905 

109.36 

6 , 400 . 00 

58.52 

39.21 

1906 

109.36 

6.400.00 

58.52 

46.54 

1907 

111.36 

12.000.00 

107.75 

53.09 

1908 

111.36 

12.000.00 

107.75 

54.50 

1909 

111.36 

12.000.00 

107.75 

52.02 

1910 

111.36 

12.300.00 

110.45 

52.03 

1911 

111.36 

14.000.00 

125.71 

46.80 

1912 

111.36 

16.000.00 

143.67 

71.47 

1913 

150.93 

33.500.00 

222.25 

93.06 

Purchase  of  City   Lots 


Purchases  of  city  lots  were  tested  by  consulting  the  records  of  sales  in  the 
office  of  the  register  of  deeds  of  Dane  county.  In  most  instances  the  record 
was  secured  of  a  sale  in  the  same  year,  the  year  preceding  or  the  year 
following,  of  a  lot  in  the  same  block  with  the  lots  purchased  by  the  university 
A  table  showing  a  comparison  of  university  purchases  with  those  of  private 
persons  is  herewith  presented: 

54 


Findings  of  Board  of  Public  Affairs 

In  table  IX  the  purchase  price  given  is  the  total  paid  for  the  land  with 
the  buildings.  In  most  cases  buildings  of  some  kind  were  on  the  land  at 
the  time  of  purchase  and  in  some  of  the  deeds  a  value  was  given  the  buildings 
separate  from  the  land.  In  most  instances  the  old  buildings  have  been  re- 
placed by  modern  structures.  Hence,  for  purposes  of  comparison,  in  addi- 
tion to  the  purchase  price,  there  is  given  in  the  table  the  price  paid  for  the 
land  with  the  value  of  the  buildings  deducted.  Evidently  there  can  be  no 
satisfactory  comparison  in  the  present  and  past  value  of  these  properties 
without  eliminating  the  buildings  from  consideration,  as  the  modern  struc- 
tures erected  since  the  purchase  greatly  increase  the  present  value  of  the 
property. 


55 


University  Survey  Report 


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56 


Findings  of  Board  of  Public  Affairs 

The  university  has  resorted  to  condemnation  proceedings  in  only  a  few 
instances.  Records  of  the  board  of  regents  show  that  it  has  been  the 
judgment  of  the  university  authorities  that  in  most  instances  property 
could  be  acquired  at  a  lower  price  at  private  sale  than  by  condemnation. 
Prices  paid  by  the  university  upon  condemnation  awards,  when  tested  by 
comparison  with  prices  paid  for  property  of  similar  dimensions  and  location 
purchased  at  private  sale,  do  not  show  any  advantage  resulting  from  a 
resort  to  condemnation.  In  the  following  table  are  presented  the  prices 
paid  for  property  awarded  to  the  university  on  condemnation  as  compared 
to  prices  paid  at  private  sale  for  real  estate  of  similar  location  and  desir- 
ability both  by  the  university  and  private  persons: 


TABLE  X. 

PROPERTY  CONDEMNED  BY   UNIVERSITY  OF  WISCONSIN. 


File 
No. 

Property 

Date  of  Deed 

Acre 

Description 

Purchase 
Price 

36 

Aug.  W.  and  Rose  Gratz  .... 

Sept.  25,  1907 

.070 

Parts  of  Lots  1,  2,  3,  and  4, 
right  of  way  of  spur  track 
to  U.  W.  Central  Heating 
Station  on  West  Johnson 
St..  Brooks  Add.,  Blk.  8 

$3,401.75 

REMARKS. — This  land  was  acquired  through  condemnation  proceedings  by  the  University,  being 
a  strip  of  land,  part  of  Lots  1,  2,  3  and  4  of  Block  8,  Brooks  Addition,  and  used  as  a  spur  track  of  the 
C.  M.  &  St.  P.  Ry.  to  the  Central  Heating  Station. 


FUe 
No. 

Property 

Date  of  Deed 

Acre 

Description 

Purchase 
Price 

28 

Caesar 

April  11.  1904 

2.70 

225  X  507  ft 

$24,338.47 

REMARKS. — This  property  is  225  x  507  feet  lying  between  University  Avenue  and  Linden  Drive 
having  a  frontage  on  University  Avenue  of  225  feet.  The  agricultural  chemistry  building,  agricultural 
engineering  building  and  the  agronomy  buildings  are  located  on  this  land.  There  have  been  no  land 
sales  in  the  immediate  vicinity  for  comparison  with  the  above  property,  except  residential  property  in 
University  heights. 


File 

No. 

Property 

Date  of  Deed 

Acre 

Description 

Purchase 
Price 

35 

Cory 

Feb.  26,  1906 

2.550 

500  X  242  ft. 

$29,470,36 

REM  A  R  KS.— This  land  is  500  x  242  feet  having  a  frontage  of  242  feet  on  University  Avenue  and 
242  feet  on  Linden  Drive,  and  contained  two  houses.  The  horticultural  building  and  the  potting 
house  and  greenhouse  are  now  located  on  this  ground.  The  houses  that  were  on  the  land  sold  for  about 
$1,375.00.  There  have  been  no  land  sales  in  the  immediate  vicinity  for  comparison  with  the  above  prop- 
erty, except  residential  property  in  University  Heights. 

57 


University  Survey  Report 


PROPERTY  BOUGHT  BY  PRIVATE  PARTIES 


Property 


J.  P.  Hudson  to  Christian 
Buetzer 

Amanda  J.  Noyes  to  Frank 
Worthington 

W.  H.  Whitt  and  wife  to 
Fred  W.  Goth 

E.  J.  Baskerville  to  C.  C. 
Kane 

Wm.  Gamm  to  Lucina  L. 
Terry 


Date  of  Deed 


Apr.  30.  1907 
Nov.  3,  1906 

Nov.  13,  1906 

Nov.  20.  1907 
Mar.  28,  1907 


Acre 


Description 


N.  38  ft.  of  Lot  16,  Blk.  7.. 

Lot  No.  17  in  Brooks  Re. 
Subdivision,  Brooks  Add 
Blk.  6 

S.  40  ft.  of  N.  80  ft.  of  E  i 
Lot  No.  10  and  S.  40  ft. 
of  N.  80  ft.  Lot  No.  9, 
Blk.  7 

45  X  66  ft.  of  Lots  1  and  2, 
Blk.  10 

W.  i  of  Lot  No.  14.  Brooks 
Add..  Blk.  11 


Purchase 
Price 


$5,600.00 


5.000.00 


4,000.00 


6,000.00 


3,600.00 


The  purchase  of  the  Ohn  and  Raymer  tracts  was  by  legislative  act  in 
which  a  specific  sum  was  appropriated  and  both  properties  were  described. 
The  appropriation  totaled  $235,000  and  was  to  become  available  in  amounts 
of  $47,000  annually  for  five  years  (section  7  of  chapter  631,  session  laws 
1911).  The  purchases  made  for  the  university  in  1913  and  1914  also  were 
by  legislative  act  in  which  a  specific  amount  was  appropriated  and  the 
various  parcles  were  described  (chapter  758,  session  laws  1913,  subsection 
10  of  section  4  and  section  7). 

Many  factors  enter  into  the  determination  of  prices  of  real  estate  in  and 
around  Madison.  Values  of  property  in  the  city  are  increased  partly  by 
reason  of  the  fact  that  the  main  portion  of  the  town  is  built  upon  a  narrow 
strip  of  land,  nine  to  twelve  blocks  in  width,  between  lakes  Mendota  and 
Monona,  and  partly  by  reason  of  the  recent  rapid  growth  of  the  university. 
These  conditions  had  a  marked  influence  upon  farm  lands  contiguous  to  the 
city  and  have  necessitated  the  platting  of  many  large  tracts  for  residence 
purposes.  Possibly,  however,  the  greatest  factor  in  determining  prices  is 
the  presence  of  two  lakes,  which  fact  has  given  to  all  lands  with  water 
frontage  in  and  about  Madison,  the  additional  value  credited  to  all  property 
available  and  desirable  as  sites  for  summer  homes,  cottages  and  resorts. 


58 


Findings  of  Board  of  Public  Affairs 

UNIVERSITY  BUILDING  PROGRAM 

The  university  has  expended  more  money  for  buildings  in  the  last  ten 
years  than  in  all  the  rest  of  its  history.  This  expenditure  came  as  a  result 
of  a  growth  of  approximately  100  per  cent  in  the  attendance  since  the  year 
1905.  Notwithstanding  the  erection  of  19  separate  buildings  and  three 
large  additions  to  old  structures,  together  with  sundry  small  buildings  and 
additions,  representing  an  outlay  of  $2,018,508.12,  the  university  has  less 
space  in  its  buildings  today  in  proportion  to  the  number  of  students  attend- 
ing than  it  had  in  the  years  1875  to  1898.  An  accompanying  chart  shows 
the  registration  by  colleges  and  the  cubical  contents  of  buildings  since  the 
establishment  of  the  university. 

Much  public  discussion  has  concerned  itself  with  building  operations  at 
the  university,  and  the  criticism  has  been  made  that  the  authorities  of  the 
institution  have  caused  to  be  erected  more  and  better  buildings  than  were 
justified  by  the  demands.  The  nature  of  the  criticism  implies  that  there 
has  not  been  adequate  consideration  given  to  the  building  program.  In 
view  of  this  situation,  it  seems  important  to  recite  here  the  routine  pro- 
cedure regarding  requests  for  new  buildings. 

The  need  of  important  new  buildings  is  regularly  brought  to  the  attention 
of  the  regents  by  the  president,  as  these  needs  develop,  and  the  regents, 
after  careful  stud^-  of  the  problem,  through  their  constructional  development 
committee  and  full  board,  make  formal  request  of  the  legislature  for  appro- 
priations for  the  specific  purposes  desired. 

If  the  appropriations  are  passed  by  the  legislature,  the  regents  direct  the 
university  architect  to  prepare  preliminary  plans,  which  are  later  sub- 
mitted to  the  consulting  architects  of  the  university.  These  plans  are 
studied  in  detail  by  all  the  university  departments  concerned  in  order  to 
insure  meeting  all  reasonable  demands. 

The  constructional  development  committee  of  the  board  of  regents,  with 
the  business  manager,  spend  a  great  deal  of  time  in  studying  all  the  details 
of  location  of  proposed  buildings,  the  plans,  and  the  specifications.  After 
these  have  been  approved  by  the  board  of  regents,  the  advertisement  for 
bids  is  authorized.  When  the  bids  are  received,  the  contract  is  awarded 
by  the  board,  and  proper  form  of  contract  and  bond  prepared  and  executed. 
These  are  signed  for  the  regents  by  the  president  and  secretary  of  the  board; 
the  forms  used  for  this  purpose  being  approved  by  the  attorney-general. 

The  plans,  specifications,  all  estimates,  building  contracts  and  bond  are 
then  submitted  to  the  governor  of  the  state,  who  must  approve  the  papers 
before  they  become  legal,  after  satisfying  himself  that  the  building  is 
necessary  and  that  its  final  cost  will  not  exceed  the  appropriation  of  the 
legislature. 

As  shown  by  the  accompanying  table,  the  university  in  the  last  ten  years 
has  constructed  buildings  costing  a  total  of  $2,018,508.12  to  meet  the 
growing  needs  of  the  institution. 


59 


University  Survey  Report 


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61 


University  Survey  Report 


Dormitories 


Living  conditions  in  Madison,  because  of  the  restricted  area  of  land 
available  for  building  purposes,  are  such  that  the  housing  of  students  at 
reasonable  rates  is  a  pressing  problem.  The  demand  for  commons  and 
dormitories  has  been  insistent  for  many  years.  It  is  the  recommendation 
of  the  board  that  the  erection  of  these  buildings  be  considered  in  the  future 
building  plans  of  the  university  and  given  precedence.  It  is  also  recom- 
mended that  in  the  assignment  of  accommodations  in  dormitories  the  re- 
quirements of  the  legislature  be  followed  rigidly  in  giving  preference  to  the 
students  from  this  state  attending  the  university. 


Use  and  Design   of  Buildings 

There  is  necessity  for  utilizing  the  existing  buildings  of  the  university 
as  fully  as  is  consistent  with  educational  purposes.  A  study  of  the  present 
use  of  class  room  space  shows  a  high  percentage  of  non-use  in  certain  cases. 
The  amount  invested  in  buildings  is  large,  and  the  present  available  space 
should  have  the  fullest  use  consistent  with  educational  efficiency  before 
additional  buildings  are  constructed. 

A  careful  study  of  the  data  of  the  detailed  reports  and  charts  which  have 
been  submitted  by  this  board  is  recommended  to  the  university  administra- 
tion, in  the  belief  that  such  study  will  result  in  a  larger  use  of  the  present 
buildings,  thus  increasing  the  efficiency  of  the  present  plant  and  meeting 
present  demands  for  space.  Investigation,  in  the  opinion  of  the  board, 
shows  that  with  the  exception  of  the  new  physics  and  soils  buildings,  for 
which  provision  already  has  been  made,  no  additional  buildings  for  in- 
structional purposes  will  be  required,  at  the  present  rate  of  growth,  for 
several  years. 

Some  of  the  university  buildings  are  not  of  pleasing  architectural  design. 
If  proper  consideration  had  been  given  in  the  past  to  harmony  of  plan,  the 
present  buildings  would  have  constituted  an  artistic  group  not  inconsistent 
with  the  high  purpose  to  which  they  are  dedicated.  Attention  is  called  to 
the  discordant  architecture  in  the  hope  that  henceforth  appropriateness  of 
design  may  be  considered  when  new  structures  are  planned.  In  the  opinion 
of  this  board,  beauty  of  line  and  proportion  are  not  necessarily  inconsistent 
with  even  the  strictest  economy. 


62 


BUSINESS  ORGANIZATION 

Sources  of  University's  Income,  Record  of  Receipts   and   Disburse- 
ments, and  Inventory  of  Lands,  Buildings  and  Equipment 

With  the  growth  of  the  university,  both  in  attendance  and  in  character 
of  activities,  its  organization  has  gradually  become  more  and  more  complex. 

Supreme  authority  is  vested  in  the  board  of  regents.  The  president  of  the 
university  is  executive  head  of  the  instructional  force,  while  the  business 
manager  is  executive  head  of  the  non-instructional  force. 

The  instructional  staff  is  divided  into  various  college  faculties,  which  have 
a  form  of  organization  quite  democratic  in  character  with  various  depart- 
ments in  each  college. 

The  non-instructional  staff  is  organized  along  natural  divisions  for  hand- 
ling the  requisitions,  purchases,  necessary  accounting,  the  construction  of 
buildings,  the  maintenance  of  the  buildings  and  grounds,  the  dormitories, 
the  utility  needs,  such  as  heat,  light,  and  water,  the  stores,  etc. 

This  board  is  of  the  opinion  that  there  is  no  serious  fundamental  defect 
in  the  organization  of  the  university,  or  in  its  relation  to  other  institutions. 
Most  defects  are  those  of  administration  and  management,  and  should  be 
treated  as  such. 

Regents  and  Board  of  Visitors 

The  board  of  regents  consists  of  fifteen  members,  thirteen  of  whom  are 
appointed  by  the  governor,  one  from  each  congressional  district,  two  from 
the  state  at  large.  The  president  of  the  university  and  the  state  superin- 
tendent are  ex-ofTicio  members.  Each  of  the  regents  serves  without  salary 
or  other  compensation;  but  they  are  reimbursed  for  actual,  necessary  ex- 
penses incurred  in  the  conduct  of  university  business.  The  term  of  office  is 
six  years  for  appointive  members. 

Under  the  present  system,  the  state  has  received  the  disinterested  services 
of  men  who,  without  compensation,  have  brought  to  the  work  ability  of  a 
high  order  coupled  with  wide  experience.  In  the  opinion  of  the  Board  of 
Public  Affairs  it  is  to  the  disinterested  service  of  such  men  that  the  state  is 
indebted  for  much  of  the  success  of  the  university. 

The  board  of  regents  has  the  advice  and  counsel  of  a  board  of  visitors,  com- 
posed of  twelve  persons,  four  named  by  the  governor,  four  by  the  Alumni 
Association  of  the  university  and  four  by  the  board  of  regents.  The  board 
of  visitors  inspects  the  work  of  the  university  in  general,  independently 
of  the  regents,  but  reports  to  the  regents  suggestions  for  improvement  in 
both  instruction  and  administration. 

The  regents  also  have  the  advice  and  counsel  of  the  president  of  the  uni- 
versity and  the  superintendent  of  public  instruction,  both  of  whom  are 
ex-ofTicio  members  of  the  board. 

63 


University  Survey  Report 


Faculty  and  salaries 


The  president  of  the  university  is  chosen  by  the  board  of  regents.  Other 
members  of  the  faculty  are  chosen  by  the  regents,  the  president,  as  ex-ofTicio 
member  of  the  board,  having  a  vote  in  the  determination  of  all  questions 
relative  to  the  employment  of  members  of  the  faculty.  The  teaching  force 
at  the  opening  of  the  first  semester  of  the  present  school  year  numbered  681. 
Of  these,  eight  are  deans,  three  are  assistant  deans,  seven  are  directors  and 
one  is  an  assistant  director,  all  of  whom  are  in  intimate  relationship  with  the 
president  as  advisors.  Of  the  remaining  members  of  the  faculty,  74  rank 
a*-'  professors,  52  as  associate  professors,  112  as  assistant  professors,  228  as 
instructors  and  165  as  assistants. 

In  addition,  there  are  five  lecturers,  ten  county  representatives,  six 
district  representatives,  one  librarian,  three  assistant  librarians,  one  editor 
of  the  press  bureau,  two  mistresses  of  the  halls,  one  commandant,  one  cura- 
tor, and  one  emeritus  professor,  all  of  whom  rank  as  members  of  the  instruc- 
tional force. 

The  salary  of  the  president  is  $7,000  a  year.  The  next  highest  salary 
paid  to  any  member  of  the  faculty  is  $5,000  and  only  two  are  paid  this 
amount,  both  being  deans.  Sixteen  draw  salaries  ranging  from  $4,000  to 
$4,500.  Seventy-two  are  paid  from  $3,000  to  $3,999,  and  122  are  paid  from 
$2,000  and  $2,999.  There  are  456  members  of  the  faculty  who  draw  a 
salary  of  less  than  $2,000  a  year,  and  159  who  are  paid  less  than  $1,000  a 
year.  Of  these  drawing  smaller  salaries,  some  devote  only  a  portion  of  their 
time  to  instructional  work. 

The  following  summary  shows  the  faculty  salaries  grouped  as  to  amount: 

Number  Professors 
Amount  of  Salary  Receiving  Salary 

7000 1 

5000 2 

4000-4500 16  (2  part  time) 

3000-3999 72  (2  part  time) 

2000-2999 122  (3  part  time) 

1900-1999 5 

1800-1899 12 

1700-1799 39 

1600-1699 39 

1500-1599 44 

1400-1499 26  (1  part  time) 

1300-1399 30 

1200-1299 36  (4  part  time) 

1100-1199 29 

1000-1099 ; 37  (3  part  time) 

900-  999 15 

800-  899 21  (1  part  time) 

700-  799 12 

600-  699 18 

500-  599 26     (Part  time) 

400-  499 45 

64 


Findings  of  Board  of  Public  Affairs 


300-  399. 

200-  299. 

100-  199. 

Below  100. 


4 
17 
10 

3 


(Part  time) 


Total 681 

All  assistants  average  half  time. 

In  the  following  table  the  faculty  salaries  are  classified  as  to  rank,  the 
figures  being  computed  upon  a  basis  of  full  time  service,  the  exceptions  being 
duly  noted: 

President §7,000 

Deans 

2 5,000 

4 4,500 

1 3,800 

1 3,000 


8 


$  34,800 


Assistant  Deans 

2 S3,250 

1 : 2,800 


3  $9,300 

Directors 

1 $4,250 

2 4,000 

1 3,500 

2 3,000 

1 2,500 

7  $24,250 

Professors 

1 $4,500 

6  (of  whom  1  is  part  time) 4,000 

1 3,850 

11 3,750 

1 3,600 

21  (of  whom  1  is  part  time) 3,500 

11 3,250 

1 3,100 

12  (of  whom  1  is  part  time) 3,000 

3 2,900 

3 2,850 

1 2,750 

2 2,000 


74 


$249,550 


65 


University  Survey  Report 

Associate  Professors 

1  (part  time) $4,200 

5 3,000 

1 2,850 

1 2,800 

9 2,750 

3 2,650 

20  (of  whom  1  is  part  time  and  2  receive  part  salary  from 

the  United  States) 2,500 

1  (part  time) 2,400 

1 2,300 

9 2,250 

1 2,200 


52  $134,700 

Assistant  Professors 

1  (part  time  from  alumni  office) $3,500 

1 3,250 

2 3,000 

2 2,500 

1 2,600 

1 ; 2,400 

3 2,300 

2  (of  whom  1  is  part  time)... 2,250 

3 2,200 

2 2,150 

5 2,100 

35 2,000 

2 1,950 

2 1,900 

1 1,850 

5 '. 1,800 

30 1,750 

4 1,650 

3 1,600 

3 1,500 

1 1,400 

1 1,300 

1 1,200 

1 1,167 

112  $217,567 


66 


Findings  of  Board  of  Public  Affairs 


*Assistants  (actual  salary  paid) 

1  (full  time) $1,512 

1  (full  time) 1,500 

1  (full  time) 1,300 

4  (full  time) 1,200 

1  (full  time) 1,050 

6  (5  full  time) 1,000 

1 960 

7 900 

1 875 

1 840 

1 825 

10 800 

7 700 

3 750 

1 675 

1 625 

16 600 

1 580 

1 ' 575 

22 500 

9 450 

35 400 

1 350 

3 300 

3 275 

4 250 

1 210 

9 200 

1 175 

3 150 

3 125 

3 100 

1 75 

1 60 

1 50 


165  $88,787 

♦Some  assistants  give  full    time.     Some  less  than  half    time.     The  Average  is  about  half   time. 

County  Representatives 

1  (part  salary  from  county) 2,000 

1  (part  salary  from  county) 1,800 

1  (part  salary  from  county) 1,700 

5  (part  salary  from  county) 1,600 

2  (part  salary  from  county) 1,500 

10  $16,500 

67 


University  Survey  Report 

Lecturers,  part  time 

1 $1,200 

1 1,120 

1 900 

2 500 


$4,220 


Instructors 

2 $2,500 

1 2,100 

2 2,000 

1 : 1,900 

5 1,800 

1 1,720 

5 1,700 

5 1,650 

5  (1  part  salary  from  U.  S.) 1,620 

17 1,600 

1 : 1,560 

1 1,550 

33  (1  part  salary  from  U.  S.) 1,500 

1 1,450 

21  (1  part  time) 1,400 

3  (1  part  salary  from  U.  S.) 1,350 

1 1,340 

24 ; 1,300 

29  (3  part  time,  1  part  time  and  part  salary  from  U.  S.)--  1,200 

2 1,150 

24 1,100 

4  (1  part  time) 1,050 

26  (4  part  time) 1,000 

1 960 

5 900 

2 850 

5  (1  part  time) 800 

1 700 


228  $301,380 

District  Representatives 

1 $3,000 

1 2,350 

1 2,300 

1 2,100 

1 1,750 

1 1,500 

6  $13,000 

68 


Findings  of  Board  of  Public  Affairs 

Assistant  Director 
1 $2,900 

Mistress  of  Halls 

1 ($800) 

1 ($700) 

Editor  of  Press  Bureau 
1 $1,200 

Librarian 
1 $3,250 

Assistant  Librarians 

1 $2,000 

2 1,750 


3  $3,750 

Commandant 
1 $    432 

Curator 
1 $1,500 

Emeritus  Professor 
1 $1,100 

Business  Manager 
1 $4,500 

Business  manager 

The  business  manager  is  appointed  by  the  board  of  regents.  He  is  the 
business  executive  of  the  university  and  has  supervision  of  everything  of 
the  nature  of  business  in  connection  with  the  institution. 

The  growth  of  the  university  and  the  increase  in  appropriations  and  ex- 
penditures brought  with  them  a  great  increase  in  the  work  of  business 
administration,  which  by  reason  of  its  complexity  and  bulk  required  the 
undivided  attention  of  one  of  broad  training  in  practical  business  methods 
and  with  executive  ability  to  enforce  them.  Accordingly,  the  regents  cre- 
ated the  office  of  business  manager. 

The  ofTice,  being  new,  its  duties,  to  a  certain  extent  are  still  being  defined 
and  its  powers  and  functions  particularized  as  experience  warrants. 

While  the  business  organization  is  secondary,  it  nevertheless  is  an  essen- 
tial and  very  important  part  of  the  university.  Best  results  in  education 
can  be  secured  only  when  supported  by  thorough  business  methods. 

The  business  manager  should  be  responsible  for  the  installation  of  a  com- 
plete business  system  which  will  provide  for  checking  the  work  in  all 
departments,  and  which  will  show  the  unit  cost,  not  only  in  the  business 
but  in  the  educational  departments  also. 

69 


University  Survey  Report 

In  educational  departments  the  cost  cannot  be  the  final  determining  fac- 
tor. Yet,  knowledge  as  to  cost  should  be  an  aid  to  both  the  president  and 
the  regents  in  determining  whether  efficiency  and  economy  prevail  and 
whether  certain  work  should  be  continued.  A  spirit  of  economy  in  the  use 
of  both  money  and  time  shouM  pervade  the  whole  institution.  The  uni- 
versity is  training  men  and  women.     Example  is  stronger  than  precept. 

The  business  manager  should  submit  to  the  regents  each  month  a  com- 
plete financial  statement  setting  forth  clearly  but  concisely  the  business 
transactions  of  the  university  for  the  preceding  month.  As  soon  as  made 
this  report  should  be  offered  to  the  newspapers  for  publication. 

General  scheme  of  organization 

The  general  scheme  of  organization  is  indicated  by  the  accompanying 
chart. 


Growth  of  the  university 

The  following  table  of  comparative  statistics  shows  the  growth  of  the 
university  during  a  period  of  twelve  years: 


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71 


University  Survey  Report 


INCOME  OF  UNIVERSITY 


The  University  of  Wisconsin  derives  its  income  from  five  general  sources, 
grants  from  the  federal  government,  taxes  levied  by  the  state,  fees  paid  by 
students,  proceeds  from  sale  of  products  of  university  farm,  and  private 
gifts. 

Aid  from  the  State  of  Wisconsin 

The  principal  source  of  income  is  the  state  tax,  the  present  provision 
caUing  for  the  levy  of  three-eights  of  a  mill  on  the  general  property  in  the 
state,  the  receipts  from  which  are  "appropriated  to  the  university  fund 
income  to  be  used  for  current  and  administrative  expenditures  and  for  the 
increase  and  improvement  of  the  facilities  of  the  university"  (Chapteit  631 
of^the  Laws  of  1911).  In  the  fiscal  year  ending  June  30,  1914,  the  univer- 
sity received  from  the  three-eights  of  a  mill  tax  $1,124,320. 

In  addition  to  the  moneys  so  raised  and  appropriated,  the  legislature 
appropriates  other  sums  for  new  construction  and  other  designated  pur- 
poses. The  amounts  thus  appropriated  from  the  general  fund  of  the  state 
for  the  fiscal  year  ending  June  30,  1914  were:  General  purposes,  $255,- 
618.40;  new  construction,  $343,550.73;  other  designated  purposes,  $430,- 
367.33.  Total  appropriated  from  general  fund  in  addition  to  the  receipts 
from  three-eighths  of  a  mill  tax,  $1,029,536.46. 

Aid  from  the  United  States 

Seven  grants  have  been  made  to  the  university  by  the  federal  govern- 
ment: 

In  1846  Congress  authorized  the  setting  apart  of  a  quantity  of  land 
within  the  Territory  of  Wisconsin  not  exceeding  two  entire  townships  for 
the  use  and  support  of  a  university  and  in  1854  it  authorized  the  sale  of 
seventy-two  sections  of  land  for  the  benefit  and  in  aid  of  the  university. 
The  proceeds  from  the  sales  of  land  thus  authorized  (91,980.74  acres) 
constitutes  the  "University  Fund"  which  is  in  the  custody  of  the  Com- 
missioners of  the  Public  Lands  of  the  State  of  Wisconsin.  On  June  30, 
1914,  the  "University  Fund"  contained  $232,701.50  of  moneys  received 
from  the  sale  of  these  lands.  All  of  this  sum  excepting  $7,428.13  was 
invested,  producing  in  interest  $11,963.62,  which  amount  is  considered  as 
the  income  for  the  year  from  that  source.  The  $7,428.13  is  awaiting  invest- 
ment, and  160  acres  of  the  land  is  still  unsold. 

By  the  Morrill  Acts  of  1862  public  lands  were  donated  to  those  several 
states  and  territories  which  might  provide  colleges  for  the  benefit  of  the 
agricultural  and  mechanic  arts.  Each  state  received  a  quantity  equal  to 
thirty  thousand  acres  for  each  senator  and  representative  in  Congress  in 
1860.  No  portion  of  the  fund  nor  the  interest  thereon  can  be  applied 
directly  or  indirectly  under  any  pretense  whatever  to  the  purchase,  erection, 
preservation  or  repair  of  any  building  or  buildings. 

72 


Findings  of  Board  of  Public  Affairs 

By  this  act  the  State  of  Wisconsin  received  the  proceeds  of  the  sale  of 
240,005.37  acres  of  land.  On  June  30,  1914,  the  "Agricultural  College 
Fund"  contained  $303,594.61  of  which  $299,431.68  were  invested  and 
returned  in  interest  $12,728.14.  There  are  120  acres  of  these  lands  still 
unsold. 

The  Morrill  Act  of  1890  supplemented  that  of  1862  and  appropriated  the 
sum  of  $25,000  annually  to  be  applied  "only  to  instruction  in  agriculture, 
the  mechanic  arts,  the  English  language  and  the  various  branches  of  mathe- 
matical, physical,  natural  and  economic  science  with  special  reference  to 
their  applications  in  the  industries  of  life,  and  to  the  facilities  for  such 
instruction." 

The  Hatch  Act  of  1887  further  supplements  and  extends  the  act  of  1862 
and  provides  for  the  establishment  of  Agricultural  Experiment  Stations  in 
connection  with  the  colleges  established  in  the  several  states  under  the 
provisions  of  the  earlier  act  and  designates  the  "objects"  and  "duties"  of 
these  experiment  stations  as  follows: 

"To  conduct  original  researches  or  verify  experiments  on  the  physiology 
of  plants  and  animals;  the  diseases  to  which  they  are  severally  subject, 
with  the  remedies  for  the  same;  the  chemical  composition  of  useful  plants 
at  their  different  stages  of  growth,  the  comparative  advantages  of  rotative 
cropping  as  pursued  under  a  varying  series  of  crops;  the  capacity  of  new 
plants  or  trees  for  acclimation;  the  analysis  of  soils  and  water;  the  chemical 
composition  of  manures,  natural  or  artificial,  with  experiments  designed  to 
test  their  comparative  effects  on  crops  of  different  kinds;  the  adaption  and 
value  of  grasses  and  forage  plants;  the  composition  and  digestibility  of 
the  different  kinds  of  food  for  domestic  animals;  the  scientific  and  economic 
questions  involved  in  the  production  of  butter  and  cheese;  and  such  other 
researches  or  experiments  bearing  directly  on  the  agricultural  industry  of 
the  United  States  as  may  in  each  case  be  deemed  advisable,  having  due 
regard  to  the  varying  conditions  and  needs  of  the  respective  states  or  terri- 
tories." To  meet  the  expense  of  the  work  required  this  act  appropriates 
$15,000  a  year  to  each  state  maintaining  an  agricultural  experiment  station. 
Accordingly  the  University  of  Wisconsin  receives  $15,000  under  this  act. 

The  Adams  Act  of  1906  provides  for  an  increased  annual  appropriation 
for  Agricultural  Experiment  Stations  and  regulates  the  expenditures  thereof, 
which  are  "to  be  applied  only  to  paying  the  necessary  expenses  of  conduct- 
ing original  researches  or  experiments  bearing  directly  on  the  agricultural 
industry  of  the  United  States,  having  due  regard  to  the  varying  conditions 
and  needs  of  the  respective  states  and  territories."  The  University  of 
Wisconsin  is  now  receiving  annually  $15,000  under  this  (Adams)  act. 

The  Nelson  Act  of  1907  provides  "That  there  shall  be,  and  hereby  is 
annually  appropriated  out  of  any  money  in  the  treasury  not  otherwise 
appropriated,  to  be  paid  as  hereinafter  provided,  to  each  state  and  terri- 
tory for  the  more  complete  endowment  and  maintenance  of  agricultural 
colleges  now  established,  or  which  may  hereafter  be  established,  and  in 
accordance  with  the  Act  of  Congress  approved  July  2.  1862,  and  the  Act  of 
Congress  approved  August  30,  1890,  the  sum  of  $5,000  in  addition  to  the 
sums  named  in  said  act,  for  the  fiscal  year  ending  June  30,  1908,  and  an 
annual  increase  of  the  amount  of  such  appropriation  thereafter  for  four  years 

73 


UNnERSiTY  Survey  Report 

by  an  additional  sum  of  $5,000  over  the  preceding  year  and  the  annual  sum 
to  be  paid  thereafter  to  each  state  and  territory  shall  be  $50,000  to  be  applied 
only  for  the  purposes  of  the  agricultural  colleges  as  defined  and  limited  in 
the  Act  of  Congress  approved  July  2,  1862,  and  the  Act  of  Congress  approved 
August  30,  1890." 

"Provided — That  said  colleges  may  use  a  portion  of  this  money  for  pro- 
viding courses  for  the  special  preparation  of  instructors  for  teaching  the 
elements  of  agriculture  and  the  mechanic  arts," 

The  University  of  Wisconsin  is  now  receiving  annually  $25,000  under  this 
(Nelson)  act. 

Income  from  students 

The  income  from  students  is  made  up  of  tuition  fees,  incidental  fees, 
special  fees  for  gymnasium,  special  fees  for  laboratories,  gross  receipts  from 
dormitories  and  dining  halls.  For  the  year  ending  June  30,  1914,  the  in- 
come from  students  amounted  to  $538,412.44. 

Income  from  private  gifts 

Endowments  and  bequests  up  to  this  time  have  not  constituted  any  con- 
siderable part  of  the  income  of  the  University  of  Wisconsin.  A  total  of 
$142,788.60  has  been  given  to  the  university  in  the  form  of  endowments,  the 
accumulated  interest  on  which  has  increased  the  endowment  fund  to  $151,- 
595.83.  These  gifts,  however,  were  for  fellowships,  scholarships  and 
prizes  and  the  income  is  in  no  part  available  for  the  use  of  the  university 
either  in  administration  or  instruction.  They  are  available  only  for  aid  to 
students.  In  addition  to  the  donations  which  are  classified  as  endowments, 
the  university  receives  several  small  gifts  for  designated  purposes.  For  the 
fiscal  year  ending  June  30,  1914  these  amounted  to  $12,721.14.  The  largest 
bequest  left  to  the  university  was  the  generous  gift  named  in  the  will  of  the 
late  William  F.  Vilas,  the  income  from  this  bequest  to  become  available 
in  the  future. 

Income  from  other  sources 

The  University  of  Wisconsin  also  derives  an  income  from  various  other 
sources,  from  the  sale  of  livestock,  farm  products,  milk,  cream  and  butter, 
from  charges  for  technical  inspections  conducted,  from  lectures  and  con- 
certs, from  athletic  meets  and  many  transactions  of  minor  importance. 
The  income  from  these  sources  for  the  fiscal  year  ending  June  30,  1914, 
aggregated  $283,572.74. 

The  following  table  shows  the  amounts  received  in  the  year  ending  June 
30,  1914  from  the  principal  sources: 

Income  from  State  of  Wisconsin 

Receipts  from  three-eighths  mill  tax $1,124,320.00 

Appropriations  from  General  Fund 1,029,536.46 

Total  state  aid $2,153,856.46 

74 


Findings  of  Board  of  Public  Affairs 

Income  from  United  States 

Receipts  from  interest  on  proceeds  of  sale 
of  land  grants  of   1848  and   1854   (four 

townships)  (University  Fund) $11,963.62 

Receipts  from  interest  on  proceeds  of  land 
sales  under  Morrill  Act  of  1862  (Agri- 
cultural College  Fund) 12,728.14 

Receipts  from  Morrill  Act  of  1890 25,000.00 

Receipts  from  Hatch  Act  of  1887 15,000.00 

Receipts  from  Adams  Act  of  1906 15,000.00 

Receipts  from  Nelson  Act  of  1907 25,000.00 

Total  aid  from  United  States 104,691.76 

Income  from  students 

Receipts  from 

Tuition  fees 91,217.50 

Incidental  fees 186,990.07 

Special  fees  for  gymnasium,  etc 6,238.05 

Special  fees  for  laboratories 122,069.33 

Gross  receipts  from  dormitory 28,347.44 

Gross  receipts  from  dining  halls 103,550.05 


Total  receipts  from  students 538,412.44 

Income  from  gifts 

Carnegie  Foundation   (pensions   to   retired 

professors) 9,551.63 

Vilas  Medal  Fund 130.00 

Gamma  Phi  Beta  Scholarship 200.00 

Henry  Strong  Scholarship 1,300.00 

Menorah  Society  Prize  Fund 200.00 

Self  Government  Association 100.00 

Markham  Fellowship 800.00 

Milwaukee  Drug  Co.  Book  Fund 35.00 

Hatch  Seed  Special  Fund 319.51 

B.  R.  Cahn  Boat  Fund 35.00 


Total  Income  from  gifts 12,721.14 


75 


University  Survey  Report 

Receipts  from  various  sources 

Sales    (products    of    university    farm    and 

dair>0 156,124.75 

Technical  inspections 34,896.95 

Interest  on  current  bank  balances 3,771.93 

Unclaimed  checks 2,035.83 

Insurance  recovered 155.25 

Refunds  from  advances 4,166.55 

Library  fines 86.08 

Lectures,  concerts  and  conventions 34,654.78 

Athletic  Council  (gate  receipts,  etc.) 45,169.97 

Unclassified 2,510.65 

Total  receipts  from  various  sources 283,572.74 

Total  income  from  all  sources $3,093,254.54 

University  expenditures 

The  annual  financial  operations  of  the  university  are  not  only  large  in 
volume,  but  include  a  great  many  items  of  both  large  and  small  amounts. 

The  number  and  size  of  these  items  require  great  care  in  classification  in 
order  to  insure  accuracy,  checking  at  different  points  to  insure  proper  author- 
ization, and  the  use  of  many  forms  in  order  to  expedite  business. 

No  money  is  paid  out  except  by  the  State  Treasurer,  and  then  only  upon 
duly  authorized  warrants  issued  by  the  Secretary  of  State.  All  university 
officers  directly  connected  with  financial  affairs  are  under  bond,  and  the 
university  books  receive  an  independent  audit  every  two  years  in  addition 
to  other  audits  by  the  State  Board  of  Affairs  and  the  various  bonding 
companies. 

The  various  colleges  and  activities  of  the  university  form  the  principal 
basis  for  the  accounting  classification  indicated  in  the  following  summaries 
of  expenditures: 


76 


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80 


Findings  of  Board  of  Public  Affairs 

These  show  the  total  expenditures  of  money  received  from  all  sources  for 
each  of  the  last  four  fiscal  years;  the  total  expenditure  under  each  division 
being  in  turn  classified  into  various  natural  subdivisions,  which  are  indi- 
cated in  complete  detail  in  the  biennial  reports  of  the  Business  Manager. 

Several  changes  have  recently  taken  place  in  the  laws  governing  the 
financial  operations  of  the  university.  Before  July  of  1913,  certain  funds, 
such  as  athletic  receipts,  were  received  and  expended  at  the  university; 
but  since  that  date,  all  moneys  received  from  all  sources  for  the  various 
activities  of  the  university  are  handled  by  the  State  Treasurer, 

Following  is  a  statement  of  university  expenditures  prepared  by  the 
business  manager  of  the  university  at  the  request  of  the  board  of  affairs: 

"The  total  expenditures  of  the  various  divisions  of  the  university,  exclud- 
ing tuition  and  mcidental  fees  refunded,  are  $2,369,994.18  for  1912-13  and 
$2,794,728.24  for  1913-14. 

"In  considering  these  expenditures,  it  is  well  to  bear  in  mind  that  the  money 
used  for  instructional  purposes  at  Madison  represents  only  a  portion  of  the 
total,  and  that  the  university,  in  addition  to  performing  this  instructional 
work,  is  also  engaged  in  extension  and  control  work  about  the  State  of  Wis- 
consin, as  well  as  in  research  work  for  the  advancement  of  knowledge  in 
many  fields. 

"Expenditures  for  all  of  these  activities  are  included  in  the  summaries  of 
expenditures,  which  represent  moneys  received  from  all  sources,  including 
the  amounts  shown  in  the  following  tabulation  for  the  two  years  in  question: 

TABLE  II 

1912-13  1913-14 

Receipts  from  Athletic  Council (Note  A)  S  44,976.04 

Receipts  from  produce  sold  (Agr.  Col) $124,369.70  141,652.80 

Dormitory  and  dining  hall  receipts 79,539.76  131,897.49 

Receipts  from  the  Federal  Government,  _  _     80,000,00  80,000.00 

Student  tuition  fees  (net) 75,047.50  86,832.50 

Student  incidental  fees  (net) 165,947.73  180,897.16 

Student  laboratory  fees   (gross  actual  re- 
ceipts)      76,000.23  85,293.85 

Student  gymnasium  fees 5,497.60  6,238.05 

Interest  on  investments 31,874.54  28,463.69 

Received  from  gifts 10,745.17  12,721.14 

Received  from  various  sources  Note  B 15,777.72  48,840.43 

Total $664,799.95        $847,813.15 

"Note  A.  In  1912-13  funds  of  the  Athletic  Council  were  handled  by  the 
Bursar  as  Treasurer  of  the  Athletic  Council,  and  receipts  and  expenditures 
are  not  included  in  the  universit^^  summaries. 

"In  1913-14  this  account  was,  by  law,  transferred  to  the  State  Treasurer, 
and  receipts  and  expenditures  included  in  the  university  accounts. 

"Note  B.  Receipts  from  "various  sources"  include  University  Extension 
receipts  from  lectures  and  concerts,  which  amounted  to  $1,254.80  in  1912-13 
and  to  $32,040.80  in  1913-14. 

81 

Sub— 6 


University  Survey  Report 

"Deducting  the  above  total  of  receipts  ($664,799.95 for  1912-13  and  $847,- 
813.15  for  1913-14)  from  other  sources  than  the  State  of  Wisconsin,  will  leave 
a  total  expenditure  of  $1,705,194.23  for  1912-13  and  $1,946,915.09  for 
1913-14,  received  from  the  State  of  Wisconsin. 

"These  expenditures  include  moneys  expended  for  buildings,  land,  and 
such  permanent  equipment  as  books,  apparatus,  furniture,  etc.  ($583,- 
338.27  for  1912-13  and  $636,887.23  for  1913-14),  leaving  an  expenditure  for 
operation  and  maintenance  (repairs)  of  $1,121,855.96  in  1912-13,  to  which 
should  be  added  an  item  of  $15,176.31  for  laboratory  fees  refunded,  or  a 
total  of  $1,137,032.27  for  1912-13.  In  1913-14,  these  net  operation  and 
maintenance  expenditures  amounted  to  $1,310,027.86,  to  which  should  be 
added  an  item  of  $1,630.38  for  laboratory  fees  refunded  or  a  total  of  $1,311,- 
658.24. 

"It  will  be  noticed  that  in  the  twenty-one  divisions  of  the  summary,  such 
items  as  Administration,  General  Library,  Physical  Education,  etc.,  are 
kept  separate.  These  are  properly  University  Overhead  expenses,  and  if 
these  items  (1,  2,  3,  4,  11,  12,  17  and  20)  are  properly  apportioned  to  the 
various  col  eges  and  other  activities,  the  following  total  charges  for  each  of 
the  years  of  the  biennium  are  secured : 

TABLE  III 

Total  Expenditures  of  Moneys  Received  from  the  State  of  Wisconsin 
for  Operation  and  Maintenance 

1912-13  1913-14 

5.  College  of  Letters  and  Science $  502,358.65     $    550,051.17 

6.  College  of  Agriculture 233,713,45  321,432.98 

7.  College  of  Engineering 118,745.94  119,123.17 

8.  Law  School 27,817.27  30,944.93 

9.  Medical  School 32,727.50  37,711.82 

10.  School  of  Music 15,665.59  16,596.60 


Total 931,028.40  1,075,860.67 

13.  Summer  Session 19,915.32  21,865.18 

14.  University  Extension 126,500,88  155,789.28 

15.  Agricultural  Institutes 21,875.21  22,245.89 

16.  Hygienic  Laboratory 8,994.11  10,473.25 

18.  Washburn  Observatory 9,316.13  9,711.45 

19.  Porest  Products  Laboratory 6,823.22  6,374.03 

21.  Store 12,579.00  9,338.49 


Total $1,137,032.27     $1,311,658.24 

These  totals  check  with  the  items  previously  given  for  these  expenditures. 
"It  will  be  noticed  that  the  last  seven  items  (Nos.  13  to  21  inclusive)  repre- 
sent other  activities  than  those  of  regular  two  semester  resident  instruction, 
and  if  these  are  separated  from  the  total,  it  is  evident  that  the  net  cost  to 
the  state  for  all  operation  and  maintenance  expenditures  for  resident  instruc- 

82 


Findings  of  Board  of  Public  Affairs 

tion,  including  in  Agricultural  charges,  all  expenses  of  state  funds  for  re- 
search, extension,  and  control,  amounted  in  1912-13  to  $931,028.40  and  in 
1913-14  to  $1,075,860.67. 

"If  these  expenditures  are  divided  between  such  activities  as  (1)  extension 
and  control*  work;  (2)  research  work;  and  (3)  resident  instruction,  the  divi- 
sion will  appear  as  follows: 

♦Dairy  tests,  nursery  inspection,  etc. 

TABLE  IV 

Expenditures  of  Receipts  from  the  State  of  Wisconsin  for  Operation 

and  Maintenance,  1912-13 

Resident  In- 

Extension  struction    of 

and  Con-  Research       two  semes- 

trol  Work  Work          ter  students 

5.  College  of  Letters  and  Science....  $115,000.00    $387,358.65 

6.  College  of  Agriculture $93,378.81  64,704.53*      75,630.11 

7.  College  of  Engineering 24,000.00        94,745.94 

8.  Law  School 4,500.00        23,317.27 

9.  Medical  School 13,000.00         19,727.50 

10.  School  of  Music 15,665.59 

Totals 93,378.81       $221,204.53    $616,445.06 

Total  Expenditures,  $931,028.40. 

♦The  total  expenditures  of  the  College  of  Agriculture  for  research  work  in  1912-13  amounted  to 
$113,20.3.60,  of  which  $48,499.07  was  received  from  other  sources  than  the  State  of  Wisconsin. 

TABLE  V 


Expenditures  of  Receipts  from  the  State  of  Wisconsin  for  Operation 

and  Maintenance,  1913-14 

Resident  In- 

Extension  struction  of 

and  Con-  Research       two  semes- 

trol  Work  Work          ter  students 

5.  College  of  Letters  and  Science...  $125,000.00    $425,051.17 

6.  College  of  Agriculture $139,972.07  75,454.83*     106,006.08 

7.  College  of  Engineering 24,000.00        95,123.17 

8.  Law  School 5,000.00        25,944.93 

9.  Medical  School 15,000.00        22,711.82 

10.  School  of  Music 16,596.60 

Totals $139,972.07    $244,454.83    $691,433.77 

Total  Expenditures,  $1,075,860.67 

♦The  total  expenditures  of  the  College  of  Agriculture  for  research  work  in  1913-14  amounted  to 
$127,179.19,  of  which  $51,724.36  was  received  from  other  sources  than  the  State  of  Wisconsin. 

83 


University  Survey  Report 

"In  this  tabulation,  the  expenditures  for  research  in  the  Agricultural  Col- 
lege are  determined  from  their  accounting  records.  Research  expenditures 
for  other  colleges  are  estimated  conservatively,  using  all  information  avail- 
able on  the  subject. 

"In  attempting  to  obtain  unit  costs,  it  is  necessary  to  bear  in  mind  that 
students  in  the  "short"  and  "dairy"  courses  are  in  attendance  only  fourteen 
weeks  instead  of  two  semesters  (approximately  thirty-five  weeks)  or  40 
per  cent  of  the  regular  time. 

"If  the  registration  of  all  two  semester  students  is  taken,  (4,237  in  1912- 
13  and  4,686  in  1913-14)  and  to  this  is  added  40  per  cent  of  the  registration 
in  the  "short  course"  (431  in  1912-13  and  450  in  1913-14)  and  "dairy  course" 
(154  in  1912-13  and  155  in  1913-14),  and  40  per  cent  of  the  forest  rangers 
course  registration  in  1913-14  of  28  students,  a  total  registration  of  4,471 
in  1912-13  and  4,939  in  1913-14  full  time  (two  semester)  students  is  obtained, 
which,  applied  to  the  above  computation  for  cost,  would  indicate  an  approx- 
imate average  cost  to  the  state  for  all  operating  and  maintenance  charges 
of  two  semester  resident  instruction  amounting  to  $138.00  per  student  for 
1912-13  and  $140.00  for  1913-14. 

"In  determining  similar  costs  by  colleges,  it  is  necessary  to  consider  that 
students  enrolled  in  different  colleges  take  work  in  many  of  the  other  col- 
leges of  the  university  and  it  is  necessary  to  determine  the  actual  instruction 
given  in  each  of  these  colleges. 

"During  the  past  summer,  a  long  study  of  the  instructional  work  for  uni- 
versity credit  by  each  instructor  and  the  numbers  enrolled  in  each  class 
enabled  calculations  to  be  made  to  determine  what  per  cent  of  the  total 
instructional  work  was  given  in  each  college,  with  the  following  results: 


TABLE  VI 

Approximate  percent 
of    total     instruction 

1912-13  1913-14 

5.  College  of  Letters  and  Science 67.9  65.9 

6.  College  of  Agriculture 16.0  18.0 

7.  College  of  Engineering 10.6  9.8 

8.  Law  School 2.7  2.6 

9.  Medical  School 1.7  2.1 

10.  School  of  Music 1.1  1.6 

"Applying  these  percentages  to  the  total  equivalent  full  year  (two  semes- 
ters) enrollment  of  4,471  students  in  1912-13  and  4,939  in  1913-14  enables 
the  calculation  of  the  average  net  cost  to  the  state  per  student  for  the  opera- 
tion and  maintenance  expenses  of  resident  instruction  at  Madison,  with  the 
following  results: 

84 


Findings  of  Board  of  Public  Affairs 
TABLE  VII 

1912-13 

Net  average   cost 
to    state    for    in- 
Equivalent       structional    work 
number    of  to  full  year    stu- 

students  dent 

5.  College  of  Letters  and  science 3036  SI 28 

6.  College  of  Agriculture 715  106 

7.  College  of  Engineering 474  200 

8.  Law  School 121  193 

9.  Medical  School 76  260 

10.  School  of  Music 49  320 

Total  and  weighted  average 4471  $138 

"In  explanation  of  the  high  computed  cost  for  the  School  of  Music  as  thus 
determined,  it  should  be  stated  that  credit  for  instructional  work  in  "applied 
music"  could  not  be  determined  from  the  available  records  and  was  there- 
fore disregarded. 

TABLE  Vni 


1913-14 

Net  average   cost 
to  state  for  in- 
Equivalent  structional  work 
number  of  to  full  year  stu- 
students  dent 

5.  College  of  Letters  and  Science 3254  S130 

6.  College  of  Agriculture 890  119 

7.  College  of  Engineering 484  196 

8.  Law  School 128  203 

9.  Medical  School 104  218 

10.  School  of  Music 79  210 

Total  and  weighted  average 4939  $140 

"If  the  total  charge  of  state  expenditures  for  research  work,  amounting  to 
$221,204.53  in  1912-13  and  $244,454.83  in  1913-14,  is  included  in  the  cost 
of  resident  instruction  to  the  State  of  Wisconsin,  the  total,  or  8837,649.59 
in  1912-13  and  $935,888.60  in  1913-14,  will  represent  the  net  cost  to  the 
State  of  Wisconsin  for  all  operation  and  maintenance  charges  due  to  resi- 
dent instruction  and  research  work.  If  this  is  charged  entirely  to  resident 
students,  it  will  represent  an  average  unit  cost  of  S187.00  in  1912-13  and 
$189.00  in  1913-14  for  each  student  in  attendance  for  two  semesters." 

All  expenditures  of  university  funds  come  under  one  of  three  main  classi- 
fications: Operation,  maintenance  and  capital,  and  each  expenditure  must 
have  separate  and  specific  legislative  sanction,  as  outlined  in  the  various 
sections  of  the  laws  relating  to  university  appropriations. 

85 


University  Survey  Report 


For  Year's  for  University  Receipts 

"The  receipts  of  the  university  for  each  of  the  last  four  years  are  indica- 
ted in  the  following  summaries: 

SUMMARY  OF  RECEIPTS 

Fiscal   Year,  1910-11 


Receipts  from  Students: 

Tuition  fees 

Incidental  fees 

Special  fees  for  gymnasium,  etc 

Special  fees  for  laboratories 

Gross  receipts  from  dormitory 

Gross  receip  ts  from  dining  halls  

Receipts  from  Investments: 

Interest  on  "University  Fund" 

Interest  on  Current  Balances 

Interest  on  "Agricultural  College  Fund". 

Interest  on  University  Trust  Funds 

Receipts  from  Grants: 

Federal  Government 

State  of  Wisconsin: 

I.  Tax  levy  f  mill,  gen'l  purposes 

Appropriation,  general  purposes 

II.  Approp.,  designated  purposes 

III.  Appropriation,  new  construction... 
Receipts  from  Gifts: 

General  purposes 

Designated  purposes 

Receipts  from  Various  Sources: 

Sales 

Technical  inspections 

Unclaimed  checks 

Insurance  recovered 

Refunds  from  advances 

Student  deposits 

Miscellaneous 


Total    Receipts    Exclusive    of   Trust    Funds,    De- 
posits, and  Temporary  Loans 


51,757.50 
147,913.62 

4,579.95 
45,758.50 

9,825.55 
55,583.75 


$12,149.23 

6,453.60 

13,251.46 

(4,648.91) 


$      75,000.00 


783,765.00 
100,000.00 
177,287.25 
166,848.00 


$      13,872.55 


118,057.64 

23,620.34 

925.80 

2,528.12 

6,731.73 

1,215.20 


$    315,418.87 


31,854.29 
75,000.00 


$1,227,900.25 


$      13,872.55 


$    153,078.83 


"1,817,124.79 


86 


Findings  of  Board  of  Public  Affairs 

SUMMARY  OF  RECEIPTS 

Fiscal   Year,   1911-12. 


Receipts  from  Students: 

Tuition  fees 

% 

75,901.70 

Incidental  fees 

160,877.13 
4,330.00 

Special  fees  for  gymnasium,  etc 

Special  fees  for  laboratories 

56,234.55 

Gross  receipts  from  dormitory  

11,061.10 

Gross  receipts  from  dining  halls 

62,599.75 

S 

371,004.23 

Receipts  from  Investments: 

$ 

12,007.45 

Interest  on  Current  Balances 

.7,225.84 
12,717.94 

Interest  on  "Agricultural  College  Fund" 

Interest  on  University  Trust  Funds 

(6,409.10) 

5 

31,951.23 

Receipts  from  Grants: 

Federal  Government 

$ 

80,000.00 

S 

80,000.00 

State  of  Wisconsin : 

I.  Tax  levy  f  mill,  gen'l  purposes 

$1,103,029.00 

Appropriation  general  purposes 

II.  Approp.,  designated  purposes      

218,892.30 

III.  Appropriation  new  construction 

230,476.74 

$1 

,552,398.04 

Receipts  from  Gifts: 

General  purposes    .         

Designated  purposes 

$ 

9,475.52 

$ 

9,475.52 

Receipts  from  Various  Sources: 

Sales                                                   

$ 

111,710.80 
21,561.78 

Technical  inspections 

Unclaimed  checks      

845.21 

676.79 

7.728.79 

Insurance  recovered                       

Refunds  from  advances                         

Student  deposit         

Miscellaneous 

1,704.04 

$ 

144,227.41 

Total    Receipts    Exclusive    of   Trust    Funds,   De- 

♦$2 

.189,056.43 

87 


University  Survey  Report 


SUMMARY  OF  RECEIPTS 
Fiscal   Year,   1912-13 


Accumulated  surplus,  June  30,  1913: 
Transferred 


Untransferred. 


($19,172.52) 
(255,611.00) 


($274,783.52) 


Receipts  from  Students: 

Tuition  fees 


Incidental  fees... 

Special  lees  for  gymnasium,  etc.. 

Special  fees  for  laboratories 

Gross  receipts  from  dormitories.. 
Gross  receipts  from  dining  halls. 

Receipts  from  Investments: 

Interest  on  "University  Fund"... 


Interest  on  Current  Balances 

Interest  on  "Agricultural  College  Fund". 
Interest  on  University  Trust  Funds 


Receipts  from  Grants 

Federal  Government 


State  of  Wisconsin: 

I.  From   tax   levy    f  mill,   gen'l  purposes 
(Amount  actually  transferred.) 
Appropriation,  general  purposes 


II.  Appropriation,  designated  purposes. 
III.  Appropriation,  new  construction 


Receipts  from  Gifts: 

General  purposes 


Designated  purposes 


Receipts  from  Various  Sources: 

Sales 


Technical  inspections 

Unclaimed  checks 

Insurance  recovered 

Refunds  from  advances 

Library  fines 

Lectures,  concerts  and  conventions. 

Athletic  council 

Unclassified 


79,037.50 

170,827.24 

5,497.60 

45,809.75 
12,502.40 

67,037.36 


11,790.85 

7,304.51 

12,779.18 

(7,317.13) 


80,000.00 


$    810,000.00 

289,666.99 
379,801.57 


$      10,745.17 


131,153.57 

26,225.50 

792.45 

22.40 

3,634.15 

195.10 

1,529.30 

2,123.80 


Total    Receipts    Exclusive    of   Trust    Funds,    De- 
posits, and  Temporary  Loans 


$    380,711.85 


31,874.54 
80,000.00 


$1,479,468.56 


$      10,745.17 


$    165,676.27 


$2,148,476.39 


Findings  of  Board  of  Public  Affairs 


SUMMARY  OF  RECEIPTS 
Fiscal   Year,   1913-14. 


Accumulated  Surplus,  June  30,  1914 

($307,220.91) 

Receipts  from  Students: 

Tuition  fees 

$      91,217.50 

186,990.07 

6,238.05 

122,069.33 

28.347.44 

103,550.05 

S 

s 

s 

$2 
$ 

$ 

Incidental  fees 

Special  fees  for  gymnasium,  etc 

Special  fees  for  laboratories 

Gross  receipts  from  dormitory 

Gross  receipts  from  dining  halls 

538.412.44 

Receipts  from  Investments: 

Interest  on  "University  Fund" 

$      11,963.62 

3,771.93 

12,728.14 

(8,118.23) 

Interest  on  Current  Balances  

Interest  on  "Agricultural  College  Fund" 

Interest  on  University  Trust  Funds 

28,463.69 

Receipts  from  Grants: 

Federal  Government 

$      80,000.00 

80,000.00 

State  of  Wisconsin : 

(  Tax  levy  f  mill,  general  purposes.... 

($1,124,320.00) 
1,379,938.40 

430,350.83 
343,567.23 

I.   <  Appropriation  general  purposes 

(  (Amount  actually  transferred) 
II.       Appro.,  designated  purposes 

III.       Appropriation  new  construction 

,153.856.46 

Receipts  from  Gifts: 

General  purposes 

Designated  purposes 

$      12,721.14 

12,721.14 

Receipts  from  Various  Sources: 

Sales 

$    156,124.75 

34,896.95 

2,035.83 

155.25 

4,166.55 

86.08 

34,654.78 

45,169.97 

2,510.65 

Technical  inspections 

Unclaimed  checks 

Insurance  recovered 

Refunds  from  advances 

Librarv  fines 

Lectures,  concerts  and  conventions 

Athletic  Council 

Unclassified 

279,800.81 

Total    Receipts,   Exclusive   of  Trust    Funds,    De- 
posits, and  Temporary  Loans 

$.-J 

,093,254.54 

89 


University  Survey  Report 

It  will  be  noted  from  this  that  money  is  received  not  only  from  the  State 
of  Wisconsin,  but  also  from  the  students,  from  the  sale  of  agricultural  prod- 
ucts, etc.  These  latter  revenues  are  paid  directly  to  the  Bursar  of  the  uni- 
versity, who  transmits  these  receipts  to  the  State  Treasurer  each  week, 
accompanied  by  a  letter,  of  which  the  following  is  an  example: 

Hon.  Henry  Johnson, 

State  Treasurer 

Madison,  Wisconsin, 

Dear  Sir:  I  hand  you  herewith  Bursar's  check  No.  899  in  the  amount  of 
$10,209.35,  collections  for  the  week  ending  December  19,  1914. 

Kindly  credit  same  to  the  various  appropriations,  as  follows: 

Sub-Sec.    5,  Operation $612.77 

Sub-Sec.    5,  Maintenance 2.87 

Sub-Sec.    9,  University  Books  and  Appar.  $1.00  Gen.  Liby. 

1.24  Sup.  Bldgs 2.24 

Sub-Sec.  20,  Hog  Cholera  Serum  Revolv.  Appr 290.05 

Sub-Sec.  27,  Dorms,  and  Dining  Halls  Revolv.  Appr 1,627.29 

Sub-Sec.  28,  Lab.  Fees  Revolv.  Appr 173.10 

Sub-Sec.  29,  Dairy  Products  Revolv.  Appr 2,473.12 

Sub-Sec.  30,  Agr.  Demon.  Sta.  (Douglas  Co.)  18.00 

Sub-Sec.  31,  Gymnasium  Fees  Revolv.  Appr 52.00 

Sub-Sec.  32,  Lecture  Bureau  Revolv.  Appr 2,236.80 

Sub-Sec.  32a,  Lecture  Bureau  Revolv.  Appr., .50 

Sub-Sec.  34,  Gifts  and  Bequests 1.10 

University  Fund  Income 2,719.51 


Total $10,209.35 

Yours  very  truly, 
Enclosure  BURSAR 


•90 


Findings  of  Board  of  Public  Affairs 


MONTHLY  STATEMENT 

Itemued  account   of  Cash   Receipts   at   the    University   of   Wisconsin   during   the  month 


of.. 


.,  19. 


For  Incidental  Fees 

For  Non-resident  Tuition 

For  Piano  and  Organ  rent 

For  Gymnasium  Fees             

For  Chadbourne  Hall 

For  Lathrop  Hall     

For  Summer  Session     

For  Library  Fines               

For  Sales  Laboratory  Supplies 

For  Rents  or  Use  of  Property 

ForWisconsin  Academy  Tuition 

/Agronomy       

«  /  Animal  Husbandry 

^(   Cranberry 

M  \  Creamerj^       

r^  \  Dairy  Tests            

^   1  Executive  OfTice 

*    1  Feeding  Stuffs  Inspection 

a  /  Farm  Institute     

iS  (  Fertilizer  Inspection    

§  \  Horse  Breeding 

'2    1  Horticultural  Dept 

"3  J  Nursery  Inspection  

^  INo.  Wis.  Sub.  Station    

S  1  Soils  Department                           

£  1   Butter  and  Cheese  Scoring 

^  \  Aer.  Ens    

V  Poultry 

From  Sales  University  Publication 

From  Carnegie  Foundat'n  Cr $ Emer.  Profs 

From                                         

From 

From 

From 

From 

Kindling 

Cinders        

Total  receipts                                       

REMITTED  TO  STATE  TREASURER: 

,19    ...  ,        

,19         ,           

,  19         , 

19 

,  19        .,        

,  19 ,        

Total  Remittance 

^^^^ 





.being 


STATE  OF  WISCONSIN, 

County  of  Dane 

duly  sworn,  says  that  the  above  is  a  true  account  of  all  receipts  of  the  University  of  Wisconsin  at 
the  office  of  the  Bursar  of  the  Board  of  Regents  and  that  the  amounts  enumerated  have  been  re- 
mitted to  the  State  Treasurer  on  dates  as  indicated. 


.19. 


Subscribed  and  sworn  to  before  me  this day  of.. 

Notary  Public,  Dane  County,  Wisconsin. 


Budget 

The  regents  of  the  university  are  directly  responsible  for  its  government 
and  financial  transactions,  and  adopt  each  year  a  "regent  budget"  indicat- 
ing detailed  and  approved  appropriations  which  can  be  made  from  the 

91- 


University  Survey  Report 

available  funds  for  operation,  maintenance,  and  capital  in  accordance  with 
the  appropriations  of  the  legislature. 

In  preparing  the  budget,  detailed  estimates  are  submitted  by  the  various 
departments,  through  the  deans  and  directors,  to  the  president,  on  all  edu- 
cational matters.  Financial  matters  affecting  the  non-instructional  staff 
of  the  university  and  all  strictly  business  items  are  transmitted  to  the  presi- 
dent by  the  business  manager.  The  president  transmits  his  approved 
estimates  to  the  finance  committee  of  the  board  of  regents.  The  finance 
committee  then  considers  the  budget  in  detail,  and  after  modifying  it,  send 
copies  to  all  of  the  regents  in  advance  of  the  regent  session  for  its  considera- 
tion. At  this  meeting  the  board  of  regents  makes  such  modifications  as  may 
be  necessary  after  detailed  consideration  of  the  various  items.  The  final 
annual  budget  as  adopted  by  the  board  consists  of  some  three  hundred 
pages,  containing  itemized  lists  of  names  and  salaries  of  all  regular  members 
of  the  instructional  and  non-instructional  force.  This  budget  is  subject  to 
minor  changes  by  the  regents  as  exigencies  arise  during  the  year. 

Notes 

The  receipts  and  disbursements  of  the  State  of  Wisconsin  are  handled 
by  means  of  a  system  of  funds.  In  connection  with  the  University  of  Wis- 
consin, attention  should  be  called  to  the  General  Fund  of  the  State  and  the 
University  Fund  Income. 

The  General  Fund  embraces  all  state  revenues  applicable  to  the  pay- 
ment of  ordinary  governmental  expenses.  This  fund  is  the  largest  and  from 
it  transfers  are  made,  when  duly  authorized  by  law,  to  the  special  funds  to 
meet  payments  authorized  therefrom. 

The  University  Fund  Income  is  the  special  fund  of  the  university.  From 
it  practically  all  of  the  expenditures  of  the  university  are  made.  Its  reve- 
nues are  derived  from  an  annual  tax  levy;  from  interest  on  university  land 
certificates  and  loans;  university  fees,  etc. 

General  explanatory  schedules 

This  schedule  shows  that  the  University  of  Wisconsin  derives  its  revenues 
from  two  sources,  the  revenues  of  the  University  Fund  Income  and  the 
amounts  appropriated  to  it  from  the  General  Fund  of  the  state. 

This  schedule  furthermore  shows  in  compact  form,  separately  for  the  fis- 
cal years  July  1,  1915  through  June  30,  1916,  and  July  1,  1916  through  June 
30,  1917,  by  funds,  the  total  estimated  disbursements  for  the  University  of 
Wisconsin,  the  appropriations  available  and  the  total  appropriations  re- 
quested. Supporting  this  is  a  detailed  statement  of  the  net  appropriations 
requested. 

This  schedule  shows  what  the  university  has  to  spend,  the  amount  re- 
quested in  addition  thereto  and  what  may  be  expended  in  case  the  requests 
are  granted. 


92 


Fund 


916  -  1917 

- 

Appropriations 

Available 


General 

University  Fund  Income 


236  860  00 
2  064  324  00 


TOTALS 


2  301  184  00 


As  per  schedule  No.  1  Cc 


.15. 


Total 

Appropriation 

Amount  Requested 


501  647  16 
282  556  00 


784  203  16 


-19- 


Estimated  Receipts  of  Unlper  Sch.  llo.  4 
Appropriations  available  .  as  per  Sch. No, 
Excess  Receipts  to  be  ^ 


2  346  880  00 

10C15  2  064  324  00 

282  556  00 


Estimated  Disburseraents-Tje  No.l  Col.  17 
Less  Total  Appropriation^   '•    Col. 15 

Total  amount  to  be  appijedule  No.  1  Col, 
Less  Receipts  of  Univ.  Fiipriated 

Ket  Amount  to  be  appropi  p-and 


19 


3  085  337  16 

2  301  184  00 

784  203  16 

282  556  00 

501  64  7  16 


Detail  ofons  Requested  . 
As  per  Sch. No. 5    Prom  G  From  University  Fund  Income 


Buildings 
Equipment 
Land 

Univ.  Ext,  Operation 
Univ.  Ext.  Equipment 
Agricultural  Institutes 
'.Maintenance 
Soils  Laboratory 
Contagious  Abortion 
As  per  Sch. No.l  Col. 14 
Agricultural  Institutes 
Agricultural  Extension 
TOTAL 


ion 
nauice 

,  as  per  Sch. No.l  C,19 

al . Unl v. Fd. Income 
Agric.  Institutes 
Agric.  Extension 
L 


289  578  16 
52  977  84 

342  556  00 


282    556   00 
20    000    00 

40    000    00 
342    556   00 


1,      Appropriations   for  Agis    to   be   increased   from  20,000    to 
40,000    to   be  made  paj';  


Estimated    Accumulatedbalar.ee.        Taxes    are    collected 
only   once   a  year.        V.'itax  collections.  This   fund 

should   be    retained    and  Col.    No.    9    Schedule   No .    1    - 
there    is    estimated    an  t.e    required    to    meet    obligations 
outstanding   at    that    ti^    above. 
It   is    therefore    remove 


3«0 

:C5 


Budget    for    mS   -    !916 

—  —                                    ,.g,tror 

... 

.s^HJi-t. 

Approprlatlona 

A;:irHb»ed 

..„d 

oi!dH::ts 

Appropriation. 

A^SSnfKe^ii.fed 

TOTALS 

^ 

2   939    977    16 

— ^ 

M7    32 

00 

622   055    16 

2li 

vor.liy   Fund 
OTAIS 

income 

— 

738    507    16 

2   064    524    00 
2   301    184   00 

5 

2    556   00 
4    205    16 

Approprlailona   available  fro 

oprlated 

'"••"""•-■•  - 

.10  2  5"  7H  50 

^■p  ■' 

0C15   2   564    524    00 

Z,il«.ted  rieburee-.en 

t.-T.tal   «  ,..-  SC.dal.  »o.l 

Col. I 

2   059    87,    ,6 

let 

l,..,d    D..0„ 

r.ement. 

-Total   a.  per  Schedo 

e   So.I    col. 17 

50 

5   597    16 

''%1'TIZVIT.T 

app'o^'riterL  per  SchMula 

10.1  : 

1.14 

Lee 

i.iriu"' 

°r'b."ip 

prop«"..T*,.  plr  schedule  •'o'.'^Col. 

r.',"LI^d°'f™''o.„''rIl''rLT 

200    426   00 

"' 

e  RecelptB  o 

'..rip;, 

Fund  inc.   to  be  appr 

""'"" 

'- 

M     er  Sch  -lo  5         V 

of  Net  Appropriations  Peque 
m  General  Fund                     Fron 

.ted. 

.et. 

::„:::"::— 

ons  Requested    . 

Build IngB 

179  450  00     Operation 

205    765    16 

Bui 

Idings 

179  500  00        Opera 

Ion 

2 

39    579    16 

Equlpnenl 

106  450  00     Malntena/ice 

56    662    84 

Equ 

Ip-nent 

106  755  00       Valnt 

nance 

2    977   84 

UnlT.  Ejtt.  Operation 

"  !m  00        '""  "  " 

"■   ^"'' 

.,5         2ja^2±M 

J;" 

V.   Ext.   Opei 

atlon 

51    190  00 

"   '"■  ""•'°-' 

C.19       i 

Univ.  Zxt.  BquipTient 
Agricultural  InsUtut 

i>allB  Lttboratory 

•            2   500  00®Plu..    Ajric. 
2   500  00 

;::::. 

r 

40   000   00 

Ag. 

V.   Ext.    Eqal 

"::  ,9 

2   500  00®    Plu.. 

Agrlc.    Institute 
Agrlc.   E»t«n.lon 

L 

0   005   00 

"o  000  00® 

,«,U»l<uv,l  2x..„.lo 

40  500  50® 

Ag. 

tenelon 

'■     7,"""''J°"°j°, 

Agricultural   In.titute.  20, 

"""' 

Agrlc 

"^d    Income 

on   for   A 

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from  20 

000    to 

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ROUTINE  BUSINESS  METHODS  OF  UNIVERSITY 

Orders 

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These  enable  the  requisition  clerk  to  readily  determine  whether  there  is 
a  balance  available  for  the  particular  requisition  or  not,  and  if  such  balance 
is  available,  the  requisition  is  passed  on  to  the  business  manager  for  his 

approval. 

Orders  issued  on  requisitions  may  be  either  internal  or  purchasing  orders. 
Internal  orders  constitute  orders  on  the  various  trades  housed  in  the  service 
building,  such  as  university  carpenters,  plumbers,  tinsmiths,  electricians, 
and  the  repair  men  of  the  heating  plant,  and  such  orders  are  issued  on  the 
following  form: 


ORDER 


THE    UNIVERSITY    OF    WISCONSIN 
Office  of  the  Business  Manager 


To. 


CHARGE    TO  Order  No. 

Division 

Department 

Class 

Fund 

Date 


Requested  by 
Received  by 


Business  Manager 


Stores 

Internal  orders  may  also  consist  of  orders  on  storeroom  supplies  and  are 
issued  on  the  following  form: 

104 


Findings  of  Board  of  Public  Affairs 


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University  Survey  Report 

Two  storerooms  are  kept  at  the  university:  Storeroom  "A" — the  gen- 
eral storeroom — keeping  office  supplies,  janitor  supplies,  and  material  of 
this  kind  which  is  purchased  by  the  university  in  sufficient  quantities  to 
secure  low  unit  cost  and  is  issued  upon  orders  from  the  office  of  the  business 
manager  by  the  clerk  in  charge  of  this  store. 

Storeroom  "C"  covers  chemical  supphes  for  the  various  laboratories 
of  the  university,  including  both  chemicals  and  chemical  apparatus,  and 
orders  issued  on  these  storerooms  and  service  departments  originate  with 
the  Business  Manager,  being  based  on  the  requisition  order  from  the 
various  departments  needing  the  supphes. 

Additional  blanks  for  internal  university  orders  for  the  use  of  the  utihty 
and  service  departments,  consisting  of  reports  on  labor,  material,  sub- 
orders, time  reports  and  completed  job  reports  are  indicated  below.  Prac- 
tically all  of  these  forms  are  issued  in  duphcate,  some  in  triplicate,  and  four 
copies  are  made  of  some  forms,  depending  on  the  uses  of  each. 

REPORT  ON  MATERIAL 

All  material  used  must  be  reported  on  this  blank.  The  storekeeper  will  sign  this 
sheet  for  all  material  taken  from  the  stores,  and  he  will  not  deliver  goods  from  the 
store  except  on  presentation  of  this  material  record.  If  the  amount  of  the  order 
(estimated)  has  been  exceeded  the  storekeeper  will  not  deliver  goods  until  a  sufTicient 
order  has  been  provided. 


Date 
Ordered 

Material 

From  Whom 

Estimated 
Cost 

Actual 
Cost 

Dateinv. 
Passed 

•    1 

106 


Findings  of  Board  of  Public  Affairs 


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Name. 


Findings  of  Board  of  Public  Affairs 

THE  UNIVERSITY  OF  WISCONSIN 

Madison,  Wis., 

SHOP 
No Kind  of  Work 


Order 

No. 

Monday 

Hours 

Tuesday 

, 

Wednesday 

Thursday                                                                                             i 

:                    1 

1 

Friday 


Saturday 

Total  number  of  hours. 

Rate  $ 

Amount  of  wages  $ 

109 


University  Survey  Report 

THE  UNIVERSITY  OF  WISCONSIN 
COMPLETED  JOB  REPORT 


University  order  No is  completed 


Name. 
Date... 


Title. 


Material ; 

Labor 

Total 

Division 

Department 

Sub-Account 

Orders  for  printing  are  issued  on  the  following  form,  being  transmitted 
to  the  state  printer: 


PRINTING  ORDER 

THE   UNIVERSITY   OF   WISCONSIN 
Office  of  the  Business  Manager 


To., 


CHARGE   TO         Order  No. 

Division 

Department 

Sub- Account 

Fund 


Date.. 


Please  Furnish 


Received  by 

State  Order   No 

Printing  Order  No. 


110 


Business  Manager 


Findings  of  Board  of  Public  Affairs 


Purchases 


Purchase  requisitions  go  from  the  business  office  to  the  Purchasing  De- 
partment. This  department  is  responsible  for  the  economical  purchase  of 
all  supplies,  preparing  specifications  and  securing  proposals  from  competing 
firms.  These  are  duly  considered  in  determining  the  award  for  the  pur- 
chase. This  department  has  succeeded  in  securing  many  economies  of 
purchase  and  is,  at  the  suggestion  of  the  Board  of  Affairs,  cooperating  with 
other  departments  of  the  state  with  the  purpose  of  gaining  all  possible  ad- 
vantages of  cooperative  state  purchases. 

After  the  purchase  award  has  been  made,  the  order  is  placed  as  indicated 
in  the  following  form,  duplicate  copies  being  used  for  reference: 


PURCHASING    ORDER 

THE   UNIVERSITY    OF    WISCONSIN 
Purchasing  Dept. 


To.. 


CHARGE   TO  Reg.  No. 

Division 

Depart  men t 

Class 

Fund 

Date 


Please  Furnish 


Purchasing  Agent 


Address  shipment  to:  Address  communications  to: 

PURCHASING  DEPARTMENT 

Use  enclosed  invoice  blank.     Always 
mention   our   order   number.      Exe- 
cute aflidavit. 
The  University  of  Wisconsin 
Madison,  Wis. 

Ship  by 

For  local  orders  a  slightly  modified  similar  form  is  used. 

In  order  to  expedite  the  work  of  this  department,  form  letters  for  tracers, 
claims  for  shipments  not  received,  etc.,  of  the  following  forms,  are  used  to 
great  advantage: 

111 


University  Survey  Report 


Tracer  No. 


THE  UNIVERSITY  OF  WISCONSIN 
Madison 


date 


Gentlemen: 

Kindly  refer  to  our  order  No Req.  No , 

dated 19 ,     for 


This  material  is  needed  badly,  therefore  we  would  request 
that  in  case  shipment  has  been  made,  an  urgent  tracer  be 
started,  goods  located  and  delivery  shown  with  as  little  delay 
as  possible.  If  not  already  shipped,  kindly  give  reasons  for 
delay,  also  say  when  you  expect  to  make  shipment. 

Yours  very  truly. 


Purchasing  Agent. 
Note:     Please  do  not  delay. 


112 


Findings  of  Board  of  Public  Affairs 


THE  UNIVERSITY  OF  WISCONSIN 
Purchasing  Department 


Correction  No. 


Madison. 


Our  order  date 

Our  Order  No 

Your  Order  No. 
Am't  Invoice  $  . 
Date  Invoice 


Note: 

Please  do  not  delay 


Gentlemen: 

In  checking  up  this  bill,  we  have  located  diflFerences 
as  noted  below.  Kindly  investigate  and  adjust  at 
your  earliest  convenience. 

Yours  very  truly, 


Purchasing  Agent. 


THE   UNIVERSITY   OF   WISCONSIN 

Purchasing    Department 


Received  of  Purchasing  Department., 
Invoices  listed  as  follows: — 
Order  Number  and  Reference 


Date  of  Invoice 


In  Favor  of 


Amount 


(Signed). 


Dept. 


Invoices  are  not  to  pass  from  the  custody  of  the  Purchasing  Agent  without  receipt 

113 


University  Survey  Report 
This  form  is  on  goods  purchased  in  foreign  countries: 


From 


FOR 


THE  UNIVERSITY  OF  WISCONSIN 

MADISON,  WISCONSON,  U.  S.  A. 


SHIPPED  IN  BOND,  DUTY  FREE,  FOR  EDUCATIONAL  PURPOSES 

VIA  Milwaukee,  Wisconsin,  U.  S.  A. 


ORDER   NO. 


(USE  THIS  LABEL  FOR  ALL  SHIPMENTS) 


When  an  order  is  issued,  it  is  accompanied  by  an  official  notice  as 
follows : 


114 


Findings  of  Board  of  Public  Affairs 


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.PurchaslDg  Ageot 


S  OF  REQUISITION  CLERK 

1  Purcbasing  Dept. 


OFFICIAL      IIMVOICE 

3rf)e  iRegente  of  tfie  ainjbereit!>  of  ?BaiiStonsin,  ]9r. 
To 

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PURCHASING    DEPARTMENT,  THE    UNIVERSITY    OF    WISCONSIN,    MADISON,    WIS. 


S(Qte  of 1  

County  of |  jji,,^  j„;^  ,„,„,.„_ 

ufionhis  oath  says  that  the  aWiched  or  loreioinf  bill  is  just,  correct  and  true:  that  the  items  therein  charged  liaiie 
been  famished  the  BeSents  of  The  Vnivereity  of  msoonsin;  that  they  are  reaaonablu  worth  the  sum  charged,  and 
that  no  part  thereof  has  been  audited,  allowed  or  paid  by  the  state. 

Subscribed  and  sworn  to  before  me  this 

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Findings  of  Board  of  Public  Affairs 

This  contains  provisions  for  the  affidavit  of  the  seller  in  accordance  with  the 
requirements  of  the  law,  and  when  the  invoice  is  received  by  the  Purchasing 
Department,  it  is  checked  as  to  prices,  extensions,  footings,  discounts,  etc., 
and  if  cash  discount  is  available,  the  invoice  receives  special  attention,  as 
indicated : 


CASH   DISCOUNT 


Do  Not  Delay 


Receipts  of  goods  is  certified  on  the  invoice  by  the  proper  department,  and 
the  invoice  is  forwarded  to  the  requisition  clerk,  who  checks  the  invoice 
with  the  requisition  records  and  then  forwards  the  invoice  to  the  Accounting 
Department. 

Accounting 

The  Accounting  Department  enters  the  invoice  on  the  ledger  and  attaches 
the  invoice  to  a  voucher  blank,  of  the  following  form: 


THE  UNIVERSITY  O 


Voucher  No. 


To 

For  Avhat 
Allowed  _ 


Divisions. 

1.  Administration 

2.  General  Library 

3.  Physical   Education 

4.  Military  Science 

5.  Col.  of  Letters  &  Science. 

6.  College  of  Agriculture 

7.  College  of  Engineering 

8.  Law  School 

9.  Medical  School 

10.   School  of  Music 1 


3lOO;S  9AIT: 

-      -   sapiis   '^UBq-sojorid 

sn:>BJBd(iv 

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spaas 

THE   REGENTS  OF  THE   UNIVERSITY  OF  WISCONSIN 


County  of  Dane.  )  

L  hifi  oath  says  that  the  attached  or  foregoiog  bill  is  Just,  cc 
?d  The  Regents  ol  The  University  of  Wisconsin;  that  they  e 
been  audited,  allowed,  or  paid  by  the  state, 


Subscribed  and  eiyorn  to  before  me  this 

day  of ,  19 


Date Signed- 


m 


THE  UNIVERSITY  OF  WISCONSIN 


General  Library  

Fbyslcal   Educatfon 

Military  Science 

Col.  of  Letters  &  Science- 
College  of  Agriculture 

College  of  Engineering 

Law  Scbool 

Medical  School 

School  of  Music _- 

Training   of  Teachers 

Graduate  School 


University 

Agricultural  Institutes 

Hygienic  Laboratory 

High  School  Inspection 

Washburn  Observatory 

Forest  Products  Laboratory 
Physical   Plant 


•  Secretary  of  State 


Classes 

Printing   &   Publiehlng.. 

FerUlIzer 

■\Iiik 

Interest 

Insurance 

Re  airs 

New  Coa9t.-Spl.  Funds- - 

Machlner    &  Tools 

Booka 

A  paratus 

o 


University  Survey  Report 


On  the  back  of  the  voucher  is  indicated  the  proper  division  of  the  ac- 
count and  the  proper  classification.  These  vouchers  are  forwarded  to  the 
secretary  of  the  board  of  regents,  who  certifies  to  their  correctness  and 
forwards  a  hst  of  the  vouchers  to  the  secretary  of  the  state,  using  the  fol- 
lowing form  as  a  statement  of  accounts: 


Paste  Copy  72  here. 


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University  Survey  Report 

These  payrolls  are  certified  to  the  secretary  of  state  to  be  correct  by  the 
secretary  of  the  university,  after   being  approved  by  the  executive  com- 

■m\iif>(^  of  tVip  1-vnorrl   nf  rpopnts. 


mittee  of  the  board  of  regents. 


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120 


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121 


University  Survey  Report 

The  secretary  of  state,  as  auditor  of  university  accounts,  passes  on  the 
vahdity  of  all  accounts  submitted  and  issues  warrants  on  the  state  treasurer, 
who  in  turn  issues  drafts  in  payment  of  all  certified  claims,  and  forwards 
these  to  the  university  accountant. 

The  accounting  department,  in  mailing  drafts,  uses  the  following  form 
lette*-' 

THE  UNIVERSITY  OF  WISCONSIN 

Madison 

Accounting  Department 

.Date 


Dear   Sir: 

Enclosed   please    find    State    Treasurer's    draft    for    $ for 

invoices  as  follows: 


Date  of  Invoice 

Amount  of 
Invoice 

Deductions 
for  Frt  or  Dr 

Discount 

Credit  Mem 

Net   Amt. 

Total 

No  acknowledgment  required  unless  this  is  found  incorrect.      In  writing 

please  mention  voucher  number 

Yours  respectfully, 


C.  A.  SAKRISON, 


Accountant 


BUILDINGS 


Repairs  and  improvements 

The  repair  of  buildings  is  under  the  direct  supervision  of  the  Superin- 
tendent of  Buildings  and  Grounds,  who  issues  requisitions  which  must  be 
approved  by  the  Business  Manager  before  any  orders  can  be  issued.  These 
orders  must  be  accompanied  by  an  estimate  and  proper  checks  are  used  to 
prevent  actual  repair  expenditures  exceeding  duly  authorized  appropria- 
tions. The  university  regulations  regarding  the  handling  of  such  work  are 
as  follows: 

122 


Findings  of  Board  of  Public  Affairs 

Regulations  in  re  execution  of  "production  orders"  and  the  keeping 
of  job  reports 

1.  The  original  order  (white)  issued  from  the  office  of  the  Business  Mana- 
ger to  any  university  department  for  material,  labor,  or  minor  construction 
is  the  control  and  must  be  complete  in  regard  to  its  statement  of  origin, 
index,  date,  estimated  cost,  etc. 

2.  Original  orders  calling  for  work  to  be  performed  by  the 

Superintendent  of  Buildings  and  Grounds, 

Foreman  of  Carpenter  Shop, 

Foreman  of  Paint  Shop, 

Foreman  of  Plumbing  Shop,  and 

Foreman  of  Electric  Shop 
shall  be  addressed  to  the  Job  Clerk  and  first  pass  through  his  office  for  regis- 
tration on  the  job  report  form.      The  Job  Clerk  will  then  forward  to  the 
proper  superintendent  or  foreman. 

3.  The  superintendent  or  foreman  receiving  an  original  order  shall  file 
same  where  it  is  accessible  to  the  job  clerk,  and  as  work  proceeds  he  shall 
keep  an  accurate  account,  on  the  weekly  time  slips,  of  all  time  consumed  in 
fulfilling  each  and  every  order  and  he  shall  endorse,  or  cause  to  be  endorsed, 
upon  the  back  of  the  original  order  a  memo  of  material  consumed  from  his 
department  stock  and  of  material  or  assistance  contributed  by  other  depart- 
ments, taken  from  the  university  store  or  ordered  through  the  University 
Purchasing  Department  from  outside  concerns. 

It  is  necessary  that  the  entries  made  as  endorsements  on  the  back  of  the 
original  order  serve  as  a  record  of  all  costs  except  department  labor. 

4.  When  the  foreman  of  one  department  desires  assistance  from  another 
department  he  shall  file  with  the  Job  Clerk  a  supplementary-  order  (pink), 
and  any  foreman  receiving  from  the  Job  Clerk  such  pink  order  shall  accept 
same  as  authoritative  and  use  it  for  his  guidance,  records,  endorsements, 
etc.,  precisely  as  he  would  use  an  original  (white)  order  and  hold  same  sub- 
ject to  the  daily  examination  of  the  Job  Clerk. 

5.  When  the  foreman  of  any  department  desires  material  from  the  uni- 
versity store,  he  shall  file  with  the  Job  Clerk  a  supplementary  order  (pink), 
and  the  store  keeper  receiving  such  pink  order  with  the  Job  Clerk's  O.K. 
shall  deliver  the  goods  and  retain  the  pink  order  as  his  voucher,  after  enter- 
ing the  date,  amount,  and  value  of  the  goods  delivered. 

6.  When  the  foreman  of  any  department  desires  material  from  the  Uni- 
versity Purchasing  Department  he  shall  present  to  the  Job  Clerk  a  pink 
order  therefor  and  the  Job  Clerk  having  made  proper  entry  on  the  job  re- 
port, will  forward  same  to  the  Purchasing  Department.  The  Purchasing 
Agent  shall  accept  orders  so  issued  as  valid,  make  purchases  and  deliveries 
accordingly,  and  finally  deposit  the  pink  order  with  the  Invoice  Clerk. 

7.  The  Job  Clerk  shall  examine  the  time  sheets  and  order  sheets  of  all 
departments  as  directed,  enter  the  extensions  in  ink,  and  make  daily  entry 
on  his  job  reports,  so  that  all  are  audited  and  kept  complete  to  date.  If  esti- 
mates are  being  overdrawn  he  has  power  to  suspend  work  until  extension 
of  credit  has  been  arranged  in  the  office  of  the  Business  Manager. 

123 


University  Survey  Report 

8.  When  an  order,  or  supplementary  order,  has  been  filled,  the  foreman 
responsible  therefor  shall  so  report  to  the  Job  Clerk,  who  shall  examine  the 
endorsements  thereon,  add  the  cost  of  labor,  compute  the  total  cost  of  the 
job  and  give  his  certification  of  correctness.  The  order  thus  certified,  with 
all  supporting  blue  sheets,  etc.,  shall  be  retained  by  the  Job  Clerk  and  pro- 
perly filed. 

The  Job  Clerk  shall  forthwith  forward  his  "completed  job  report"  to  the 
office  of  the  Business  Manager. 


AUDIT  OF  UNIVERSITY  ACCOUNTS 

Following  is  the  last  audit  of  university  accounts,  made  by  Marwick, 
Mitchell,  Peat  &  Co.,  chartered  accountants. 

MARWICK,  MITCHELL,  PEAT  &  CO.,  Chartered  Accountants 
703  Pabst  Building,  Wisconsin  and  East  Water  Sts. 

MILWAUKEE,  October  26,  1914. 

Honorable  Francis  E.  McGovern, 

Governor  of  Wisconsin, 

State  Capitol,  Madison,  Wisconsin. 

Dear  Sir:  In  accordance  with  the  terms  of  a  contract,  dated  April  3, 
1914,  we  have  audited  the  accounts  of  the  financial  transactions  of  the  Uni- 
versity of  Wisconsin  for  the  two  fiscal  years  ended  June  30,  1914,  and  now 
submit  our  report  thereon,  together  with  the  following  statements: 


Exhibits 


"A"     Appropriation  Accounts  and  Funds  as  at  June  30,  1914. 
"B"     Bursar's  Cash  Account  for  the  two  years  ended  June  30,  1914. 


Schedules 


44  1   >> 


1"      Expenditures  for  the  two  years  ended  June  30,  1914. 

Cash  Overages  and  Shortages  for  the  year  ended  June  30,  1913, 
and  for  the  period  from  September  2,  1913  to  June  30,  1914, 

W^e  desire  to  preface  our  comments  on  the  accounts  of  the  university  by 
drawing  your  attention  to  the  fact  that  the  accounting  system  in  force  is 
maintained  more  on  a  "Cash  Receipts  and  Disbursements"  basis  than  an 
"Income  and  Expenditure"  basis.  Consequently,  it  has  been  impracticable 
for  us  to  prepare  a  statement  showing  the  financial  position  of  the  university 
as  at  June  30,  1914,  as  is  usually  done  in  the  case  of  commercial  concerns. 
To  emphasize  this  point  we  refer  to  the  fact  that  no  accruals,  whether  of  a 
revenue  or  of  an  expense  nature,  are  recorded  on  the  books. 

124 


Findings  of  Board  of  Public  Affairs 


Cash  Receipts 


The  cash  receipts  were  verified  by  means  of  the  best  available  independent 
check  and  at  the  source  of  collection.  Students'  and  other  fees  received 
were  thoroughly  tested  by  us  and  in  all  cases  where  outside  tests  were 
applied  the  collections  appear  to  be  in  excess  of  the  amounts  so  ascertained. 
All  collections  have  been  regularly  remitted  to  the  bursar  or  state  treasurer 
as  the  conditions  require.  It  was  observed,  however,  that  the  bursar 
retains  a  proportion  of  the  laboratory  fees,  fines  and  other  miscellaneous 
receipts  for  the  purpose  of  making  refunds  and  paying  incidental  expendi- 
tures. This  practice  is  a  technical  violation  of  the  provisions  of  Section 
40,  Chapter  758  of  the  Laws  of  1913,  which  provides  that  all  collections  must 
be  regularly  remitted  to  the  State  Treasury.  We  appreciate  that  it  is 
necessary  for  the  bursar  to  be  provided  with  a  cash  fund  amounting  to  a 
relatively  large  sum,  but  it  would  probably  be  more  satisfactory  if  a  special 
appropriation  were  made  for  such  purposes. 

Another  slight  irregularity  was  also  noticed  in  regard  to  a  fund  carried  by 
the  matron  of  Lathrop  Hall,  known  as  "Dish  Money,"  which  disclosed  a 
sum  of  $63.07  on  hand  as  at  July  8,  1914,  the  date  on  which  we  made  an 
examination  of  her  contingent  fund.  The  record  of  this  "Dish  Money"  is 
not  shown  on  the  books  of  the  university,  neither  collection  nor  disburse- 
ments being  reported.  We  are  of  opinion  that  this  fund  should  be  accounted 
for  in  the  same  manner  as  are  all  other  funds  relating  to  the  university. 

The  total  of  the  cash  remitted  to  the  Treasury  was  reconciled  with  the 
receipts  as  recorded  at  the  office  of  the  Secretary  of  State. 

Cash   Disbursements 

Vouchers  for  all  expenditures  and  which  had  been  properly  authorized, 
and  with  few  exceptions  duly  verified,  were  produced  to  us.  In  a  few  cases 
parlor-car  fare  was  allowed  on  vouchers  for  traveling  expenses.  We  were 
informed  that  this  is  contrary  to  regulations.  The  total  of  the  disburse- 
ments was  agreed  with  the  records  maintained  by  the  Secretary  of  State. 

Cash  on  Hand  and  in  Bank 

The  cash  on  hand  was  verified  by  actual  count,  and  the  cash  in  bank 
reconciled  with  a  certificate  received  from  the  bankers  on  July  20,  1914. 
The  cash  on  hand  was  found  to  be  $170.23  in  excess  of  the  book  amount. 
We  desire  to  call  your  attention  to  the  frequency  with  which  errors  occur 
in  the  agreement  of  the  bursar's  cash.  In  schedule  "2"  we  show  details 
of  these  overages  and  shortages  for  the  year  ended  June  30,  1913,  and  for  the 
period  from  September  2,  1913  to  June  30,  1914.  An  examination  of  this 
schedule  shows  that  differences  of  relatively  large  amounts  are  unlocated. 

We  need  hardly  point  out  that  the  actual  cash  on  hand  should  always  be 
in  agreement  with  the  amount  as  called  for  by  the  books.  The  practice  of 
allowing  difTerences  in  the  cash  to  be  charged  to  an  "Over  and  Short" 
account  is  extremely  undesirable  and  offers  opportunities  for  fraud  and  error. 
We  would  recommend  that  all  differences  be  immediately  reported  to  the 
business  manager,  no  amounts  being  charged  off  without  his  authority.    In 

125 


University  Survey  Report 

making  these  comments  we  desire  to  point  out  that  they  are  offered  without 
in  any  way  reflecting  on  the  integrity  of  anyone  connected  with  the  bursar's 
department. 

Appropriations 

Details  of  the  various  appropriation  accounts  are  given  in  Exhibit  "A." 
The  total  of  the  available  appropriations  as  at  June  30,  1914  amounted  to 
$720,467.03.  The  appropriations  were  checked  with  the  statutes  authorizing 
them,  and  the  unexpended  sums  agreed  with  those  shown  by  the  Secretary 
of  State. 

System 

The  system  of  bookkeeping  in  use  is  not  in  accordance  with  modern 
methods,  being  particularly  deficient  as  regards  provision  for  effective 
accounting  control  over  students'  fees  and  other  matters  of  a  kindred  nature. 

We  call  your  attention  to  the  system  whereby  collections  received  by  the 
bursar,  who  also  controls  the  students'  cards,  are  made.  This  condition 
violates  the  sound  principle  that  collections  should  not  be  made  by  any 
official  who  has  also  access  to  or  control  of  the  records  relating  to  such 
collections. 

Fidelity  bonds  in  respect  of  the  secretary,  bursar,  purchasing  agent  and 
bookkeeper  were  produced  to  us  for  inspection. 

In  conclusion,  we  have  pleasure  in  reporting  that  we  were  afforded  every 
assistance  during  the  course  of  our  audit. 

Yours  truly, 

(Signed)  MARWICK,  MITCHELL,  PEAT  &  CO. 

Chartered  Accountants. 


126 


Findings  of  Board  of  Public  Affairs 


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EXHIBIT  "B" 

BURSAR'S  CASH  ACCOUNT 
For  the  two  years  ended  June  30,  1913  and  1914 

1913  1914 

Cash  on  Hand  and  in  Bank $28,750.84  $44,742.30 

Receipts: 

Sundries 24,818.77  71,277.08 

Incidental  Fees: 

Letters  and  Science 57,741.00  63,427.60 

Engineering 21,277.50  22,894.00 

Agriculture 21,783.00  25,347.00 

Law 3,737.00  3,608.00 

Non-resident  Tuition 77,457.50  91,217.50 

School  of  Music 6,082.00  8,677.00 

Gymnasium  Fees 5,449.60  6,201.55 

Chadbourne  Hall  Rent  and  Board 43,903.55  83,490.09 

Lathrop  Hall  and  Summer  Session 61,226.21  79,735.90 

Agricultural  College  Sales 150,751.02  186,662.40 

Rent  and  Wisconsin  High  School 9,756.46  7,102.50 

University  Extension  Division 29,565.63  60,399.27 

Laboratory  Fees  (less  refunds) 60,014.17  82,005.72 

Library  Fines  (less  refunds) 306.95  270.74 

Chadbourne  Hall  (less  refunds) 580.00  190.00 

Key  Deposits  (less  refunds) 129.50  113.25 

Barnard  Hall  (less  refunds) 1,400.00  390.00 

Boat  Rent  (less  refunds) 57.00  83.00 

Cash  Differences 141.06  31.79 

Drain  Department 109.95 

Banard  Hall  and  Chadbourne  Hall  Summer 

School 1,345  00 


Total $603,486.64       $839,321.64 

Remittances  to  State  Treasurer 558,744.34        831,299.30 


Cash  on  Hand  and  in  Bank $  44,742.30  $8,022.34 


129 
Sub.— 9 


University  Survey  Report 


SCHEDULE  "1" 

EXPENDITURES 

For  the  two  years  ended  June  30,  1914 

Yead  ended  June  30 

Department  1913  1914 

Administration $81,198.24  $81,715.41 

General  Laboratory 42,413.57  42,491.05 

Physical  Education 39,725.62  93,964.86 

Military  Science 4,126.13  4,768.36 

Students'  Health 14,991.88       

Letters  and  Science 486,849.01  530,673.95 

Agricultural  College 408,648.97  516,647.23 

Engineering 137,991.28  143,918.13 

Law  School 29,754.15  33,535.48 

Medical  School 38,048.24  62,202.63 

School  of  Music 21,372.28  27,082.81 

Training  of  Teachers 24,912.42  30,181.27 

Course  in  Pharmacy 5,590.45      

Graduate  School 1,482.14  1,897.21 

Summer  Session 31,234.93  35,901.76 

University  Extension 150,221.43  210,329.10 

Agricultural  Institutes 20,496.81  20,907.04 

Hygienic  Laboratory 8,828.57  9,722.72 

High  School  Inspection 6,844.20  8,044.42 

Washburn  Observatory 6,828.60  6,241.11 

Forest  Products  Laboratory 131.03  235.46 

Physical  Plant 728,274.14  864,312.42 

Store 81,393.40  80,433.73 

Library  School 7,506.20 


Total $2,378,863.69     $2,805,206.15 


130 


Findings  of  Board  of  Public  Affairs 


SCHEDULE  "2'^ 

CASH  OVERAGES  AND  SHORTAGES 

For  the  year  ended  June  30,  1913  and  for  the  period  from  September 
2,  1913  to  June  30,  1914 


Date  Description 

Year  ended  June  30,  1913: 

June     6,  1912 Cash  short. 

June  24,  1912 Cash  over... 

June  25,  1912 Cash  short. 

Sept.  25,  1912 Cash  short. 

Sept.  26,  1-912 Cash  short. 

Sept.  27,  1912 Cash  over. 

Sept.  28,  1912 Cash  over.'.. 

Sept.  30,  1912 Cash  over. 


Overages 


Oct.      7 
Oct.    24 

Dec.     3 

Feb.   11 

June  23 


$25.30 


Shortage 

$10.35 

10.00 
54.50 
11.45 


72.30 

8.25 

14.45 


1912  to 

1912 Cash  short. 


1912 Cash  over 10.00 

1913 Cash  short 

1913 Cash  short 

Various  overages  under  $5.00 

each  (25  items) 10.65 

Various  shortages  under  15.00 

each  (21  items) 


Total $140.95 

Net  cash  shortage  during  year $141.06 


Period  from  *September  2,  1913  to  June  30,  1914: 

Sept.    2,  1913 Net  Cash  Overages  this  date. 

Sept.  22,  1913 Cash  over 

Sept.  23,  1913 Cash  over 

Sept.  24,  1913 Cash  over 


Sept.  27,  1913 Cash  short. 


112.01 

42.75 
24.00 


16.95 


$282.01 


$282.01        $282.01 


$1.00 

70.00 

5.00 

8.00 


24.00 


131 


University  Survey  Report 

Feb.     5,  1914 Cash  over 5.00         

Feb.     6,1914 Cash  short 10.00 

Feb.     9,1914 Cash  short 5.40 

May     1,1914 Cash  short 5.00 

June     8,  1914 Cash  over 19.93         

June     9,1914 Cash  short 20.27 

June  11,1914 Cash  short 5.99 

Various  shortages  under  $5.00 

each  (19  items) 18.74 

Various  overages  under  $5.00 

each  (21  items) 12.26         


$121.19         $89.40 
Net  cash  overage  for  period 31.79 


♦Record  prior  to  this  date  not  available.  $121.19       $121.19 


132 


Findings  of  Board  of  Public  Affairs 


INVENTORY  OF  UNIVERSITY  PROPERTY 

Recapitulation 

Board   of  Regents'   Estimate   of  Values,   June   30,    1914 

Buildings $3,724,356.50 

Personal  Property 1,415.599.44 

Lands 2,077,911.29 


Total  value  university  property $7,217,867.73 


133 


University  Survey  Report 


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CONCLUSION 


The  foregoing  chapters  are  submitted  as  the  findings  of  the  State  Board 
of  Pubhc  Affairs. 

Absence  from  this  report  of  specific  recommendations  relative  to  any 
matter  commented  upon  by  any  investigator  employed  by  this  board  is 
not  to  be  construed  as  an  endorsement  of  his  views.  In  several  particulars 
the  Board  of  Public  Affairs  does  not  accept  either  the  conclusions  or  findings 
of  one  or  the  other  of  the  investigators  employed  by  it;  but  either  because 
of  want  of  full  information  or  for  other  satisfactory  reasons  this  board 
withholds  specific  recommendations. 

The  survey  of  the  University  w'as  conducted  by  this  board  in  an  earnest 
desire  to  present  significant  facts  relating  to  the  management  and  general 
policies  of  that  institution,  and  not  to  prove  any  particular  thesis. 

That  the  administration  of  the  institution  has  been  of  a  superior  order 
is  evidenced  by  the  position  the  University  of  Wisconsin  holds.  The  long 
list  of  useful,  highly  competent  and  brilliant  men  and  women  it  has  given 
to  the  state  and  to  the  world  will  stand  as  a  splendid  record  when  much 
of  the  present  criticism  of  the  university  has  been  forgotten.  Yet  it  is 
important  that  the  state  should  critically  examine  its  university.  Every- 
where, education  is  being  subjected  to  rigid  inquiry.  Its  ideals  are  chang- 
ing, its  utility  is  brought  in  question  by  new  and  changed  conditions  of 
society,  and  there  is  demand  for  new  departures  and  new  methods  to  meet 
new  needs.  A  study  of  "the  efficiency  of  teaching  and  educational  methods" 
is  herewith  presented  to  the  end  that  the  uni\ersity  may  be  made  to  serve 
more  completely  present  and  future  needs  of  a  great  and  growing  common- 
wealth. The  State  of  Wisconsin  stands  upon  the  threshold  of  a  new  era. 
It  looks  hopefully  and  confidently  into  the  future.  And  in  this  future, 
as  in  the  past,  the  University  can  and  will  play  a  vital  part. 

STATE  BOARD  OF  PUBLIC  AFFAIRS, 

Madison,  Wis.  Francis  E.  McGovern,  Chairman, 

Dec.  29,  1914.  M.  C.  Riley,  Secretary. 


APPENDICES 


Report  of 

W.  H.  ALLEN 

To  to  Board  of  Public  Affairs 

and 

Comment  by  Committee  of  University  Faculty 
upon  the  Allen  Report 


Report  of 

E.  C.  BRANSON 

To  the  Board  of  Public  Affairs 

and 

Comment  of  Dean  H.  L  Russell  upon  the 
Branson  Report 


SUMMARY 

REPORT  OF  W.  H.  ALLEN  TO  THE  STATE  BOARD  OF  PUBLIC  AFFAIRS 

PART  I 
PURPOSE  AND  METHOD  OF  THE  UNIVERSITY  SURVEY. 

The  survey  of  the  University  of  Wisconsin  was  provided  for  in  the  appropriation  bill 
which  in  1913  authorized  the  continuance  of  the  State  Board  of  PubHc  Affairs. 

Not  only  was  the  university  survey  provided  for,  but  it  was  specifically  ordered  by  the 
legislature.     For  this  specific  direction  there  were  two  reasons: 

1.  The  rural  school  survey  which  was  finished  in  1912  and  the  normal  school  survey 

which  had  already  begun,   had  proved  the  advantage  of  substituting  verifiable 
information  for  hopes,  bias,  or  assertion  when  dealing  with  educational  matters. 

2.  Both  outside  and  inside  the  legislature  the  desire  for  a  strong  and  adequately  sup- 

ported state  university  w-ent,  in  many  minds,  side  by  side  with  uncertainty  or 
criticism  about  certain  phases  of  university  management. 
These  two  reasons  were  interpreted  by  the  State  Board  of  Public  Affairs  and  the  survey 
to  mean  a  desire  on  the  part  of  the  state  to  have  12  general  questions  answered: 

1.  What  if  anything  is  the  University  of  Wisconsin  undertaking  that  the  state  as  a 

whole  does  not  wish  it  to  do? 

2.  What  if  anything  is  the  university  failing  to  undertake  which  the  state  wishes  it  to  do? 

3.  Is  the  university  doing  well  enough  what  it  does? 

4.  Is  it  doing  inexpensively  enough  what  it  does? 

5.  What  parts  of  its  work,  if  any,  are  inadequately  supported? 

6.  What  parts  of  its  work  are  out  of  proportion — too  large,  too  small — to  its  program 

as  a  whole? 

7.  Is  the  state's  support  of  the  university  proportionate  or  disproportionate  to  state 

support  of  other  public  educational  activities? 

8.  Is  the  university's  business  management^in  policy,  planning,  purchasing,  super- 

vising, checking  and  reporting — adequate  and  efiicient? 

9.  Does  the  legislative  policy  in  deahng  with  the  university  and  other  educational 

activities  reflect  adequate  information  and  efficient  use  of  information? 

10.  What  is  the  university's  relation  with,  and  influence  upon,  the  rest  of  the  state's 

system  of  public  education? 

11.  What  are  the  standards  of  living — social  and  economic — in  the  university? 

12.  What  not-yet-met  needs  of  the  state  which  the  university  might  meet  and  what 

opportunities  for  retrenchment  or  increased  efficiency  should  be  reported  to  the 
next  legislature? 

To  answer  adequately  and  in  detail  each  of  the  above  12  questions  would  take  more  money 
than  the  legislature  provided  and  more  time  than  was  available. 

Nevertheless,  the  fundamentals  of  each  question  have  been  answered.  The  report  clearly 
shows  the  fact  base  for  each  statement  made,  and  lists  certain  phases  of  university  manage- 
ment that  need  further  study  before  next  steps  can  be  taken. 

In  asking  and  answering  questions  about  higher  education  the  university  survey  has  used 
the  same  method  which  was  used  in  studying  the  rural  and  normal  schools  of  Wisconsin. 

The  public's  right  to  know,  the  public's  need  to  know,  and  the  public's  reasonableness 
when  it  does  know,  have  been  the  three  starting  points  for  all  questions  and  conferences. 
Together  they  make  a  point  of  view  which  the  survey  has  considered  itself  under  mandate 
from  the  legislature  to  pursue. 

At  no  time  has  the  survey  forgotten  that  it  was  commissioned  to  represent  the  general 
public  which  has  questions  to  ask  rather  than  the  exceptional  public  which  has  answers  to 
give  about  university  management. 

The  right  of  the  public  to  know  goes  much  further  than  its  legal  right  to  ask  questions, 
and  has  been  assumed  by  the  survey  to  include  the  following  collateral  rights: 

The  right  to  understand. 

The  right  to  be  understood. 

The  right  to  ask  questions. 

The  right  to  specific  answers. 

The  right  to  make  suggestions. 

The  right  to  have  suggestions  welcomed  and  considered. 

The  right  to  education  fitted  to  individual  students. 

The  right  to  education  fitted  to  state  needs. 

145 


University  Survey  Report 

The  right  to  education  it  can  afford. 

The  right  to  postponement  of  what  it  cannot  afford  or  does  not  yet  understand. 

The  right  to  be  taught  by  the  university  at  Madison,  at  home  or  at  branches  in  different 
parts  of  the  state. 

The  right  to  education  that  looks  forward. 

The  right  to  teaching  bv  those  who  love  teaching. 

The  right  to  adequate,  frequent,  intelligible  statements  of  fact  about  growth  and  cost, 
and  of  needs  not  yet  met. 

The  right  to  higher  education  which  stimulates  and  supplements  secondary  and  elemen- 
tary education. 

The  right  to  ediciency  of  method,  organization  and  personnel. 

The  right  to  settlement  of  educational  questions  on  the  basis  of  fact. 

The  right  to  research  that  is  scientific  and  scientifically  supervised. 

The  right  to  use  the  same  language  in  discussing  university  efficiency  that  is  used  in 
discussing  other  human  relations 

The  right  to  a  university  second  to  none  in  the  world. 

A  COOPERATIVE  SURVEY. 

In  both  raising  and  answering  questions  about  the  university,  the  survey  has  sought 
cooperation  from  many  different  sources:  the  university  itself  in  its  many  divisions,  both 
administrative  and  educational;  students;  university  alumni;  newspapers;  public  school  men 
throughout  the  state;  educational  and  administrative  officers  of  other  universities  and 
colleges;  advisory  committee  of  the  State  Board  of  Public  Affairs,  etc. 

The  12  general  questions  quoted  above  were  sent  out  and  over  500  answers  were  used 
as  guides,  to  study.  Special  questions  in  addition  were  sent  to  the  university  faculty,  to 
alumni,  to  department  chairmen  and  to  several  hundred  selected  students.  In  November, 
the  university  Board  of  Visitors  sent  a  set  of  questions  to  resident  students  and  to  graduates 
of  IQii.S-H,  stating  that  these  questions  were  to  supplement  inquiries  made  by  the  survey, 

THE  SURVEY  ADVISORY  COMMITTEE. 

To  insure  understanding  of  each  step  in  the  survey  by  representative  citizens,  nine  state- 
wide agencies  were  requested  to  name  three  representatives  from  whom  the  state  board 
might  choose  one  as  a  member  of  a  survey  advisory  committee.  Members  of  this  committee 
have  not  only  received  copies  of  survey  material,  but  have  participated  in  discussions. 
The  committee  consisted  of  W.  L.  Ames,  (American  Society  of  Equity),  Mrs.  A.  Egdahl 
(Wisconsin  Federation  of  Women's  Clubs),  resigned,  Louis  Hanitch  (Wisconsin  Bar  Asso- 
ciation), E.  S.  Hayes  (State  Medical  Society  of  Wisconsin),  M.  N.  Mclver  (Wisconsin 
Teachers'  Association),  A.  C.  Powers  (Wisconsin  State  Grange),  Carl  Rudquist  (Wisconsin 
Bankers'  Association),  Frank  J.  Weber  (Wisconsin  State  Federation  of  Labor),  E.  E.  White 
(Merchants   and  Manufacturers'  Association). 

COOPERATION  WITH  THE  ALUMNI  ASSOCIATION. 

The  alumni  association  was  not  asked  to  name  members  on  the  advisory  committee  because 
it  was  expected  to  send  questions  to  its  members.  Moreover,  it  was  felt  that  because  of  the 
peculiar  semi-ofTicial  relation  of  the  alumni  association  to  the  university,  it  would  be  prefer- 
able to  the  association  to  deal  directly  with  the  survey  rather  than  through  membership 
on  an  advisory  committee.  By  reviewing  the  questions,  by  furnishing  information,  and  by 
frank  discussion,  officers  of  the  association  have  been  cf  help  to  the  survey. 

COOPERATION  WITH  THE  UNIVERSITY. 

Far-reaching  cooperation  with  the  university  has  characterized  the  survey  from  the 
beginning.  Every  effort  was  made  when  preparing  the  questions  to  bring  inside  experience 
to  bear  so  as  to  be  sure  of  including  as  many  fundamental  questions  as  possible.  Before  the 
State  Board  of  Public  Affairs  adopted  its  plan  of  procedure  the  president  of  the  university 
concurred  in  the  proposal  to  begin  classroom  observations  in  the  Department  of  Education 
and  the  course  for  the  training  of  teachers,  including  the  Wisconsin  high  school. 

At  the  .survey's  request  Professors  Elliott,  O'Shea,  Henmon,  Starch  and  Mr.  Seybolt  each 
visited  from  one  to  three  classes  with  a  representative  of  the  survey,  at  the  beginning  of  the 
survey's  study  of  classroom  instruction.  The  survey  would  have  been  glad  to  have  con- 
tinued this  method  in  all  its  visits  to  classes. 

Findings  of  fact  have  been  submitted  to  the  university  for  comparison  with  official  records; 
numerous  conferences  have  been  held  with  committees  and  officers.  With  respect  to  each 
section  of  the  report,  the  following  steps  have  been  taken  in  addition  to  the  correspondence 
and  conferences  which  preceded  the  survey's  formulation  of  findings: 

146 


Allen's  Report 

1.  Copy  of  the  tentative  draft  of  each  section  of  the  final  report  was  sent  to  the  secretary 

of  the  Board  of  Regents. 

2.  Mimeographed  copies  were  sent  out  by  the  secretary  to  the  regents  and  Board  of 

Visitors,  and  also  additional  copies  to  the  State  Board  of  Public  Affairs  and  its 
survey  advisory  committee. 

3.  The  original  proposal  of  the  survey  was  that  the  survey  report  be  compared  with 

university  records  and  experience  before  the  university  commented.  This  plan 
the  university  rejected  (exhibit  35). 

4.  A  committee  of  faculty  members  or  other  ofTicers,  appointed  by  the  president  of  the 

university,  studied  the  reports  in  detail  and  prepared  a  comrnent. 

5.  The  university's  comment  was  mimeographed  and  sent  to  all  parties  to  the  several 

joint  conferences. 

6.  After  the  university's  comment  had  been  studied  by  the  survey  staff  there  were  at 

first  regularly,  then  irregularly,  and  at  last  no,  special  conferences  to  go  over 
matters  with  regard  to  which  there  was  disagreement. 

7.  In  all  the  early  cases  where  the  conference  did  not  remove  the  disagreement  the 

details  of  some  sections  of  the  report  were  compared  with  the  details  with  which  the 
comment  disagreed,  at  a  joint  conference  of  the  state  board,  regents,  etc.  As  stated 
in  exhibit  35  conferences  were  not  held  regarding  later  instalments, — much  to  the 
survey's  regret. 

With  negligible  exceptions,  regents,  university  officers,  and  faculty  members  have  gone 
further  in  helping  the  survey  secure  information  and  in  making  its  personal  relations  enjoy- 
able than  could  have  been  expected  in  advance. 

It  is  true  that  in  commenting  upon  instalments  of  the  survey  report,  many  statements  of 
fact  were  denied  by  the  university  where  the  record  seemed  to  the  survey  indisputable,  and 
many  suggestions  were  swept  aside  by  the  university  as  valueless,  which  the  survey  regards 
as  valuable.  But  these  conditions  have  to  do  with  the  way  the  university  has  received  the 
final  report  and  in  no  way  detract  from  the  fullness  and  pleasantness  of  the  cooperation 
tendered  while  the  facts  were  being  gathei'ed. 

COOPERATION  WITH  NORMAL  AND  CITY  SCHOOLS. 

Feeling  the  importance  of  visiting  classrooms  and  being  pressed  for  time,  the  survey  asked 
city  boards  of  education  and  the  Board  of  Normal  Regents  to  loan  experienced  teachers  and 
supervisors  of  teachers  for  work  in  connection  with  the  university  survey. 

Men  and  women  experienced  in  teaching,  in  school  administration,  and  in  supervision  of 
instruction  gave  from  a  minimum  of  one  week  to  a  maximum  of  10  weeks  without  other  cost 
to  the  state  than  railroad  fare  and  hotel  accommodation. 

Every  question  raised  by  the  university  as  to  whether  these  observers  from  public  and 
normal  schools  would  look  at  instruction  from  the  "university  viewpoint"  the  survey  has 
answered  by  recalling  first  that  these  well  prepared  observers  were  selected  because  the 
excellence  of  their  own  work  as  teachers  and  supervisors  had  been  observed  by  Mr.  A.  N. 
Farmer  when  conducting  the  normal  school  survey,  and  secondly  that  they  were  visiting 
university  classes  because  they  were  especially  fitted  to  describe  university  work  for  the 
training  of  teachers.  The  one  observer  whose  own  work  had  not  been  observed  by  the 
survey  had  been  a  member  of  the  ofTicial  Board  of  Visitors  of  the  university  and  president  of 
the  Wisconsin  State  Teachers'  Association,  and  has  a  distinguished  record  as  superintendent 
of  Kenosha  schools. 

Special  obligation  is  expressed  by  the  survey  to  the  State  Board  of  Nornial  Regents,  the 
boards  of  education  of  Chippewa  Falls,  Kenosha,  La  Crosse,  and  the  presidents  of  normal 
schools  at  La  Crosse,  Oshkosh,  Platteville,  River  Falls,  Stevens  Point  and  Whitewater  and 
to  the  following  instructors  and  officers  who  assisted  at  Madison:  Misses  A.  L.  Day,  H.  E. 
Purcell,  R.  C.  Swart,  Mrs.  M.  D.  Bradford,  and  Messrs.  L.  P.  Benozot,  David  Berg,  Stacy 
Bowing,  C.  J.  Brewer,  F.  L.  Darrow,  DeWitt  Elwood,  A.  N.  Farmer.  H.  N.  Goddard.  W.  C. 
Hewett,  J.  D.  Mallot,  F.  E.  Nurse,  C.  R.  Rounds,  F.  L.  Olson.  W.  H.  Sanders.  H.  W.  Schmitt. 
H.  L.  Terry,  Carl  Thomason,  Watson,  L.  M.  Wilson. 

HELP  FROM  STUDENTS  OF  EDUC.VIION. 

Of  much  interest  to  higher  education  generally  is  the  fact  that  many  men  and  wonien 
came  to  the  survey  without  cost  to  the  state  for  the  opportunity  it  afforded  to  study  at  first- 
hand certain  elements  of  university  policy  and  university  eflicioncy. 

Thanks  to  the  extent  of  this  cooperation,  the  ground  covered  by  the  survey  has  been 
nearly  twice  what  would  otherwise  have  been  possible. 

This  aspect  of  the  survey's  work,  more  than  any  other,  impressed  the  United  Stales 
commissioner  of  education.  When,  after  repeated  questions,  he  asked  if  the  survey  thought 
it  would  be  possible  to  gather  such  a  body  of  students  around  the  lai)oratory  material  at  the 
United  States  Bureau  of  Education,  the  survey  director  replied  that  if  the  wealth  of  infor- 
mation in  the  United  States  Bureau  of  Education  were  made  available  for  laboratory  pur- 
poses to- advanced  students  of  education,  it  would  surely  become  the  im)st  important  center  of 
educational  research  in  the  L'nited  States. 

147 


Um\  KRSiTY  Survey  Report 

The  University  of  Wisconsin,  the  State  Board  of  Normal  Regents,  any  state  department  of 
instruction  can  add  grcativ  to  its  scope  and  competence  and  at  the  same  time  influence  school 
administration  and  educational  research  by  turning  over  administrative  problems  for  similar 

analysis.  ■  ,     >  ,• 

In  addition  to  those  who  assisted  only  in  the  observation  of  classes  special  obhgation  is 
expressed  by  the  survey  to  the  following:  Misses  E.  A.  Busch,  Emma  Conley,  A.  L.  Day, 
Lucia  Fox,  A.  S.  (iradv,  (iertrude  Hendricks,  Grace  Hettinger,  M.  E.  Leeds,  A.  B.  Kirch, 
H.  E.  Purcell,  J.  R.  Rankin,  Mrs.  Carl  Thomason,  Mrs.  L.  M.  Wilson;  and  Messrs.  D.  E. 
Berg  F.  L.  Darrow.  DeWitt  Elwood,  R.  W.  Himelick,  C.  N.  Hitchcock,  Walter  Matscheck, 
F.  ll.  Olson,  A.  W.  Rankin,  H.  J.  Reber,  B.  M.  Squires,  J.  L  Sutcliffe,  W.  W.  Theisen,  Carl 
Thomason,  W.  S.  Welles,  L.  M.  Wilson,  R.  E.  Wright. 

OTHER  ASSISTANCE  RECEIVED. 

Many  state  and  city  departments,  former  regents,  editors,  business  and  professional  men, 
etc.,  have  helped  at  different  stages  of  the  university  survey. 

Presidents  of  state  universities,  heads  of  state  departments  of  public  instruction,  others 
interested  in  educational  administration,  have  responded  generously  to  different  calls  made 
by  the  survey. 

This  general  cooperation  is  interpreted  to  mean  nation-wide  interest  in  the  problems 
presented  by  the  survey,  and  also  evidence  that  cooperative  analysis  of  educational  problems, 
including  higher  education,  is  feasible  as  well  as  desirable. 

GROUND  COVERED  BY  THE  SURVEY. 

Part  IV  and  exhibits  1-36  of  the  report  give  in  detail  the  ground  covered  by  the  survey. 
A  summary  of  principal  studies  follows: 

1.  Answers  to  the  twelve  general  questions  from  305  faculty  members,  30  editors,  147 

school  principals  and  superintendents  and  over  50  others. 

2.  Answers  to  an  extensive  general  questionnaire  by  502  faculty  members,  and  answers 

to  special  questionnaires  sent  to  different  faculties,  division  heads,  chairmen  of 
departments,  such  as  extension,  engineering,  agriculture,  etc. 

3.  9,500  blue  books  and  term  papers. 

4.  432  descriptions  of  classroom  exercises,  supervision  of  instruction. 

5.  Detailed  analysis  of  use  and  non-use  of  rooms  in  university  buildings. 

6.  Theses  written  for  bachelors'  and  masters'  degrees,  as  well  as  eight  doctors'  theses, 

other  phases  of  graduate  work. 

7.  Investigations  conducted  by  the  faculty  and  regents. 

8.  Budget  and  method  of  budget  making. 

9.  Minutes  of  faculty  meetings. 

10.  Wisconsin  high  school — origin,  supervision,  teaching,  cost,  etc. 

11.  Provisions  for  training  teachers. 

12.  Teaching  experience  of  faculty  members. 

13.  University  Extension  Division. 

14.  College  of  Agriculture,  studied  and  reported  upon  by  Professor  Branson. 

15.  Questions  regarding  the  College  of  Engineering. 

16.  University  publicity. 

17.  Listing  and  inspection  of  rooms,  dormitory  provisions. 

18.  Small  classes — number  and  cost. 

19.  Foreign  languages — requirements  and  classroom  observation. 

20.  High  school  inspection,  entrance  requirements. 

21.  Appointment  committee  for  placing  graduates  as  teachers. 

22.  Organization  of  the  university  for  management  and  supervision  including  analysis 

of  the  laws  and  by-laws  of  the  regents. 

23.  Organization  of  the"  Board  of  Regents,  including  official  Board  of  Visitors. 

24.  Miscellaneous  subjects  such  as  provisions  for  retiring  professors;  compulsory  work  in 

English  and  attention  to  English  in  other  than  English  courses;  the  catalogue  as  a 
guide  to  university  work;  analysis  of  grades  and  the  university's  publications  on 
grading;  the  adviser  system;  needs  of  the  university;  working  hours  per  typical 
week  and  outside  earnings  of  faculty  members;  various  problems  of  education  and 
administration  and  student  life;  university's  method  of  computing  per  capita  cost, 
etc. 

GROUND  NOT  COVERED  BY  THE  SURVEY. 

The  business  side  of  the  university  has  not  been  studied  as  much  in  the  usual  way  as  the 
legislature  may  have  expected. 

More  attention  has  been  given  to  the  causes  of  cost  and  the  university's  method  of  con- 
trolling such  causes  than  to  detailed  analysis  of  prices. 

148 


Allen's  Report 

A  university  is  an  educational  institution  and  not  an  institution  for  the  purpose  of  pur- 
chasing suppHes  or  repairing  buildings.  The  business  organization  of  the  university  must  be 
regarded  as  "impedimenta  that  facilitate"  its  educational  work.  The  survey  has  tried  not 
to  become  so  engrossed  in  '.'impedimenta"  that  it  would  overlook  the  purposes  which  "im- 
pedimenta" are  intended  to  serve. 

To  ascertain  the  extent  to  which  a  physical  plant  costing  over  $5,000,000  is  used  will 
prove  more  helptul  than  to  check  the  prices. 

To  secure  a  fact  base  by  which  the  legislature  can  decide  whether  a  half  million  dollars, 
or  more  or  less,  is  needed  for  new  buildings,  seemed  to  the  survey  more  important  than  to 
learn  whether  the  janitors  for  existing  buildings  are  wasteful  in  the  use  of  disinfectants  or 
penurious  in  the  use  of  water. 

Having  learned  that  time  records  which  will  show  cost  are  not  kept  by  janitors  or  clerks, 
the  sur\^ey  has  not  made  time  studies.  Having  learned  that  a  large  proportion  of  the  cost 
of  summer  sessions  is  paid  for  by  regular  sessions  and  not  by  the  summer  session,  the  survey 
has  emphasized  the  need  for  a  method  which  will  charge  summer  session  cost  to  summer 
session. 

Every  study,  however,  has  disclosed  need  for  further  study.  Many  activities  have  not 
been  touched  by  the  survey;  reports  upon  others  are  filed  among  the  survey's  working  papers 
but  because  of  lack  of  time  have  not  been  put  into  final  form.  Among  these  may  be  men- 
tioned: Department  of  Physical  Education,  military  drill.  Department  of  Clinical  Medicine, 
Medical  School,  registrar's  office  (recommendations  only  are  included  in  exhibit  36),  returns  • 
from  several  universities  as  to  cooperation  between  civil  service  commission  and  universities, 
comparative  growth  of  universities  in  enrollment  and  expenditures,  student  "mortality"  at 
the  University  of  Wisconsin,  "inbreeding"  in  its  faculty,  returns  from  alumni  questionnaire, 
answers  from  faculty  members  as  to  methods  and  practices  which  might  profitably  be 
borrowed  from  German  universities,  many  tabulations  from  faculty  and  special  question- 
naires which  will  well  repay  further  study  and  correlation.  In  addition,  several  studies  at 
the  survey's  request  were  undertaken  by  the  university  but  have  not  yet  been  completed. 
These  include  the  per  hour  cost  of  instruction  by  departments  and  colleges  and  the  dis- 
tribution of  non-resident  students  by  classes.  It  is  believed  that  the  second  study  especially 
the  university  should  be  required  to  complete  before  the  legislature  considers  legislation 
either  upon  the  university's  requests  for  appropriations  or  upon  proposals  to  change  the  non- 
resident tuition  fee.  The  data  and  information  collected  but  not  digested  or  interpreted  by 
the  survey  represents  a  wealth  of  laboratory  material  which  would  yield  rich  results  if  further 
studied  and  correlated  by  students  of  economics  or  education. 

HOW  SURVEY  RESULTS  MAY  BE  USED. 

In  conclusion  it  is  emphasized  that  the  survey  studies  are  intended  not  to  solve  problems, 
but  to  outline  them;  not  to  settle  questions,  but  to  raise  questions  for  consideration  by  the 
legislature  and  administrative  oflicers.  The  report  summary  and  the  detailed  descriptive 
matter  when  supplemented  by  the  working  papers  will,  it  is  hoped  be  used,  as  they  are 
intended  to  be  used,  for  the  value  of  the  detail  when  compared  with  the  detail  of  university 
management. 

Important  as  are  programs,  policies  and  principles,  managing  a  university  is  a  problem  of 
applying  judgments  to  specific  individuals,  specific  times  and  specific  relations.  In  preparing 
its  report,  the  university  survey  has  had  chiefly  in  mind  the  applying  and  testing  rather  than 
the  formulating  of  policies  of  higher  education. 

THE  UNIVERSITY  SURVEY 

NOT  A  COMPARATIVE  STUDY  OF  STATE  UNIVERSITIES. 

"With  respect  to  only  two  or  three  subjects  has  the  university  survey  compared  the  Univer- 
sity of  Wisconsin  with  other  universities.  Instead,  what  Wisconsin  does  has  been  compared 
with  what  Wisconsin  needs. 

The  reason  for  this  method  was  explained  to  the  president  of  the  university  before  the 
outline  for  the  survey  was  finally  adopted.  Any  comparative  study  of  universities  within 
the  survev's  time  and  money  limits  must  be  a  comparison  of  what  appears  m  published 
reports.  Because  reports  do  not  as  yet  use  a  common  language  which  means  the  same  thing 
when  used  by  different  universities,  a  comparison  of  reports  would  be  a  comparison  of  things 
that  are  unlike. 

Secondlv,  the  fact  that  Wisconsin  is  or  is  not  doing  better  than  another  state  institution 
is  of  infinitely  less  importance  to  the  people  of  Wisconsin  than  the  fact  that  the  University 
of  Wisconsin  is,  or  is  not,  doing  what  its  own  facts  show  should  be  done. 

At  one  of  the  joint  conferences  an  officer  of  the  university  stated  that  before  he  would 
use  charts  showing  the  universitv's  use  and  non-use  of  riassrooms,  he  would  want  to  know 
what  the  practice  was  in  other  universities.  A  director  of  the  survey  replied  that  the  survey 
was  being  conducted  upon  the  assumption  that  the  validity  and  usefulness  of  information 
about  Wisconsin's  use  of  its  university  buildings  in  no  way  depended  upon  what  other 
universities  did  not  know  about  the  use  of  their  buildings. 

149 


University  Survey  Report 

If  the  purpose  of  a  survey  were  to  appraise  and  to  evaluate,  fairness  would  require  a 
comparison  of  the  university" surveyed  with  other  universities  of  its  elass.  Since,  however, 
the  purpose  of  this  particular  survey  has  been  not  to  appraise  but  to  answer  specific  questions 
and  to  find  specific  opportunities  for  helping,  Wisconsin's  university  has  been  studied  against 
a  background  of  Wisconsin's  students  and  Wisconsin's  conditions,  of  Wisconsin's  realization 
and  Wisconsin's  onuortunity. 


PART  II 

WHAT  ITS  STATE  UNIVERSITY  MEANS  TO  WISCONSIN 

The  people  of  Wisconsin  feel  that  the  university  is  their  university. 

They  think  of  it  as  some  near  thing  that  belongs  to  them,  rather  than  as  some  distant 
thing  for  which  they  pay  taxes. 

Even  when  a  particular  policy  or  expenditure  is  questioned,  the  questioner  usually  begins 
by  asserting  the  university's  usefulness  to  his  state. 

There  is  a  reason. 

"The  university"  has  come  to  mean  in  Wisconsin  universal  opportunity,  and  opportunity 
too  that  goes  wherever  ambitions  and  problems  are. 

The  university  means  service  to  take  and  to  give,  not  a  mere  place  to  go  or  to  to  send 
children  to. 

The  university  has  made  itself  understood  by  the  overwhelming  majority  who  are  not 
"college  bred."  Its  "higher  education"  means  "wider  education"  that  is  high  enough  to 
throw  light  not  only  upon  every  farm  and  every  home  in  its  state,  but  way  beyond  wherever 
education  is  discussed. 

Before  there  was  a  faculty  or  a  student  the  Wisconsin  state  constitution  in  1818  provided 
for  "a  state  university  at  or  near  the  seat  of  state  government."  The  framers  of  the  con- 
stitution went  further  and  provided  for  connecting  with  the  state  university  "from  time  to 
time  such  colleges  in  different  parts  of  the  state  as  the  interests  of  education  may  require." 

The  spirit  of  this  provision  if  not  the  letter  has  been  carried  out  in  state  wide  extension 
work,  visitation  of  high  schools,  agricultural  experiments,  county  and  district  centers  for 
disseminating  information  and  stimulating  incjuiry. 

From  the  first  the  state  has  been  liberal  in  voting  funds.  Continuity  and  progressive 
growth  have  now  been  provided  for  through  a  3/8  mill  tax  on  personal  property  and  real 
estate.  Liberal  as  is  this  tax  it  is  exceeded  by  each  successive  legislature  in  appropriations 
for  university  purposes. 

When  the  notable  growth  of  the  university  is  cited,  the  notable  response  by  taxpayers 
should  also  be  remembered.  Increased  allowances  have  anticipated  future  growth  at  the 
same  time  that  they  have  recognized  past  growth.  In  the  decade  since  1905  the  enrollment 
of  Wisconsin  students  in  regular  courses  has  increased  from  1,98.3  in  1903-01  to  3,301  for 
the  year  ending  June  1914,  or  66.5  per  cent.  The  summer  and  short  course  enrollment  of 
Wisconsin  students  has  grown  from  631  in  1903-04  to  1,626  in  1913-14,  or  157.5  per  cent. 
For  all  short  and  regular  courses  the  reported  enrollment  has  increased  in  the  ten  years  1904 
to  1914  from  3,164  to  6,765  or  114  per  cent.  Besides,  is  the  great  increase  in  the  numbers 
directly  reached  because  of  correspondence  work,  farmers'  institutes  and  other  extension 
work. 

The  expenditures  for  all  purposes  have  increased  in  this  same  period  from  $771,053  to 
$2,805,206,  or  264  per  cent. 


EDUCATIONAL  LEADERSHIP  IN  WISCONSIN 

In  growth  Wisconsin's  university  is  notable  but  not  exceptional.  On  the  contrary  other 
state  universities  have  grown  more  in  20  years  and  10  years.  Wisconsin's  enrollment  in  all 
courses  has  increased  from  3.343  in  1904-05  to  6,765  in  1914,  or  103  per  cent,  whereas  California 
during  the  same  period  has  increased  117  per  cent;  Oklahoma  164  per  cent;  Oregon  185  per 
cent;  Washington  372  per  cent:  Georgia  494  per  cent.  From  1894-1914  Wisconsin  has  in- 
creased from  1.727  to  6.765,  or  292  per  cent,  whereas  Colorado  during  the  same  period  has  in- 
creased 384  per  cent;  California  394  per  cent;  Oregon  402  per  cent;  Washington  613  per  cent; 
Illinois  ()71  per  cent.  In  actual  figures  Wisconsin  has  increased  since  1904  by  3,422  enroll- 
ments; Californ'a  by  4.733;  Tennessee  by  3,732.  Since  1894  Wisconsin  has  increased  by  5,038 
enrollments;  California  by  6,997;  Minnesota  by  5,293. 

Numbers  and  advertising  give  practically  all  state  universities  the  title  of  educational  lead- 
ership within  the  states  that  support  them.  So  much  has  naturally  been  true  of  Wisconsin's 
university  f re  m  the  first.     So  far  it  is  like  other  state  universities  with  few  exceptions. 

This  educational  leadership  in  Wisconsin  has  meant  more  than  appealing  to  the  imagina- 
tion of  l)oys  ;uul  girls  in  all  parts  of  the  state,  and  more  than  furnishing  teachers  for  a  part  of 
the  state's  high  schools.  Effort  has  been  made  to  help  communities  strengthen  their  own  edu- 
cational systems,  particularly  their  high  schools,  as  a  means  of  preparing  students  for  the 
university. 

150 


Allen's  Rp;port 

But  the  vital  institution  that  is  now  thought  of  when  |>eo|)ie  in  Wisconsin  speak  of  the  uni- 
versity is  not  so  nuich  the  university  which  teaclies  students  at  Madison  as  the  itinerant,  or 
peripatetic,  or  ahnost  ubiquitous  university  that  in  addition  to  teachini^  at  Madison  has  gone 
about  the  state  by  mail,  by  lecturer,  by  press  service  and  by  district  teacher  and  demon- 
strator. Of  41  pages  of  description  in  the  1914  bulletin  entitled  "The  University,"  23  pages 
are  given  to  agriculture  and  agricultural  extension,  and  to  other  extension  work. 

Normal  schools  have  sent  more  teachers  to  elementary  s(-hools  and  to  high  schools  in  the 
state  than  has  the  university.  The  State  Department  of  Public  Instruction  meets  more  chil- 
dren in  more  schools  of  more  sections  than  does  the  university.  City  school  svstems  reach 
more  young  people  through  organized  instruction;  Milwaukee,  for  example,  has  more  en- 
rolled in  its  high  schools  than  has  the  university  in  its  regular  courses.  But  none  of  these  other 
educational  factors  has  offered  to  citizens  in  every  walk  of  life,  no  matter  how  meager  or  how- 
advanced  their  education,  help  toward  continuing  their  education  and  solving  their  every  day 
problems. 

Hundreds  of  thousands  have  not  availed  themselves  of  the  university's  olTering  except  as 
they  may  have  read  educational  matter  which  has  appeared  in  the  public  press  and  as  they 
may  have  been  indirectly  influenced  through  the  university's  alumni,  correspondence  stu- 
dents, farmers  benefiting  from  university  experiments  and  instruction,  etc.  Yet  relatively  few 
have  failed  to  be  moved  by  that  newer  conception  of  tax-supported  higher  education,  of  which 
the  University  of  Wisconsin  is  as  yet  the  world's  foremost  example. 


TYPE  OF  SERVICE  TO  THE  PUBLIC  THAT  SUPPORTS  THE  UNIVERSITY  OTHER 
THAN  INSTRUCTION  OF  STUDENTS  AT  MADISON 

It  is  more  difficult  to  make  a  complete  list  of  types  of  service  which  the  university  stands 
ready  to  offer  and  to  try  to  offer  to  Wisconsin  than  it  would  be  to  list  kinds  of  service  which  it 
is  unable  to  give. 

If  a  physician  with  a  country  practice  and  without  laboratory  facilities  wants  to  know 
whether  a  suspected  case  is  actually  typhoid,  diphtheria,  or  tuberculosis,  he  may  learn  within 
a  day  if  he  will  send  a  sample  of  blood  or  sputum,  etc.,  to  the  state  laboratory,  which  he  thinks 
of  as  the  university's  because  it  is  provided  for  in  the  university  budget. 

If  a  country  school  teacher  wishes  help  in  organizing  a  parent-teachers'  association,  or  a 
social  center,  she  has  been  told  by  the  State  Department  of  Public  Instruction  that  the  uni- 
versity has  a  bureau  for  giving  just  that  kind  of  help. 

If  a  farmer's  wife,  a  plumber,  a  lawyer,  a  school  teacher,  or  a  boy  who  hopes  some  time  to 
be  able  to  go  to  college,  wanted  to  study  a  vocational  subject,  or  literature,  or  a  foreign 
language,  or  mathematics,  the  University  Extension  Division  stands  ready  and  eager  to  help. 

If  a  club  wants  a  series  of  lectures  by  one  man  or  several  men,  or  a  survey  plus  three  days  of 
meetings  to  consider  next  steps  that  should  be  taken  in  the  interest  of  its  community's  health, 
or  school  work  or  government,  the  university  ofTers  to  conduct  a  "community  institute." 

If  an  organized  chautauqua,  or  a  heretofore  unorganized  group  interested  in  educational  en- 
tertainment, want  meetings  for  a  day  or  three  days  or  a  week,  the  university  has  arranged  to 
furnish  organizers,  instructors,  and  entertainers. 

If  a  farmer  wants  tobacco  seed  or  seed  corn  tested,  along  with  particular  soil  in  which  it  is 
proposed  to  grow  tobacco  and  corn,  he  may  call  upon  the  university;  if  he  can  spare  the  time 
to  take  a  special  course  (varying  in  length  from  one  week  to  14  weeks)  he  may  study  butter- 
making  and  cheese-making  and  other  practical  subjects  at  Madison  in  the  atmosphere  of  the 
university,  and  with  the  aid  of  its  instructors  and  laboratories. 

If  those  who  fish  for  sport  or  for  gain  want  the  lakes  freed  from  inedible  fish  that  eat  edible 
fish,  they  feel  free  to  call  upon  the  university  to  show  them  how. 

If  an  individual  mayor  or  a  league  of  mayors  or  auditors  want  to  know  the  latest  approved 
practice  in  American  cities,  or  want  copies  of  laws  and  approved  records,  the  university  has 
an  outstanding  ofi"er  to  help. 

If  a  school  principal  wants  to  know  for  a  struggling  school  how  near  it  has  ajiproached  the 
university's  standard  for  accrediting  and  for  ranking  among  those  schools  which  have  passed 
the  minimum  requirement  necessary  to  state-wide  recognition,  the  university  will  send  in- 
spectors. 

If  a  legislator  wants  to  know  the  world's  experience  in  taxation  or  in  dealing  with  i)ublic 
utilities,  he  feels  free  to  call  upon  university  professors  not  only  for  interviews  but  for  investi- 
gation that  may  take  months. 

If  the  governor  or  any  other  state  administrative  oHlcer  wants  help  in  having  facts  com- 
piled and  analyzed  and  interpreted,  he  feels  free  to  ask  the  university  to  help. 

Moreover,  those  who  have  not  felt  the  need  for  s]iccial  help  from  the  university  find  them- 
selves reacling  in  metropolitan,  semi-urban,  and  in  veritably  hundreds  of  rural  newspapers 
helpful  statements  on  health,  domestic  economy,  farming,  self-improvement,  and  "produc- 
tive use  of  leisure." 

So  general  is  the  feeling,  especially  among  farmers,  that  the  university  exists  not  only  for 
the  state  but  for  individuals  within"  the  state,  that  indignation  is  felt  either  when  the  uni- 
versity fails  to  act  promptly  upon  an  individual's  request,  or  when  it  confesses  its  lack  of  equip- 
ment for  answering  a  particular  question  or  making  a  particular  test. 

151 


Um\  HKSITV  Sl  HVEV  RePCRT 


WISCONSIN  UNIVERSITY'S  STANDING  AWAY  FROM  HOME 

Reputation  abroad  helps  at  home. 

Every  Wisconsinite  is  better  for  knowing  that  his  university  is  esteemed  elsewhere  for  its 
rapid  growth  in  both  regular  and  short  courses;  for  securing  liberal  legislative  support;  for  its 
avowed  willingness  to  amend,  break  or  preserve  scholastic  tradition  as  social  needs  may  dic- 
tate; for  its  large  number  of  students  from  other  states  (over  2,000)  and  from  foreign  countries 
(over  100);  for  the  standing  of  its  instructional  staff  and  investigators  among  distinguished 
men  of  letters  and  science;  for  the  success  and  forcefulness  of  its  graduates  in  politics,  jour- 
nalism and  business;  for  its  leadership  in  the  university  extension  movement;  and  for  its  dem- 
onstration that  public  service  vitalizes  instruction  and  research. 

To  the  United  States  outside  of  Wisconsin  the  so-called  "Wisconsin  idea"  suggests  not  so 
much  politics,  or  government,  or  commissions,  or  senators,  or  legislation,  but  rather  university 
leadership 

1.  In  responding  to  opportunities  and  demands  presented  by  its  constituents. 

2.  In  studying  state  problems. 

3.  In  discovering  and  developing  the  powers  of  citizenship. 

4.  In  recognizing  every  citizen's  ability  to  grow  and  to  see  straight  and  think  straight 

and  act  straight  in  regard  to  public  affairs. 

Nowhere  else  in  the  world  has  an  educational  institution  so  unreservedly,  so  dramatically, 
and  so  understandably  defined  higher  education  as  universal  cooperation  toward  continuing 
education  for  all.  Nowhere  else  has  tax-supported  higher  education  so  unequivocally  accepted 
the  proposition  that  "with  ability  goes  responsibility"  to  serve  those  who  pay  the  bills,  furnish 
the  students  and  employ  the  product.  So  thoroughly  has  Wisconsin's  university  expounded 
and  illustrated  before  the  world  this  conception  of  tax-supported  higher  education  that  a 
score  of  state  and  municipal  universities  are  now  pressing  her  hard  for  leadership  in  repre- 
senting that  conception. 

SERVICE  THROUGH  RESEARCH 

It  is  doubtful  if  in  any  other  community  the  term  "university  research"  could  be  as  gener- 
ally defined  as  here  in  Wisconsin.  It  is  true  that  there  are  tens  of  thousands  of  well  informed 
Wisconsin  business  men  who  could  not  adequately  explain  what  is  meant  by  "research." 
There  are,  however,  other  tens  of  thousands  who  associate  research  with  finding  and  making 
available  truths  of  incalculable  benefit  to  all  humanity,  as  well  as  to  Wisconsin. 

Most  of  the  illustrations  of  research  that  are  given  by  non-university  men  are  chosen  from 
agriculture;  and  are  generally  described  in  terms  of  increased  money  returns  per  acre  or  per 
cow,  of  crop,  of  pests  destroyed,  of  seeds  improved,  of  lands  redeemed,  and  "grain  belts  pushed 
to  Lake  Superior."  So  far-reaching  have  been  the  visible  and  measurable  benefits  from  re- 
search when  applied  to  Wisconsin's  agricultural  problems  that  they  are  cited  by  professors  in 
the  fields  of  literature  and  philosophy,  and  by  university  bulletins,  to  explain  the  value  of  re- 
search in  other  fields  "directed  to  intellectual  and  social  advancement  rather  than  to  mate- 
rial wealth." 

Research,  sometimes  upon  the  university's  initiative  and  frequently  in  response  to  requests 
from  legislators,  state  departments,  or  governor,  has  led  to  much  legislating  and  reorganizing 
in  the  direction  of  principles  declared  by  the  university  and  its  alumni  to  be  "scientific  prin- 
ciples of  taxation  and  goyernmental  supervision."  As  one  result  the  university  has  been  ac- 
cused of  "meddling  in  politics."  Numerous  statements  have  been  made  to  the  survey,  as  have 
statements  been  repeatedly  made  to  the  public  during  the  last  several  months,  that  the  people 
of  Wisconsir^  need  a  "state  university  rather  than  a  university  state." 

The  strength  or  weakness  of  any  particular  proposal  or  statute  or  administrative  measure 
that  may  have  been  adopted  as  the  result  of  acting  upon  principles  taught  at  the  university, 
is  not  the  issue  here.  The  fact  to  emphasize  is  that  for  years  the  university's  teachers  and  stu- 
dents of  government  and  economics  have  held  themselves  subject  to  call  by  the  state  govern- 
ment and  by  citizens  for  help  in  analyzing  problems  of  state-wide  concern.  Whatever  may  be 
the  regret  of  this  or  that  division  of  public  sentiment  in  Wisconsin  for  this  or  that  step  now 
held  to  have  been  in  the  wrong  direction,  the  fact  remains  that  the  rest  of  the  country  has 
been  convinced  by  Wisconsin's  demonstration,  and  is  today  doing  its  best  to  secure  univer- 
sity and  college  help  in  understanding  and  solving  government  and  social  problems,  and  in 
using  such  problems  for  teaching  purposes. 

The  principal  results  of  research  at  the  University  of  Wisconsin  for  the  past  10  years  have 
been  recently  summarized  by  the  university  itself  in  a  55  page  bulletin  666,  entitled,  "The 
University."  It  is  not  necessary  to  repeat  the  summary  here  or  to  attempt  to  set  a  value  on 
particular  researchers  or  particular  results  of  research.  The  survey  working  papers  list  prin- 
cipal contributions  of  research  which  were  mentioned  by  faculty  members  in  their  responses 
to  the  survey  questionnaire.  The  essential  fact  is  that  so  obvious  have  been  the  social  bene- 
fits of  research  in  agricultural,  medical  and  economic  lines  that  funds  have  been  voted  liber- 
ally for  research  in  lines  where  results  cannot  readily  be  described  as  of  money  or  material 
value. 

152 


Allen's  Report 

Research  for  service,  research  for  advancement  of  knowledge,  research  for  inspiration,  re- 
search as  a  touchstone  of  teaching  ef!iciency  and  a  stepping  stone  to  academic  preferment  axe 
"in  the  air"  at  the  University  of  Wisconsin.  If  in  particular  directions  the  reach  has  here  or 
there  exceeded  the  grasp,  the  ideal  is  none  the  less  vivid  and  actuating.  The  soil  of  scholarly 
ambition  is  fertile  and  ever  ready  for  scholarly  elTort  and  achievement.  The  public's  repre- 
sentatives have  voted  for  research  because  they  believed  the  public  has  believed  it  pays. 

Nor  is  it  inconsistent  for  the  public  to  ask  questions  about  universitv  expense  as  it  has  been 
doing  for  several  years  past,  particularly  the  last  six  months.  Xo  surer  proof  of  state-wide  in- 
terest in  a  university  could  be  given  than  that  voters  are  asking  to  have  university  work  and 
cost  explained  and  proof  submitted  that  higher  education  is  in  fact  what  the  public  believes 
it  ought  to  be. 

PART  III 

EARMARKS  OF  PROGRESS  AND  EFFICIENCY  AT  THE  UNIVERSITY  OF 

WISCONSIN 

In  describing  the  attitude  of  Wisconsin  toward  its  state  university,  the  survey  tried  to  sum- 
marize the  public's  point  of  view  regardless  of  relative  completeness  or  efTiciency  in  execu- 
tion. If  later  sections  are  largely  confined  to  listing  points  which  seem  to  the  survey  to  need 
administrative  attention,  it  is  not  because  we  have  failed  to  try  to  appreciate  the  excellencies 
observed  while  making  the  survey.  It  should  be  remembered,  however,  that  general  excel- 
lency is  taken  for  granted.  Excellencies  have  been  explained  to  the  state  for  years.  They  were 
summarized  by  the  university  itself  in  bulletin  666,  in  July  1914.  The  state  could  hardlv 
have  spent  the  millions  it  has  gladly  voted  to  the  university  If  it  had  not  been  convinced  that 
the  money  of  its  taxpayers  and  the  time  of  its  students  were  being  profitably  invested.  The 
legislature's  purpose  in  directing  that  a  survey  be  conducted  was  not  to  secure  a  summary  of 
the  university's  past  achievements  but  rather  to  secure  an  audit  of  its  present  program,  or- 
ganization, equipment,  and  method,  with  special  reference  to  opportunities  for  increasing  the 
effectiveness  of  its  execution. 

An  exhaustive  list  of  indexes  of  progress  and  efficiency  is  not  here  attempted.  Typical  in- 
dexes or  earmarks  are  mentioned  to  emphasize  tendencies.  These  fall  under  four  headings, 
besides  the  already  mentioned  state's  attitude  w'hich  is  an  important  index. 

1.  Attention  to  individual  students. 

2.  Steps  toward  instructional  efiiciency. 

3.  Steps  toward  increased  efficiency  in  business  administration. 

4.  Progressive  work  by  the  Board  of  Regents. 

Each  of  these  will  be  described  from  the  standpoint  of  the  direction  toward  which  it  points 
without  attempt  to  show  how  nearly  the  end  sought  is  approximated  by  results  already  ob- 
tained. 

ATTENTION  TO  INDIVIDUAL  STUDENTS 

Cooperation  of  the  alumni  association  is  sought,  encouraged  and  indirectly  subsidized. 
Working  with  the  alumni  association,  the  university  not  only  sends  out  information  to  a  large 
body  of  alumni  and  former  students,  but  tries  to  help  individual  students  secure  employment 
while  at,  and  after  leaving,  the  university. 

Advisers  of  two  kinds  are  provided — faculty  advisers  whose  many  sided  work  is  described 
in  exhibit  6,  and  an  older  student  adviser  who  looks  after  and  assists  younger  students,  meets 
trains,  helps  find  rooms,  "shows  the  ropes,"  etc. 

General  student  organizations  of  every  description  are  encouraged.  The  Y.  M.  C.  A.  has  a 
quasi-official  status  as  has  the  Y.  W.  C.  A.,  the  lattter  being  housed  in  Lathrop  Hall.  .  Voca- 
tional conferences  for  women  and  round-table  discussions  for  groups  of  twelve  have  been  de- 
veloped under  the  leadership  of  the  dean  of  women. 

Student  government  in  other  than  dishonesty  cases  is  vested  in  two  bodies — one  for  women 
and  one  for  men — to  which  all  students  belong,  and  the  officers  of  which  students  elect.  Office 
rooms  and  other  feicilities  are  provided  by  the  university  to  encourage  and  strengthen  student 
government. 

Student  hygiene  was  for  years  in  the  hands  of  a  special  hygiene  committee,  later  supple- 
mented by  the  Department  "of  Clinical  Medicine,  and  in  1914  merged  with  the  committee  on 
student  life  and  interests.  Every  student  is  given  a  complete  physical  examination.  Not  only 
are  physical  defects  or  special  needs  pointed  out,  but  the  course  of  study  may  be  modified  in 
view  of  such  needs.  Many  students  are  warned  not  to  try  college  work,  whiie  others  receive 
special  prescriptions,  including  rest  hours,  outdoor  exercise  and  other  corrective  treatment. 
Recently  in  cooperation  with  a  course  in  public  speaking,  a  voice  clinic  has  been  opened.  Free 
medical  advice  is  always  available  and  is  said  to  be  sought  by  75  per  cent  of  the  students.  Two 
wards  are  provided  in  the  Madison  General  Hospital  for  students  who,  if  they  remain  after 
the  period  of  observation,  are  expected  to  pay  if  they  can.  .\n  infirmary  was  opened  in  Sep- 
temlDer  1914.  In  short,  the  combination  of  optional  and  compulsory  medical  supervision  is 
greater  than  that  enjoyed  probably  by  most  Wisconsin  families  of  even  greater  income. 

153 


University  Survey  Report 

For  women,  general  iirovisions  are  furnished  second  to  none  among  American  colleges — gym- 
nasium, swimniing|)ool,  rooms  for  student  organizations,  study  rooms,  parlors  for  large  enter- 
tainments or  for  meeting  guests  in  small  numbers  or  individually,  supervisor  of  employment, 
receptions  by  the  dean,  by  women  oflicers,  and  by  faculty  women — almost  everything  but 
outdoor  play  space.  If  to  these  be  added  the  dormitory  provisions  for  2i)i  to  272  women 
housed  in  Fiarnard  and  Chadbourne  Halls,  the  |)rovisions  for  physical  comfort,  social  inter- 
course and  supervision  of  women  are  found  to  be  unusually  generous. 

Student  life  receives  special  attention  and  study  not  only  by  the  dean  of  women  and  her 
staff,  l)ut  by  a  faculty  committee  on  student  life  and  interests.  Large  informal  parlies  have 
been  confined  to  Friday  and  Saturday  nights;  the  majority  of  student  social  affairs  thus  come 
when  they  will  cause  the  least  interruption  of  study.  Fraternity  and  sorority  houses  are  un- 
der continuous  supervision  and  work  in  cooperation  with  the  university  officials  to  uphold 
rules  regarding  entertainment,  scholarship,  chaperonage,  etc.  Xo  girl  is  allowed  to  live  in  a 
house  not  api)roved  by  the  dean  of  women.  This  coming  year  it  is  planned  to  visit  every 
house  where  women  students  live,  even  those  houses  where  students  are  living  with  friends 
or  relatives.  Houses  will  not  be  approved  until  inspected  by  the  dean  of  women  or  her  repre- 
sentative: among  conditions  which  must  be  met  before  approval  are  these:  that  there  shall  not 
be  men  students  in  the  house  except  under  conditions  found  satisfactory  by  the  dean;  that 
sanitary  conditions  shall  be  satisfactory;  that  the  use  of  the  parlor  for  receiving  friends  be 
agreed  to  in  advance.  At  times  the  board  provided  in  private  boarding  houses  has  been  par- 
tiallv  inspected. 

To  give  students  a  better  footing  when  dealing  with  those  who  have  rooms  to  let,  an  official 
directory  was  prepared  by  order  of  the  regents  in  September  1914,  based  upon  a  house  to 
house  visitation  and  a  room  by  room  description.  The  card  index  showing  facts  for  each  room 
is  retained  at  the  business  ofTice,  and  a  duplicate  of  certain  important  facts  kept  on  record  at 
the  Y.  M.  C.  A.  The  card  shows  for  each  room,  besides  address,  name  of  landlady,  etc.,  the 
number  of  students  per  room;  the  price  per  week  per  student;  on  which  floor;  in  which  part  of 
the  house — whether  front,  middle,  rear;  whether  lighted  by  electricity,  gas,  electricity  and 
gas.  or  kerosene;  whether  heated  by  hot  air,  steam,  hot  water,  or  stove;  whether  toilet  and  on 
what  floor;  whether  bath  and  on  what  floor;  whether  a  closet  and  wardrobe;  whether  bed  or 
cot;  the  number  of  windows;  whether  undergraduates,  graduates,  or  faculty  members  are 
preferred,  etc. 

A  board  of  visitors  with  broad  powers  of  inquiry  granted  by  the  regents  is  part  of  the  ofTi- 
cial  machinery  for  discovering  the  needs  and  desires  of  students,  and  for  fitting  curriculum, 
equipment  and  instruction  to  those  needs.  This  board  gave  6,000  students  and  former  stu- 
dents an  opportunity  in  November  1914  to  answer  12  pages  of  questions  regarding  ways  to 
help  student  instruction  and  living  conditions.  The  answers  promise  to  be  a  valuable  con- 
tribution to  higher  and  secondary  education. 

Plans  for  men's  dormitories  and  a  general  student  union  or  meeting  place  have  been  made, 
generally  not  in  detail,  as  authorized  by  the  last  legislature.  Their  construction  has  been  tem- 
porarily postponed  by  the  governor  as  part  of  a  plan  for  general  retrenchment  in  state  expen- 
diture. While  waiting  for  the  hoped  for  Union  and  auditorium  for  student  meetings,  numer- 
ous assemblies  of  students,  such  as  varsity  welcome,  football  cheering,  class  receptions,  etc., 
are  held  in  the  gymnasium  and  the  Y.  M.  C.  A.  building.  A  feature  of  recent  meetings  has 
been  the  singing  conducted  by  the  professor  whose  special  work  is  to  promote  "community 
music."  In  the  Y.  M.  C.  A.  is  organized  the  student  union  where  all  matriculated  men  stu- 
dents, without  payment  of  extra  fee,  are  welcome  to  the  privileges  of  a  gathering  place  on  the 
first  floor. 

Opportunities  for  outdoor  athletics  and  sports  are  being  extended  to  a  progressively  larger 
proportion  of  students.  During  1914,  11  new  tennis  courts  have  been  constructed,  making  25 
in  all;  a  toboggan  slide  has  been  for  several  years  maintained  by  the  university.  Every  stu- 
dent, unless  specially  excused,  is  expected  to  swim  a  distance  of  50  yards  before  the  end  of  the 
sophomore  year — opportunity  for  swimming  lessons  is  offered  to  both  men  and  wonien.  Ex- 
tension of  opportunities  for  general  rowing  is  planned  for  this  next  year,  although  intercolle- 
giate rowing  has  been  abolished. 

Students  are  given  preference  in  the  allotment  of  seats  for  athletic  events,  and  may  secure 
tickets  for  .50  cents  for  which  the  public  gladly  pays  $2.00.  and  at  times  would  gladly  pay 
more. 

Finally,  as  the  most  important  phase  of  attention  to  individual  students  may  be  mentioned 
the  opportunities  offered  in  the  course  of  study,  which  offerings  in  many  instances  are  supple- 
mented by  the  open  homes  of  professors  or  deans  for  class  gatherings,  as  for  example,  for  spe- 
•cial  reading  clubs  as  well  as  for  personal  hospitality. 

ADVANCE  STEPS  IN  HIGHER  EDUCATION 

The  last  thing  one  would  expect  to  find  in  the  University  of  Wisconsin  is  that  it  has  failed  to 
keep  pace  in  its  educational  steps  with  the  vanguard  of  colleges  and  universities.  To  list  all 
the  advance  steps  taken  by  this  university  in  higher  education  would  be  to  repeat  most  of  the 
details  of  this  country's  progress  in  higher  education.  Because  this  repetition  would  not  be 
helpful,  only  such  advance  steps  are  mentioned  as  are  either  peculiar  to  Wisconsin  or  are  of 
peculiar  present  interest  to  Wisconsin's  public  schools,  university  students  and  taxpayers. 

The  order  in  which  the  steps  are  mentioned  has  no  significance,  and  is  not  an  attempt  to 
rank  them  according  to  importance. 

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Allen's  Report 

Freshmen  in  engineering  and  all  freshman  taking  Knglish  courses  are  given  special  examina- 
tions (several,  not  one)  during  the  first  days,  in  order  to  find  out  how  they  may  be  most 
effectively  helped.  For  those  who  need  special  help  in  engineering  mathematics,  "trailer" 
or  "catch  up"  classes  are  organized;  for  those  needing  special  help  in  English,  a  sub-freshman 
class  is  organized. 

Special  and  unusual  attention  to  Knglish  has  been  given  for  years.  Practically  every 
freshman  in  each  college  except  engineering,  and  the  majority  of  engineering  freshmen,  must 
take  three  recitations  a  week  in  English.  In  preparation  for  this  work,  the  instructional 
staff  has  worked  out  textbooks  and  study  j)lans  and  teaching  j)lans  frf)m  experience  with 
Wisconsin  students.  If  a  Wisconsin  freshman  has  not  a  thorough  grounding  in  luiglish 
composition  and  a  desire  to  extend  his  acquaintance  with  P2ngiish  authors,  it  is  not  for  want 
of  organized  attention  to  this  field  during  the  freshman  year. 

The  principle  of  holding  a  full  professor  responsil)le'  for  the  efficiency  of  instruction  in 
elementary  subjects  has  been  adopted.  While  freshmen  and  sophomores'receive  the  greater 
part  of  their  instruction  from  assistants  and  instructors,  the  theory  is  that  the  most  efficient 
and  experienced  professors  in  these  subjects  arc  constantly  in  touch  with  the  execution  of 
plans  for  which  they  are  responsible  to  faculty  and  regents. 

Illustrations  of  conspicuous  efficiency  in  teaching  are  given  in  a  later  section  of  this  report, 
exhibits  3,  23;  illustations  are  numerous  of  conspicuous  effectiveness  in  helping  advanced 
students  find  themselves  and  their  fields. 

A  premium  is  placed  upon  scholarly  attainment  through  announcing  that  such  scholarly 
attainment  will  influence  promotion  and  salar\',  number  of  hours  remitted  from  teaching  for 
research,  and  other  forms  of  recognition.  To  reduce  to  a  minimum  the  influence  or  personal 
contact,  a  fixed  salary  schedule  has  been  adopted  by  the  regents  for  automatic  increase  of 
salary  and  automatic  promotion  to  higher  rank  in  the  absence  of  specific  disqualification  or 
specific  evidence  that  departmental  work  does  not  justify  additional  cost. 

Several  general  survey  courses  are  offered  and  encouraged  in  order  that  those  not  wishing 
to  specialize  or  to  do  the  preparatory  work  necessary  to  approach  fields  through  the  scientific 
equipment  of  those  fields,  may  take  thus  a  birdseye  view — for  example,  of  contributions  by 
German,  French,  Greek  or  Latin  authors,  or  a  birdsej'e  view  of  English;  likewise  of  music, 
sociology,  political  science,  fine  arts,  meteorology,  etc. 

Prospective  teachers  in  three  subjects  were  given  last  year  experience  in  practice  teaching 
in  the  Madison  high  and  elementary  schools;  for  seven  years  opportunities  to  "observe" 
teaching  has  been  available  in  Madison  public  schools;  for  four  years  "model  teaching" 
was  demonstrated  in  two  high  school  subjects  taught  by  men  selected  and  partly  paid  by  the 
university. 

Advanced  study  has  been  encouraged  not  only  by  general  emphasis  upon  it.  but  by  per- 
mitting seniors,  under  certain  conditions,  to  receive  credit  toward  advanced  degrees  for 
work  done  in  the  senior  year  in  excess  of  requirements  for  the  bachelor's  degree.  That 
organizing  mixed  classes  for  graduates  and  undergraduates  encourages  advanced  study  is 
also  believed  by  the  university. 

Studies  continued  when  away  from  the  university  but  under  university  supervision  are 
credited  toward  the  master's  degree. 

In  numerous  instances  various  classes  of  field  work  away  from  Madison  have  been  accepted 
as  substitutes  for  residence  work;  this  has  ranged  all  the  way  from  usual  credit  for  work  in 
residence  at  some  other  university  to  credit  for  work  on  geological  surveys,  in  social  work 
and  even  in  machine  shops. 

Organization  of  practical  field  work  that  needs  to  be  done  as  part  of  the  university's  course 
of  laboratory  instruction  has  been  begun  or  planned. 

1.  In  the  library  course  where  8  weeks  out  of  36  are  given  to  actual  work  under  super- 
vision in  various  public  libraries. 

2.  In  the  law  course,  where  after  July  1.  1916,  at  least  6  months  of  work  in  a  law  office 
will  be  required  toward  the  law  degree. 

3.  Working  fellowships  for  students  engaged  under  university  supervision  in  work  in 
state  departments  at  the  Capitol. 

4.  Teaching  fellowships  for  selected  students  from  the  training  course  for  teachers. 

5.  Industrial  scholarships  for  practical  artisans  whom  it  is  desired  to  retain  for  teach 
ing  practical  subjects. 

6.  Special  appeal  is  made  by  the  Medical  School  for  opportunity  to  extend  its  present 
course  to  include  not  only  the  usual  clinical  education,  but  also  field  ser\'ice  in  the 
hospitals  and  other  public  institutions  of  the  state  and  of  various  cities  away  from 
Madison. 

7.  Six  months  of  actual  work  on  a  farm  prescribed  for  a  degree  in  the  College  ofAgricul- 
ture. 

8.  Full  charge  for  one  week  of  a  practice  cottage  in  the  home  economics  department 

9.  Recognition  by  commerce  course  and  economics  department  of  the  need  for  a  "lab- 
oratory" for  dealing  with  practical  problems. 

10.  Beginnings  of  use  of  college  student  publications  as  "clinic"  or  "laboratory"  oppor- 
tunity for  students  of  journalism  and  presentation  of  technical  matter — the  ^is- 
consin  Engineer  for  the  engineering  department  and  Country  Life  for  the 
course  in  agricultural  journalism. 

155 


University  Survey  Report 

11.  Use  of  assistance  from  state  department  through  problems  under  which  students  of 

political  economy,  engineering,  etc.,  work  under  joint  supervision  of  university  and 
state  departments.  ,     .  ,  ,.,  ,     .  x     ,-, 

12.  Assignments  given  bv  state  legislative  reference  library  and  state  library  commis- 

sion at  the  Capitol  to  students  in  political  science,  economics,  library,  school,  etc. 
13  The  need  for  laboratory  instruction  of  prospective  teachers  has  been  recognized  in  the 
construction  of  the  Wisconsin  high  school  and  in  the  establishment  of  a  salary  rate 
for  high  school  teachers  more  than  double  that  of  high  schools  to  which  these 
student-teachers  will  go.  The  several  questions  later  raised  by  the  survey  as  to 
the  direction  and  efliciency  of  energy  thus  spent  do  not  subtract  from  the  significance 
of  the  university's  conclusions  that  academic  instruction  should  be  supplemented 
bv  laboratory  experience. 

14.  An  extensive  course  of  lectures  including  special  library  and  field  studies  in  labor 

problems,  which  bore  notable  fruition  in  the  opportunities  for  students  in  this 
course  to  participate  in  the  state  and  national  work  of  the  industrial  commissions. 

15.  Opening  the  fields  of  higher  education  to  students  who  are  unable  to  attend  the  univer- 

sity and  who  wish  to  do  the  work  by  correspondence  or  by  correspondence  supple- 
mented by  class  work  in  the  district  offices  of  the  Extension  Division.  The  service 
rendered  by  the  university  through  correspondence,  lectures,  and  class  work,  from 
the  university  Extension  Division  has  rapidly  developed  a  condition  anticipated  in 
spirit  although  not  in  letter  by  the  framers  of  the  constitution  when  providing  for 
connecting  with  the  university  "from  time  to  time  such  colleges  in  different  parts 
of  the  state  as  the  interests  of  education  may  require." 

16.  The  "German  House"  with  rooms  for  women  and  board  for  men  and  women  where 

only  German  is  spoken. 

17.  Beginnings  of  special  work  for  engineers  in  city  planning,  in  making  roads  and  pave- 
ments; inspection  tours  by  engineering  students,  (at  least  two  weeks  for  seniors) 
besides  visits  to  manufacturing  plants  in  Madison. 

18.  Normal  school  work  is  accepted  in  exchange  for  two  years  at  the  university.  Credit 
for  credit  is  given  toward  a  degree  of  bachelor  of  philosophy;  for  the  degree  of 
bachelor  of  arts,  the  foreign  language  requirement  for  adult  normal  graduates  who 
have  had  teaching  experience  was  waived  by  faculty  action,  October  1914. 

19.  Music  is  accepted  as  college  work  and  given  credit,  hour  for  hour,  through  the 
college  course  in  music. 

20.  Special  advanced  work  during  vacation  in  laboratories  and  library  will,  if  certified 
by  supervising  professor,  be  credited  toward  an  advanced  degree. 

21.  Summer  session  opportunities  in  practically  every  field  are  offered  and  have  attracted 
an  increasing  number  of  students,  chiefly  from  professions,  but  also  several  hun- 
dred students  who  wish  either  to  shorten  their  college  course  or  to  make  up  condi- 
tions. No  fewer  than  2,555  students  registered  in  the  summer  of  1914;  large  numbers 
of  advanced  students  come  merely  for  personal  advancement  without  asking  uni- 
versity credit;  others  who  want  "freedom  to  browse"  without  the  exactions  of  quiz, 
written  papers,  or  examinations  are  also  encouraged. 

22.  Products  of  research  and  emphasis  upon  research  should  of  course  be  included  here 

among  advance  steps  in  higher  education. 

23.  Academic  freedom  is  assured  even  in  matters  where  in  institutions  similarly  con- 

trolled there  is  temptation  to  interfere  and  restrict.  After  an  incident  involving  taste 
rather  than  academic  freedom,  the  class  of  1910  presented  a  bronze  tablet  to  the 
university  inscribed  with  the  following  sentence  from  a  resolution  of  the  Board  of 
Regents: 

"Whatever  may  be  the  limitations  which  trammelinquiry  elsewhere,  we  believe  that 
the  great  state  University  of  Wisconsin  should  ever  encourage  that  fearless 
sifting  and  winnowing  by  which  alone  the  truth  can  be  found." 

ADVANCE  STEPS  IN  BUSINESS  MANAGEMENT 

For  several  years  there  has  been  progressive  advance  in  attention  to  business  aspects  of 
university  management.  Among  these  steps  are  noted: 

1.  A  business  manager  for  business  affairs  appointed  to  be  "the  executive  head  of  those 

officers  and  employes  of  the  University  that  are  not  attached  to  the  instructional 
force." 

2.  An  improved  accounting  system. 

3.  An  improved  budget  procedure  for  preparing  and  considering  budget  estimates  and 

tentative  budget  allowances. 

4.  A  building  program  to  secure  conformity  to  a  general  artistic  architectural  plan  and 

improved  current  supervision  of  construction  and  repairs. 

5.  A  plan  for  extending  and  beautifying  the  university's  lake  shore  and  making  filled 

land  for  future  university  buildings,  perhaps  for  student  dormitories  and  men's 
union  and  commons. 

6.  Extensive  boarding  and  cafeteria  arrangements  with  physical  equipment  and  meth- 
ods of  supervision  which  render  efficiency  easy. 

156 


Allen's  Report 

7.  Foresight  in  purchasing  or  securing  options  on  land  thought  to  be  necessary  or  de- 
sirable for  university  development. 

8.  Substitution  of  an  official  and  detailed  directory  of  rooming  and  boarding  facilities 
for  students  in  place  of  a  semi-official,  incomplete,  indefinite  and  inaccurate  directory. 

9.  Progressive  improvements  in  registration  have  been  made  by  the  registrar  and  also 
by  the  deans  of  the  various  colleges  and  the  dean  of  women  so  that  less  time  is  re- 
quired each  year  and  fewer  mistakes  are  made.  Beginning  with  September  1914, 
the  registrar  required  all  women  students  to  enroll  with  the  dean  of  women  before 
completing  matriculation,  which  will  help  insure  central  knowledge  of  the  places  and 
conditions  of  residence  of  all  women  students. 

10.  Beginnings  of  special  studies  and  reports  by  the  business  office  which  point  in  the 
direction  of  adequate  audit,  not  only  of  so-called  business  aspects  but  also  of  all  esti- 
mates and  reports  upon  educational  aspects  of  university  work. 

Prior  to  the  beginning  of  the  university  survey,  an  important  study  was  made, 
the  results  of  which  were  published  in  May  1914,  in  a  bulletin,  "A  Study  of  the  en- 
rollment of  students." 

11.  For  the  survey  the  regents  through  the  business  office  promised  to  obtain  important 
data  regarding  cost  per  student  hour  for  instruction,  distribution  of  non-resident 
students  by  classes,  etc.  Because  these  studies  indicate  the  power  of  the  business 
office  to  illumine  both  educational  and  business  fields  by  bringing  facts  from  both 
fields  into  the  same  picture  and  by  interpreting  each  by  explaining  in  terms  of  cost 
the  educational  results  obtained  and  showing  for  educational  results  their  cost,  it 
is  to  be  regretted  that  these  studies  have  not  been  completed  in  time  for  incorpo- 
ration in  the  survey  report. 

12.  Whatever  is  done  in  the  name  of  the  regents  or  the  executive  committee  or  their 

business  officers  is  for  the  most  part  so  recorded  and  classified  that  at  a  moment's 
notice,  the  secretary's  office  is  able  to  guide  the  inquirer,  whether  regent,  educa- 
tional officer,  or  citizen,  to  the  official  record  of  each  transaction. 


ATTENTION  OF  REGENTS  TO  UNIVERSITY  WORK 

The  improvements  in  business  management  were  called  for  and  approved  by  the  regents. 

The  personal  interest  of  even  the  regents  who  give  least  attention  to  university  matters  is 
attested  by  the  time  spent  without  remuneration  at  Madison  in  attending  committee  and  board 
meetings;  also  in  time  that  must  be  spent  at  their  homes  in  keeping  even  partially  in  touch 
with  matters  sent  to  them  for  official  attention. 

The  interest  shown  by  those  regents  who  give  most  time  to  university  affairs  is  very  great. 
In  some  instances  it  would  be  fair  to  say  that  more  consecutive  and  concentrated  attention  is 
given  to  the  public's  business,  not  only  without  remuneration  but  at  sacrifice  of  private  in- 
come, than  is  given  by  public  officers  in  many  states  who  draw  salaries  from  two  to  four  to  six 
thousand  dollars  or  more. 

Numerous  evidences  have  been  observed  by  the  survey  of  efforts  on  the  part  of  regents  to 
make  sure  that  administration  of  business  affairs  shall  facilitate,  not  hamper,  educational 
affairs. 

Although  one  of  the  net  results  of  progress  in  the  business  ofllce  has  been  to  make  it  more 
difficult  for  regents  to  act  upon  their  own  initiative  without  authority  from  the  board,  other 
results  have  so  obviously  made  it  easier  for  regents  to  work  within  authorization  by  the  board 
and  for  the  board  to  act  as  a  unit  in  considering  university  problems,  that  official  support  has 
gladly  been  given  to  the  business  manager  in  efl'orts  to  increase  business  efficiency. 

Illustrations  of  attention  by  regents  to  questions  on  both  the  business  and  the  educational 
side  of  the  university  management  are  given  in  the  different  sections  of  the  report  which  fol- 
low. These  illustrations  show,  the  survey  feels,  that  the  regents  have  given  open-minded 
hearing  and  sustained  official  support  to  increased  efficiency  proposed  by  administrative 
officers. 

CONDITIONS  AND  METHODS  NEEDING  CORRECTION 

Thus  far  the  survey  has  attempted  to  report  evidences  or  earmarks  of  efficiency  and  prog- 
ress without  indicating  where  if  at  all  the  execution  is  not  as  effective  as  it  can  be  made. 

The  next  sections  of  the  report  will  be  treated  under  the  general  heading  of  conditions  and 
methods  needing  correction.  In  those  sections,  as  in  preceding  sections,  concentration  is 
felt  to  be  desirable.  Will  the  reader  please  remember,  as  one  point  after  another  is  taken  up, 
that  under  each  heading  the  survey  will  be  speaking  not  of  the  whole  university,  not  of  the 
whole  of  any  subject,  but  of  specific  opportunities  to  secure  greater  benefits  from  the  com- 
bination of  facilities  and  agents  that  constitutes  the  University  of  Wisconsin. 

157 


University  Survey  Report 

PART  IV 

OPPORTUNITIES  FOR  INCREASING  EFFICIENCY 

To  make  clear  the  fact  base  for  each  statement  of  fact  and  suggestion  by  the  university 
survey  fiO  instalments  of  a  detailed  report  have  been  submitted  to  university,  officers  and  sur- 
vey advisory  committee  as  stated  in  part  I  of  this  summary  report.  In  addition,  the  tabula- 
tions, correspondence,  written  answers  from  university  oflicers  and  faculty  and  all  other  in- 
formation are  permanently  filed  for  such  use  as  the  legislature,  the  university,  or  the  public 
mav  wish  to  make  of  them.  •  ,      r 

The  60  instalments  of  details  above  referred  to  were  written  with  special  reference  to  the 
use  that  might  be  made  of  them  by  legislative  committees,  the  university  itself,  or  others 
wishing  to  take  uj)  |)()int  for  point  the  facts  described  or  next  steps  recommended. 

For  the  legislature  and  the  general  public  has  been  prepared  the  following  summary  of 
conditions  aiid  methods  needing  attention,  or  of  opportunities  for  increasing  the  efficiency  of 
the  university.  Except  where  necessary  for  clearness  the  detail  is  not  included  in  this  sum- 
mary. It  will  be  understood,  however,  that  unless  otherwise  specified  every  statement  or 
suggestion  here  made  is  based  (1)  upon  the  six  months'  intensive  and  extensive  study  de- 
scribed in  part  I,  and  (2)  upon  results  summarized  and  specifically  supported  in  the  detailed 
reports  and  working  papers,  of  which  this  is  but  a  much  condensed  digest. 

In  April  the  Slate  Board  of  Public  Affairs  announced  that  the  university  survey  would  un- 
dertake to  answer  12  general  questions,  which  it  assumed  the  legislature  and  the  public 
wished  to  have  answered.  This  summary  will  answer  these  questions  in  the  order  announced 
in  April,  so  far  as  survey  studies  make  possible  and  support  definite  answers.  The  detailed 
reports  and  working  papers  give  the  direct  answers  to  these  12  questions  which  were  received 
from  305  faculty  members  and  200  others  in  different  parts  of  the  state. 

1.   What,  if  anything  is  the  University  of  Wisconsin  undertaking  that   the  state  as 
a  whole  does  not  wish  it  to  do? 

Two  classes  of  work  which  many  correspondents  wrote  ought  to  be  discontinued,  the  facts 
show  should  be  continued — namely,  extension  work  in  general  and  assistance  to  farmers  in 
analysis  of  their  problems. 

Of  no  class  of  work  in  its  entirety  has  evidence  shown  the  need  for  discontinuance.  For 
several  classes  of  work  need  for  modifying  kind  or  amount  has  been  shown. 

The  university  weeks  for  chautauqua  assemblies  were  undertaken  by  the  university  with- 
out evidence  either  of  any  special  demand  for  such  assistance  from  the  university,  or  of  the 
university's  equipment  for  rendering  such  service,  or  of  alternatives  to  the  particular  combi- 
nation of  entertainment  and  education  provided  for  in  the  plan  adopted.  The  estimates  of 
cost  were  not  adequately  made  or  reviewed. 

Regular  classes  (not  including  research  or  thesis  courses)  of  one  in  the  first  semester  1914-15 
(45)  and  two  (35)  and  three  (41)  and  four  (35),  and  five  and  under  (209),  and  ten  and  under 
(382),  students  should  be  discontinued  except  as  specifically  authorized  by  the  president  and 
reported  to  the  regents  with  reasons,  unless  departments  are  willing  to  give  them  as  additions 
to  the  minimum  normal  schedule  of  instruction  hours  (exhibits  25,  26). 

High  school  inspection  for  the  purpose  of  accrediting  high  schools  should  give  way  to  high 
school  visiting  for  the  purpose  of  helping  the  university  keep  in  touch  with  state  needs,  of 
checking  up  the  efficiency  of  its  training  of  teachers,  of  assisting  its  graduates  through  what 
might  be  called  continuation  school  work  for  teachers  and  of  giving  helpful  suggestions  upon 
request,  based  upon  visits.  The  detailed  report  (exhibit  21)  shows  that  at  present  there  is  no 
difference  in  treatment  accorded  pupils  from  accredited  and  unaccredited  schools. 

One  great  field  for  shifting  opportunity  and  load  is  the  elementary  courses  which  in  many 
subjects  could  be  given  satisfactorily  by  the  larger  high  schools  if  the  university  would  give 
advanced  credit  for  ground  satisfactorily  covered  at  high  school.  There  is  room,  too,  for  the 
extension  of  the  junior  college  idea  of  encouraging  colleges  and  secondary  schools  to  do  as 
much  of  present  freshman  and  sophomore  work  as  they  can  do  well. 

The  State  Laboratory  of  Hygiene  might  from  now  on  be  more  effective  if  made  an  integral 
part  of  the  State  Department  of  Health,  always  available  to  the  university  for  instructional 
purposes,  instead  of  being  provided  for  in  the  university  budget  under  conditions  which 
greatly  restrict  its  use  by  the  state's  responsible  sanitary  officers. 

Certain  types  of  publicity  arc  shown  to  be  misleading  and  to  the  disadvantage  of  both  the 
university  and  the  state.  A  series  of  articles  prepared  and  paid  for  by  the  university  ap- 
peared in  1914  as  the  work  of  an  outside  analyst.  The  withdrawal  of  one  bulletin  on  the  mark- 
ing system  the  survey  has  recommended  on  the  ground  that  it  is  unfair  to  the  university  and 
to  teachers  in  the  state  w  ho  may  be  influenced  by  this  bulletin  to  emphasize  statistical  norms 
when  marking  instead  of  pupils'  individual  work  and  needs  (exhibit  13). 

Advertisement  for,  or  special  encouragement  of,  out  of  state  students  (30  per  cent  of  total 
in  regular  session.  53  per  cent  in  summer  session,  1914)  should  be  discontinued  until  after  a 
definite  policy  has  been  decided  upon  with  regard  to  the  portion  of  the  entire  cost  of  giving 
instruction  and  providing  buildings  and  equipment  which  it  is  found  to  the  interest  of  the 
university  and  the  state  to  ask  out  of  state  students  to  bear.    As  requested  by  the  survey  a 

158 


Allen's  Report 

name  for  name  accounting  for  each  non-resident  student  in  Xovember  191  1  is  being  prepared 
by  the  university  as  the  basis  for  a  cost  statement  and  although  not  yet  completed  should  be 
called  for  by  the" legislature. 

That  compulsory  foreign  language  requirements  (which  in  eilect  compel  thousands  in 
high  school  to  take  languages  for  the  sake  of  the  few  who  go  to  the  university),  should  be 
discontinued  both  for. entrance  and  for  graduation,  and  languages  given  an  opportunity  to  ' 
expand  on  the  merit  of  the  teaching  is  indicated  by  returns  from  faculty  and  students  and 
from  the  experience  of  other  institutions:  153  of  323  faculty  members  replied  that  no  foreign 
language  was  necessary  for  successful  work  in  their  courses;  74  others  considered  them 
desirable  but  not  necessary. 

The  president  of  the  university  believes  no  subject  is  necessarily  indispensable  for  a  liberal 
education.  The  head  of  the  Greek  Department  wrote  that  better  work  is  being  done  in 
Greek  now  that  it  is  optional  than  when  it  was  compulsory.  Of  247  juniors  answering  the 
Board  of  Visitors'  questions  over  half  (138)  say  that  they  took  foreign  language  because  they 
had  to  not  because  they  wanted  to.  Of  70  graduate  students  answering  survey  questions, 
17  found  no  foreign  language  indispensable  to  their  work. 

Three  of  the  state  universities  in  the  American  Association  of  State  Universities  do  not 
require  foreign  languages  either  before  or  after  admission;  nor  does  Leland  Stanford. 

Among  22  colleges  and  universities  not  prescribing  foreign  language  for  admission  to  the 
bachelor  of  arts  course  are  Leland  Stanford,  Chicago,  Clark,  \lichigan,  Minnesota,  Ohio 
University,  Reed,  South  Dakota,  Washington  and  Lee.  For  admission  to  the  bachelor  of 
science  course  foreign  languages  are  not  required  by  Barnard,  Columbia,  Illinois,  James 
Millikin  University  (exhibit  12). 

The  survey  recommends  that  before  the  budget  meeting  of  the  Board  of  Regents  in  April 
1915,  a  further  investigation  be  made  by  the  faculty  itself  along  lines  specified  in  the  survey's 
detailed  report,  (exhibit  12);  i.  e.  through  a  committee  of  three,  not  to  include  any  member 
from  foreign  language  departments. 

Numerous  statements  have  been  made  to  the  survey,  both  from  within  and  without  the 
university  itself,  that  the  university  is  undertaking  to  influence  legislation  and  should  dis- 
continue "legislative  activity  and  "meddling  in  politics."  Xo  concrete  evidence  has  been 
obtained  by  the  survey  of  legislative  interference  or  of  meddling  in  politics.  The  complaints 
which  have  come  to  our  attention  have  to  do  with  methods  of  administration  or  of  presenting 
budget  requests,  and  of  pul)licity,  and  are  to  be  dealt  with  not  by  discontinuing  any  particular 
activity,  but  by  attention  to  administrative  organization  and  methods,  such  as  (he  detailed 
reports  specify. 

2.      What  if  anything  is  the  university  failing  to  do  \vhi<4i   the  state    wishes  it  to 
do? 

In  the  detailed  reports  are  specific  answers  from  faculty  and  others  to  this  question, 
(exhibit  1).  Here  are  mentioned  only  general  services  for  which  the  survey  studies  have 
shown  the  need: 

Correspondence  courses  in  agriculture  subjects,  farm  management,  farm  marketing,  etc. 

Regular  practical  courses  in  child  welfare  and  public  health  for  undergraduates. 

More  attention  to  teaching  the  fine  arts  and  to  beauty  making  in  buildings  and  class- 
rooms and  on  the  grounds,  especially  the  lake  shore. 

Supervision  of  ctassroom  instruction  which  includes  conferences  with  instructors,  and  the 
visiting  of  classes  and  research  workers  not  only  by  deans  but  by  the  president  also.  The 
superintendent  of  schools  for  Milwaukee  has  over  three  times  as  many  teachers  as  the 
university.  It  is  believed  that  faculty  members  might  profitably  l)e  better  known  to  super- 
visors and  that  administrative  work  can  be  so  organized  as  to  leave  time  for  conference  and 
visiting. 

Supervision  of  research  of  faculty  and  students  by  administrative  officers  as  well  as  by 
major  professors  in  charge  of  student  research,  and  by  dei)artmental  committees  responsible 
for  passing  upon  the  value  of  faculty  research.  DilTcrent  theses  for  doctor  of  philosophy 
were  found  by  the  survey  to  be  careless  in  workmanship,  inaccurate  in  quotation  and  refer- 
ences, not  scholarlv  in  presentation,  unoriginal,  and  in  two  of  eight  cases  taken  largely  from 
other  works  without  due  credit.  The  fact  that  it  is  not  yet.  or  is  no  longer,  expected  of  the 
American  university  president  to  visit  classes  and  to  supervise  research  work,  or  to  seek 
conferences  with  all  faculty  members  and  investigators — especially  new  members — only  adds 
to  Wisconsin's  opportunity  to  contribute  to  higher  education.  It  would  cost  less  to  provide 
the  clerical  or  administrative  help  necessary  than  it  now  costs  for  presidents  or  deans  not  to 
know  what  can  be  learned  onlv  by  personal  contact  with  workers  and  work.  The  equivalent 
of  the  working  day  time  spent  "by  the  president  in  attending  the  annual  meeting  of  the 
Carnegie  Foundation,  November  1914,  would  give  a  20  minute  conference  with  each  of  the 
105  new  faculty  meml)ers. 

Two  points  mentioned  under  question  1  may  be  answered  here — namely.  (1)  the  failure 
of  administrative  officers  and  regents  to  keep  currently  informed  as  to  the  number  of  classes 
of  ten  or  fewer,  (382  first  semester  191  1-15.  not  including  research  or  thesis  courses),  and  of 
five  or  fewer  students,  (209),  and  the  formation  of  such  classes  without  special  authoriza- 
tion; and  (2)  university  inspection  of  high  schools  primarily  for  accrediting  rather  than 
primarily  for  helping  both  the  schools  and  the  university. 

159 


University  Survey  Report 

Extension  of  the  Medical  School  to  include  the  third  and  fourth  years,  in  Milwaukee,  etc., 
not  so  much  for  the  sake  of  training  individual  physicians  as  for  the  sake  of  general  health 
education  throughout  the  stale.  This  should  result  from  strong  leadership  by  the  university 
in  practical  clinical  work  such  as  it  is  planned  to  conduct  in  Milwaukee,  in  other  large  cities 
of  the  state,  and  in  state  institutions. 

Health  education  is  needed  in  two  other  directions — the  extension  of  the  public  health 
course  through  emphasis  not  now  placed  upon  field  training  for  health  supervisors,  and 
through  short  courses  for  physicians  and  health  administrators;  also  through  emphasis  upon 
dental  hygiene  such  as  through  short  courses  at  Madison  and  at  extension  centers,  for  grad- 
uate students  and  practicing  dentists  in  the  administrative  and  educational  use  of  dental 
knowledge.  In  1914  an  otherwise  acceptable  candidate  was  refused  the  degree  of  doctor  of 
public  health  because  he  failed  in  the  foreign  language  test. 

Congestion  and  high  cost  of  living  require  that  the  university  assume  responsibility  for 
studying  and  lowering  the  cost  of  living  for  students  who  come  to  Madison,  through  the 
inspection  and  publicitv  of  living  conditions  and  through  maintenance  not  of  a  few  (now  two, 
for  women)  but  of  enough  self-supporting  dormitories  and  boarding  places  at  rates  below 
those  of  present  dormitories  ($60  to  $148  per  year  at  Chadbourne,  $80  to  $125  at  Barnard) 
and  commons  ($4.50  per  week). 

Without  changing  the  character  of  construction  now  planned  by  the  university  it  will  be 
possible  to  rent  rooms  as  low  as  75c  and  $1.00  per  week  if  double  rooms  are  provided  as  well 
as  single  rooms,  and  if  single  rooms  are  somewhat  reduced  in  size  from  the  over-generous 
10  feet  X  15  feet  planned  (exhibit  36). 

Responsibility  for  retiring  or  pensioning  Wisconsin  professors  would  better  be  borne  by 
the  state  instead  of  shifting  this  responsibility  and  the  responsibility  for  studying  higher 
education  problems  to  the  Carnegie  Foundation  for  Advancement  of  Teaching.  This 
would  cost  the  state  but  about  one-third  of  a  cent  per  capita  per  year,  or  would  add  a  trifle 
over  one-fourth  of  a  cent  to  the  tax  on  a  property  assessed  at  $1,000. 

More  student  convocations.  Sunday  vesper  services,  and  weekly  assemblies  in  the  difTerent 
colleges,  at  least  for  underclassmen. 

Encouraging  able  students  to  do  four  years  work  in  three  regular  school  years — i.  e.  six 
semesters.  At  Harvard  19  per  cent  of  the  graduates,  A.  B.,  in  1913  finished  in  three  years 
and  only  7  of  Wisconsin's  graduates  finished  in  three  years. 

Extending  the  use  of  the  university  plant  to  48  regular  weeks  (four  quarters)  instead  of 
full  use  for  36  weeks  (two  semesters  of  18  weeks  each)  plus  partial  use  for  six  weeks  of  summer 
session. 

Training  through  contact  with  what  in  medicine  is  called  clinical  material — actual  problems 
that  need  to  be  solved — is  needed  in  all  professional  courses,  and  in  all  non-professional 
courses,  too.  The  need  for  it  is  strongly  felt  by  university  officers  responsible  for  medical 
extension.  Similarly  it  exists  in  engineering  where  the  shops  at  Madison  and  perhaps  at 
Slilwaukee  will  furnish  the  equipment  and  help  in  supervision  as  have  the  shops  in  Cincinnati. 
Madison  shops  have  offered  cooperation.  Such  practical  training  is  needed  in  the  fields  of 
journalism,  (where  a  large  Madison  newspaper  offers  extensive  cooperation  through  equip- 
ment and  work),  commerce,  education,  agriculture  and  research.  In  failing  to  try  to  utilize 
efficiently  the  laboratories  for  teachers,  engineers,  journalists  and  students  of  government, 
which  exist  at  its  very  door  in  Madison,  the  university  has  postponed  demonstrations  greatly 
needed  by  the  state. 

Credit  for  field  training,  under  proper  supervision,  for  public  service  and  social  service  in 
applying  the  principles  of  economics,  political  science  and  sociology  needs  to  be  made  the 
rule  and  not  the  exception  in  the  graduate  school,  and  to  be  extended  to  undergraduate 
students.  Giving  students  assignments  which  test  and  develop  their  ability  to  plan,  to 
study,  to  correlate  and  to  apply  will  yield  greater  results  than  giving  them  lectures,  or 
readings,  or  lessons,  or  quizzes  without  such  testing.  The  graduate  school  now  gives  as  a 
reason  for  not  announcing  its  willingness  to  do  generally  what  it  does  upon  special  applica- 
tion, that  it  would  receive  too  many  applications  for  credit  for  field  work. 

Saving  money  while  increasing  efficiency  would  result  from  use  of  students  and  faculty 
both  to  study  administrative  and  educational  problems  in  the  university  itself,  and  to  study 
government  problems  under  the  direction  of  state,  county,  and  city  officials.  The  university 
is  better  equipped  than  are  the  great  private  educational  foundations  to  study  educational 
problems,  if  it  will  direct  research  and  laboratory  energy  in  part  that  way. 

Vocational  guidance  is  needed  to  include  analysis  of  strong  and  weak  points  of  students 
early  in  the  course  and  throughout  the  course,  by  means  of  laboratory  tests,  and  particularly 
of  work  tests:  A  senior  commerce  class  of  27  students  took  for  the  survey  the  Courtis 
standard  tests  used  in  elementary  schools.  One-third,  or  9,  made  from  1  to  11  mistakes 
each  in  multiplication  such  as  3  x  7,  4  x  9;  9  made  one  or  more  mistakes  in  simple  division; 
5  made  one  or  more  mistakes  in  copying  figures;  8  made  mistakes  in  simple  subtraction;  5 
made  mistakes  in  adding  two  figures;  25  made  mistakes  in  indicating  whether  the  process 
required  to  solve  a  given  example  was  addition,  subtraction,  multiplication  or  division.  Of 
57  sophomore  commerce  students  taking  the  same  tests.  56  made  from  1  to  15  niistakes 
each  in  indicating  whether  the  process  required  to  solve  simple  examples  was  addition,  sub- 
traction, multiplication  or  division. 

Yet  the  officers  responsible  for  these  students  believe  that  tests  of  accuracy  and  speed  would 
not  be  useful  in  helping  students  ascertain  their  strong  and  weak  points. 

160 


Allen's  Report 

Among  the  27  commerce  seniors  the  number  of  examples  attempted  in  this  test  varied 
from  291  to  191;  in  addition,  from  02  to  1(H);  in  subtraction,  from  16  to  92;  in  multiplica- 
tion, from  34  to  fi8;  in  division,  from  26  to  80;  in  reasoning  from  0  to  18. 

Yet  these  students  have  been  given  the  same  work,  and  the  officers  responsible  for  the 
course  feel  that  tests  to  bring  out  the  dilTerences  other  than  are  brought  out  by  usual  ex- 
aminations would  not  help  students  find  their  strong  and  weak  points.  The  survey  suggests 
that  graduates  of  the  commerce  course  should  go  into  the  world  prepared  to  multiply  r)  by  3 
or  divide  12  by  6  rapidly  from  early  morning  until  late  at  night  without  mistakes. 

Undertaking  to  perfect  work  already  in  hand  is  more  necessary  than  undertaking  new  work. 

3.   Is  the  university  doin^  Me!l  enough  what  it  does? 

In  certain  directions  the  university  is  unquestionably  doing  better  than  well  enough — that 
is,  more  work,  better  work,  more  far  reaching  work  than  the  state  could  have  reasonably  ex- 
pected from  any  standards  available  outside  the  university  itself. 

In  other  respects  the  detailed  reports  point  out  specifically  that  with  the  methods  now  em- 
ployed it  is  practically  impossible  for  the  university  to  do  well  enough,  whether  measured  by 
its  own  standard  of  efficiency  or  that  of  the  state. 

Vacations  are  too  long,  especially  for  president,  deans,  assistant  deans,  directors  of  courses 
and  business  manager.  There  is  reason,  too,  to  believe  that  student  and  teacher  alike  would 
do  more  productive  and  more  satisfying  work  if  their  regular  working  year  were  48  weeks  in- 
stead of  36  weeks. 

Without  more  knowledge  about  work  done  in  classroom  than  is  possessed  or  sought  by 
departments,  directors  of  courses,  deans,  president  and  regents,  it  may  never  reasonably  be 
expected  that  teaching  in  all  classes  will  be  well  enough  done.  The  university  maintains  that 
able  men  would  not  submit  to  classroom  visitation  for  the  purpose  of  discovering  instructors* 
strong  and  weak  points. 

When  so  little  is  known  about  the  facts,  progress  and  results  of  research  by  students,  or  re- 
search done  by  teachers  as  part  of  their  university  work,  and  so  long  as  so  little  accountable 
supervision  is  given  to  research  it  may  never  reasonably  be  expected  that  research  will  be 
well  enough  done. 

Yet  two  or  three  examiners  who  certify  to  the  scholarship  of  doctors  of  philosophy  are  not 
expected  to  read  the  doctor's  thesis;  the  supervising  professor  does  not  test  the  thesis  for 
accuracy;  the  dean  certifies  to  form  only;  the  president  neither  examines  nor  tests  research  by 
student  or  faculty  member    exhibit  4). 

In  1911  the  president  stated  to  the  legislature  that  research  would  cost  from  one-third  to 
one-quarter  of  the  total  running  expenses  of  the  university.  On  this  basis  research  in  1914-15 
would  cost  from  S505.750  (on  basis  of  one-fourth)  to  8674,333  (on  basis  of  one-third) — with- 
out including  any  charge  for  capital  expenditures,  depreciation  or  interest  (exhibit  3  1). 

Absence  of  knowledge  about  classroom  and  research  efficiency  means  absence  of  ability  to 
distinguish  degrees  of  efficiency — great,  medium,  little.  This  means  that  superiority  com- 
petes with  mediocrity  and  inferiority  on  an  unequal  footing,  with  the  result  that  superiority 
is  not  encouraged.  Any  system  in  a  university  or  outside  which  fails  to  disclose  inefficiency 
also  fails  to  disclose  efficiency. 

To  illustrate  administrative  methods  which  make  it  practically  impossible  to  secure  know- 
ledge necessary  to  efficient  management,  a  list  is  here  given  of  steps  which  the  graduate  school 
is  not  now  expected  to  take  through  its  administrative  office: 

WORK  THAT  IS  NOT  EXPECTED  OF  THE  GRADUATE  SCHOOL  DEAN'S  OFFICE 

1.  To  send  out  a  calendar  to  members  in  advance  of  graduate  faculty  meetings,  except  in 
case  a  matter  of  special  consecjuence  is  to  come  up. 

2.  To  send  individual  notices  of  meetings  to  members  of  the  graduate  faculty. 

3.  To  send  minutes  of  meetings  to  facu'ty  members. 

4.  To  have  an  index  to  Graduate  School  minutes. 

5.  To  send  minutes  of  executive  committee  meetings  to  its  members — "The  men  are  sup- 
posed to  be  present  and  take  cognizance  of  what  happens." 

6.  To  analyze  records  of  Graduate  School,  registration  of  students,  courses,  distribution 
of  graduates  and  undergraduates  in  classes,  etc.,  proportion  of  graduate  and  undergraduate 
work,  number  of  undergraduate  students  doing  graduate  work  for  credit,  etc. 

7.  To  have  or  exercise  jurisdiction  over  the  minimum  or  maximum  number  of  hours  of 
class  work  to  be  done  by  graduate  students  or  by  faculty  members  doing  graduate  work. 

8.  To  know  more  about  a  candidate  for  a  doctor's  degree  than  ""the  time  the  candidate  has 
been  registered,  whether  he  has  had  the  prescribed  mimimum  amount  of  residence  in  the 
university,  has  absolved  his  language  requirements,  absolved  the  required  preliminary  ex- 
amination, and  to  see  if  he  has  made  his  deposit  to  secure  publication  of  his  thesis." 

9.  To  have  information  regarding  graduate  students  who  wish  positions,  or  jiositions  need- 
ing graduate  students,  or  the  work  done  by  the  university  appointment  committee  for  grad- 
uates. 

10.  To  have  personal  knowledge  of  a  Ph.D.  candidate's  abi'ity  to  use  foreign  languages. 

11.  To  have.or  act  upon,  further  than  through  private  conference,  knowledge  as  to  effi- 
ciency or  inefficiency  of  instruction  in  classes  attended  by  graduate  students. 

161 


University  Syrvkv  Rkpckt 

12.  To  su|)orvise  research  by  graduate  students  or  to  have  current  evidence  either  that  re- 
search is  being  supervised  or  how  far  it  has  progressed. 

13.  To  have  a  detailed  plan  of  research  that  is  being  conducted  by  graduate  students. 

14.  To  have  an  outline  of  theses  proposed  for  either  master's  or  doctor's  degree. 

15.  To  read  theses  offered  toward  advanced  degrees  for  any  other  purpose  than  to  see 
whether  they  have  fuHilled  the  mechanical  requirements  as  to  form. 

16.  To  require  an  examiner,  appointed  by  the  dean  to  participate  in  an  examination  for  a 
doctor's  degree,  to  read  the  thesis  offered. 

17.  To  furnish  examiners,  or  see  that  they  are  furnished,  with  information  regarding  can- 
didates' records,  beyond  what  each  examiner  may  personally  know. 

18.  To  require  examiners  to  have  a  definite  jilan  for  examination  before  beginning  such 
examination. 

19.  To  require  as  a  minimum  for  all  examinations  that  they  "get  away  from  the  idea  that  a 
doctor's  examination  is  a  test  of  the  candidate's  memory,  and  substitute  the  idea  that  it  is  an 
opportunity  to  show  his  power  in  a  given  field."  The  only  advanced  step  taken  in  the  gradu- 
ate school  in  seven  years  which  the  dean  wishes  to  specify  is  "a  better  understanding  in  the 
mind  of  the  faculty  as  to  what  the  nature  of  an  examination  should  be." 

20.  To  compile  such  information  as  how  long  a  person  could  do  graduate  work  in  different 
subjects 

21.  To  keep  a  calendar  of  unfinished  business  other  than  a  drawer  in  a  desk  which  con- 
tains matters  that  are  to  go  to  the  graduate  committee.  "I  make  a  rough  memorandum  and 
tuck  it  in  there." 

22.  To  codify  for  the  dean's  office,  for  the  faculty  of  the  Graduate  School  or  for  publica- 
tion, decisions  showing  what  kind  of  field  experience  have  heretofore  been  accepted  toward 
graduate  degrees  in  lieu  of  residence  at  this  or  other  universities. 

23.  To  know  whether  the  faculty  member  to  whom  has  been  entrusted  correspondence 
with  an  inquiring  student  has  written  the  letter  or  neglected  to  write. 

21.  To  know  how  far  different  departments  are  acting  upon  faculty  authorization,  such  as 
for  in  absentia  graduate  work  through  the  Extension  Division. 

25.  To  have  information  at  the  dean's  ofTice  as  well  as  in  the  departmental  offices  as  to 
qualifications  of  graduate  fellows. 

26.  To  know  what  is  in  the  communications  now  received  by  departments  regarding  grad- 
uate fellows. 

27.  To  know  how  many  seniors  are  registered  for  advanced  credit  in  graduate  work.  "I 
could  tell  by  running  over  this  package  of  cards  and  counting  them." 

28.  To  know  what  the  difficulty  seems  to  be  with,  for  example,  a  candidate  who  absolved 
all  the  requirements  for  the  degree  of  public  health  except  the  requirement  that  he  be  able  to 
read  scientific  German  and  who  was  therefore  refused  a  degree. 

29.  To  formulate  or  to  promulgate  tests  of  efficiency  for  the  Graduate  School's  instruc- 
tional staff. 

30.  To  visit  graduate  classes  with  a  view  to  noting  efficiency  of  teaching  or  efficiency  of 
supervision. 

31.  To  require  professors  to  fill  out  the  election  blank  that  all  students  are  supposed  to 
return,  or  to  require  students  to  secure  such  blank  from  instructors.  Notices  of  delinquency 
are,  however,  sent  first  to  the  student  and  later  to  the  instructor. 

32.  To  have  recorded  in  the  minutes  of  the  graduate  faculty  the  names  of  persons  present 
or  departments  represented  at  meetings. 

33.  To  receive  copies  of  examination  questions  given  to  in  absentia  students  for  work  done 
between  summer  sessions. 

34.  To  have  any  record  of  examinations  for  masters'  and  doctors'  degrees  except  the 
examiner's  certificate  that  the  candidate  has  or  has  not  been  recommended.  Frequently  the 
dean  visits  examinations  and  occasionally  asks  questions.  His  purpose  in  visiting  is  to  show 
his  interest  and  at  the  same  time  to  keep  in  touch.  If  he  feels  that  the  questions  do  not  give 
the  student  a  fair  chance,  he  is  apt  to  ask  a  question  to  bring  out  powers  not  heretofore  dis- 
closed. As  dean,  however,  he  has  no  authority  to  criticize  an  examination. 

35.  To  require  the  filing  of  the  preliminary  examination  cjuestions  or  report  upon  alterna- 
tive tests  for  the  doctor's  degree,  of  which  the  rules  read  that  they  must  be  filed  with  the 
dean.   (The  dean  says  may  be  filed.) 

36.  To  have  advance  information  of  where  graduate  work  is  being  done  either  in  regular 
sessions  or  in  the  summer  session;  the  dean  does  not  know  until  after  the  records  of  examina- 
tions or  term  cards  are  filed  with  the  registrar. 

37.  To  make  comparative  reports  of  significant  facts  regarding  graduate  work  or  graduate 
students  to  any  other  administrative  ofiTicer  of  the  university,  or  to  the  Board  of  Regents. 

The  foregoing  list  of  statements  taken  directly  from  the  dean  but  partially  reflect,  so  far 
as  they  go,  the  fact  that  the  dean  of  the  Graduate  School  is  a  clerical  officer  and  not  a  super- 
visory or  administrative  officer. 

The  title  "dean"  was  voted  in  1914  not  because  any  change  was  to  be  made  in  the  powers 
or  duties  formerly  exercised  by  the  director  of  the  Graduate  School,  but  to  remove  certain 
social  difficulties  experienced  by  the  then  director,  now  dean,  when  attending  conferences  of 
deans. 

To  the  deanship  of  the  Graduate  School  attaches  a  salary  of  S600,  less  than  one-sixth  the 
total  salary  of  the  present  incumbent. 

162 


Allp:n's  Rkport 

For  that  salary,  SliOO,  it  cannot  reasonal)ly  l)c  ex|)cfled  that  more  than  one-sixth  of  the 
time  due  the  university  shall  he  si)ent  upon  the  (iraduate  School.  The  above  list  is  given  not 
to  raise  question  as  to  whether  the  dean  is  doing  all  that  mav  reasonably  be  expected  of  his 
office,  but  whether  the  university  at  present  is  expecting  enough  of  the  dcanship  of  the  Grad- 
uate School. 

So  long  as  183  different  standards,  unchecked  and  unsupervised  administratively,  are  em- 
ployed in  marking  papers  and  in  judging  students'  work,  the  marking  of  papers, 'the  test- 
ing of  work,  and  the  helping  of  students  to  see  where  their  work  needs  strengthening  cannot 
be  well  enough  done.  For  oral  recitations  allowances  vary  from  .">  per  cent  to  90  per  cent 
toward  final  mark;  the  final  examination  varies  from  .')  per  cent  to  T.'j  per  cent  (exhibit   13). s 

So  long  as  the  greater  part  of  important  records  are  inadequate  and  unstudied,  so  long  a 
educational  records  and  financial  records  are  not  brought  together  into  the  same  story  and 
made  to  show  cost  in  terms  of  service  rendered  and  teaching  \n  terms  of  cost,  those    respon- 
sible for  management  cannot  do  their  own  work  well  enongh  or  be  sure    that    their  subor- 
dinates are  doing  well  enough. 

With  so  little  information  as  the  officers,  regents,  and  legislature  have  heretofore  had,  Cex- 
hibits  24,  33,  3.'i)  it  will  always  be  impossible,  as  shown  under  question  9,  to  distribute  well 
enough  the  university  funds  or  administrative  attention. 

Among  the  fields  where  conditions  and  methods  may  readily  be  made  to  produce  more  sat- 
isfactory results  several  are  listed  below: 

(Specific  suggestions  will  be  found  in  the  detailed  reports.) 

Registration  and  the  registrar's  office. 

University  catalogue. 

Faculty  minutes. 

Attention  to  English  in  other  than  English  classes. 

Accounting  for  costs. 

Freshman  English. 

Supervision  of  instruction  and  research. 

Graduate  School,  including  thesis  review,  research  supervision,  and  course  of  study. 

Adviser  system. 

Finding  positions  for  teachers. 

High  school  visiting. 

Current  records  of  size  of  classes,  including  hours  and  kind  of  work  by  instructors. 

Enforcement  of  rule  regarding  preference  in  women's  dormitories  for  Wisconsin 
students. 

Helping  students  find  rooms  and  board. 

Cost  of  living  including  cost  of  dormitory  and  commons. 

Classroom  efficiency. 

Elementary  chemistry  course. 

Making  the  university  budget. 

Extension  Division — Municipal  Reference  Bureau  and  Social  Center  Bureau. 

Wisconsin  high  school — program,  teaching  use,  ventilation,  play  space,  manage- 
ment, course  of  study. 

Regents'  investigations,  where  analysis  shows  that  regents  are  given  conclusions 
not  facts  and  conclusions  founded  upon  inadequate  investigation. 

Faculty  investigations. 

Present  organization  of  faculty. 

Examination,  testing  and  grading  students'  work. 

University  publicity. 

Uncleanly  practices  in  the  university  dairy  and  contributary  dairies. 

Faculty-regents  conference  which  after  an  initial  suggestivemeeting  in  October 
1912,  did  not  meet  again  until  April  1914,  (without  action  or  suggestion  of 
consequence)  and  had  not  met  a  third  time  by  October  1914. 

Method  of  selecting  teachers  where  the  method  used  to  learn  of  an  efficient  can- 
didate for  business  manager  might  well  be  employed;  i.  e.,  fairly  "scouring" 
the  country  for  names  of  available  persons  of  requisite  experience.  A  premium, 
in  addition  to  all  other  qualifications,  upon  successful  teaching  in  elementary, 
high  and  normal  schools  would  increase  the  competition  and  raise  the  standard, 
#  especially  if  notice  of  vacancy  were  sent  to  all  Wisconsin  high  and  elementary 

schools  and  to  superintendents  of  city  schools  outside  of  Wisconsin. 

The  Municipal  Reference  Bureau  (exhibit  17)  and  the  Social  Center  Bureau  of  the  Ex- 
tension Division  need  administrative  attention,  as  well  as  the  provisions  of  the 
dean  for  informing  himself  as  to  extension  work  of  other  divisions  (exhibit  16). 

The  Municipal  Reference  Bureau  reported  792  inquiries  received  last  year;  examination 
showed  94  inquiries.  The  Social  Center  Bureau  was  found  by  regents  to  be  in- 
adequate and  unsystematic,  but  no  administrative  steps  were  taken  to  insure 
improvement. 

After  the  survey  had  shown  inadequate  and  insufficient  service  by  the  chief  of  the  first 
bureau,  the  division  undertook  correction  by  adding  an  assistant  where  the  existing 
force  was  already  amiile.  After  defects  of  the  second  bureau  had  been  taken  up 
in  conference,  they  were  referred  to  a  committee  when  they  needed  immediate 
administrative  attention  and  prompt  action. 

163 


University  Survey  Report 

Too  little  is  seen  of  instructors  inside  and  outside  the  classrooms  by  administrative 
officers  and  president. 

Of  110  visits  to  the  president  during  1913-1 1  by  303  letters  and  science  faculty  members, 
108  were  by  one  member.  Of  77  ranking  as  instructors  none  had  interviewed 
the  president  regarding  courses;  64  of  77  had  not  interviewed  the  dean. 

Too  much  administrative  work  is  undertaken  by  leading  members  of  the  faculty  to  the 
neglect  of  educational  duties. 

Too  much  student  legislation  is  undertaken  by  the  faculty  in  view  of  the  university's 
expressed  intention  to  develop  student  government.  Whatever  reasons  may  have 
existed  for  retaining  for  the  university  faculty  control  over  dishonesty  cases  when 
dishonesty  meant  suspension,  have  disappeared,  since  in  most  cases  the  penalty  for 
dishonesty  now  is  probation,  additional  university  work  and  exclusion  from  student 
activities. 

Specific  characteristics   of   instruction   which    need  to  be  discouraged   or  eliminated  are 
listed  below.      Illustrations   of   these   defects  will  be  found  in  the   detailed   report, 
(exhibit  23). 
Rambling  unorganized  lectures. 
Failure  to  make  technical  terms  clear. 
Failure  to  support  debatable  statements. 
Failure  to  adapt  subject  matter  to  purpose  of  course. 
Failure  to  invite  response  from  students. 
Failure  to  receive  response  by  students  sympathetically. 
Defective  questioning  leading  to  inadequate  response. 
Failure  to  make  instruction  concrete. 
Failure  to  do  the  thing  talked  about,  even  though  this  was  both  desirable  and 

possible- 
Failure  to  require  preparation  by  students. 
Failure  of  instructors  to  hold  attention. 
Failure  to  use  class  time  fully  and  profitably. 
Failure  to  use  foreign  language  in  classes  where  it  is  being  taught. 
Failure  to  use  quiz  sections  for  quiz  purposes. 

Failure  of  instructor  conducting  a  question-answer  type  of  recitation  to  know  stu- 
dents by  name  after  five  weeks. 
Failure  to  illumine  instruction  with  results  of  specialization. 
Failure  to  subordinate  the  first  personal  pronoun. 
Failure  to  capitalize  students'  experience. 

Failure  to  address  questions  to  others  than  the  particular  student  called  upon. 
Failure  of  the  instructor  to  dispense  with  repeating  answers  of  students. 
Failure  of  instructor  to  make  himself  heard  and  understood. 
Failure  of  instructor  to    peak  and  to  require  correct  English. 
Failure  to  exclude  irrelevant  material. 

Failure  of  instructor  to  prepare  himself  adequately  for  a  class  exercise. 
Failure  of  lecturer  to  give  any  material  not  easily  available  in  books. 
Failure  to  bring  lecture  material  up  to  date. 

Specific  characteristics  of  examinations  and  grading  which  need  to  be  discouraged  or 
eliminated  are  listed  below.  Specific  examples  of  these  characteristics  'ound  in  examination 
and  term  papers  of  1913-14  are  described  in  the  detailed  report  (exhibit  13): 

Students  are  sometimes  held  strictly  to  account  for  using  only  their  own  work — some- 
times not. 

The  university  does  not  accept  the  results  of  research  by  its  own  Department  of  Educa- 
tion in  its  system  of  grading. 

The  same  grade  given  by  the  same  reader  in  the  same  course  does  not  always  mean  the 
same  thing. 

Grades  are  increased  upon  review  without  reason  for  such  additions  to  grades. 

Answers  receive  a  passing  mark,  or  even  much  higher  than  passing,  when  question 
is  only  partly  or  very  inadec[uately  answered. 

Papers  arc  marked  as  high  as  "C"  when  obviously  they  deserve  a  "failed."  • 

Answers  of  no  special  merit,  and  sometimes  even  those  which  should  be  criticized, 
receive  commendation  from  the  reader. 

An  "excellent"  paper  may  be  one  which  omits  one  question  entirely  and  answers  the 
others  without  distinction. 

Questions  are  not  framed  to  meet  the  needs  of  Wisconsin  students. 

Examinations  in  practical  courses  test  memory  rather  than  skill  in  applying  knowledge. 

Examinations  and  marks  are  not  used  to  increase  teaching  efficiency. 

In  a  five  question  examination  each  question  was  marked  on  a  basis  of  20  per  cent  if 
the  student  answered  five  questions,  but  on  the  basis  of  25  per  cent  if  the  student 
answered  only  four  questions. 

Incorrect  work  is  specially  commended. 

In  the  tail  of  1914  the  survey  requested  that  in  certain  elementary  courses  students  who 
had  just  entered  the  university  without  examination  be  asked  the  same  questions  that  had 
been  given  to  others  applying  for  entrance  through  examination.     In  history,  31  out  of  32 

164 


Allen's  Report 

failed;  in  solid  geometry  the  higliest  mark  was  12.  Further  analysis  of  these  papers  will  be 
found  in  the  detailed  report,  (exhibit  13).  This  summary  is  mentioned  here  to  raise  the  ques- 
tion whether  entrance,  promotion,  graduation  and  advanced  degree  requirements  should 
be  based  upon  ability  to  do  present  work,  rather  than  upon  certificate  of  work  already  done 
with  a  passing  mark  or  better. 

Regents  and  visitors  who  ask  fundamental  questions  and  require  complete  answers  will 
prove  effective  supplements  to  research  and  departmental  competition — conditions  which 
are  thought  by  the  university  to  induce  educational  growth.  Similarly,  substitution  of 
individual  for  group  assignments  and  for  lectures  will  keep  teachers  "everlastinglv"  growing 
and  researching  in  the  mere  effort  to  keep  ahead  of,  to  guide  and  to  test  student  researches 
and  questions. 

The  university  maintains  that  teaching  without  research  deadens  initiative  and  that 
research  and  inter-departmental  competition  are  both  needed  to  keep  classroom  instruction 
from  growing  into  routine  unilluminatcd  work.  If  research  is  indispensable  to  ef- 
ficient university  instruction  the  survey  suggests  that  the  most  direct  way  to  encourage 
research  is  to  ask  questions  which  will  show  where,  if  at  all,  instruction  is  "growing  stale" 
or  falling  below  the  accepted  standard  of  efficiency. 

For  want  of  questions  by  administrative  officers,  regents  and  official  visitors,  university 
work  is  not  studied  as  it  should  be;  the  gap  between  plan  and  performance  is  not  disclosed; 
important  facts  are  buried  such  as,  for  example,  that  10,000  i)ersons  took  correspondence 
courses  from  1908  to  1914  while  less  than  90  took  four  or  more  courses,  (exhibit  16j,  that 
the  university  commons  does  not  pay  its  way,  (exhibit  28),  etc. 

4.      Is   the  university  doing   inexpensively   enough   what   is  does? 

Any  business  spending  over  $3,000,000  a  year  (on  operation  and  construction)  can  always 
do  some  parts  of  its  work  less  expensively  next  year  than  last  year. 

Whether  work  is  inexpensive  enough  depends  not  only  on  what  it  costs  but  on  what  it 
costs  in  view  of  what  is  and  might  be  given  in  return. 

Per  cubic  foot  the  university  is  building  inexpensively  enough  according  to  available 
outside  standards,  especially  since  face  brick  has  taken  the  place  of  stone  facing,  etc.  Its 
latest  buildings,  however,  measured  by  Mhat  could  have  been  done  with  the  cubic  feet  have 
not  been  built  inexpensively  enough.  The  detailed  report  on  the  use  of  buildings  (exhibit  27), 
shows  that  the  allotment  of  space  available  has  not  been  inexpensive  enough  and  that  con- 
struction of  new  space  has  not  been  inexpensive  enough  when  measured  by  what  could  have 
been  done  with  the  same  cubic  space — notably  in  the  XVisconsin  high  school  and  the  biology 
building,  among  recent  large  structures.  In  the  high  school  building  expensive  repairs  will 
be  needed  to  make  the  building  sanitary  (exhibit  23);  much  space  is  inadequately  used; 
seats  cost  nearly  twice  as  much  as  most  \Visconsin  high  schools  can  pay.  From  the  stand- 
point of  the  university's  purpose  to  demonstrate  most  advanced  practice  teaching  a  high 
school  without  outdoor  play  space  is  too  expensive. 

To  cramp  the  campus  for  play  space  while  hundreds  of  acres  of  owned  farm  land  is  avail- 
able for  agricultural  experiments  seems  a  too  expensive  use  of  the  university  farm  lands. 

Many  faculty  members  are  being  retained  too  inexpensively — that  is,  for  the  kind  and 
quantity  of  work  they  do  they  could  obtain  more  in  other  institutions  and  many  could 
obtain  much  more  in  other  walks  of  life,  as  is  true  of  some  men  in  all  educational  institu- 
tions. For  the  standard  of  living  to  be  met  and  the  standard  of  preparation  for  teaching  to 
be  required  salary  schedules  are  too  inexpensively  low.  The  survey  suggests  that  the  best 
way  to  effect  a  change  is  to  begin  with  attention  to  lowering  living  and  raising  teaching 
standards,  before  changing  the  salary  standards. 

Among  the  principal  causes  of  unnecessary  expense  which  are  explained  in  the  detailed 
report  are: 

Lack  of  an  accounting  system  to  show  unit  cost  for  kinds  of  work,  including  lack  of 

adequate  time  records  for  the  non-instructional  force. 
Classes  of  one,  two,  three,  four,  and  five  students,  and  under  ten  without  notice  or 

justifying  reason  for  each;  according  to  the  only  official  record  S12  per  week  of 

salary  was  spent  upon  one  student  in  one  class  (second  semesteV  1913-1 4),  or  §1,512 

per  year. 
Maladjustment  of  schedules  whicli  causes  wasteful  use  of  space. 
Sending  out  a  802  page  catalogue,  or  writing  a  two  page  personal  letter  in  answer  to  an 

inquiry  calling  only  for  a  printed  form  or  post  card. 
Indeffniteness  in  the  catalogue  which  necessitates  personal  letters. 
Inadequately  supervised  research. 
Overlapping  of  courses. 

Unsupervised  administrative  officers  and  bureau  heads. 
Inadequate  comparative  information  when  the  budget  is  made. 
Construction  O'  renting  of  additional  space  when  existing  space  could  be  utilized. 
Purchase  of  land  at  private  sale  when  the  alternative  of  condemnation  might  both 

reduce  cost,  establish  a  lower  level  for  real  estate  in  Madison  and  help  check  the 

increase  in  cost  of  living  for  students. 

165 


University  Survey  Report 

Losing  $6,000  (during  1913-14)  on  commons  (exhibit  28)  in  spite  of  the  large  volume 

o?  practically  certain  business,  or  $15,000  if  depreciation  and  interest  be  charged. 

The  fact  that  profits  on  a  dormitory  equal  losses  on  commons  does  not  wipe  out 

the  loss. 
Lack  of  information  regarding  graduate  and  research  work. 
Absence   of  a    place   or   plan  for    study    by    university    management    of    university 

problems  and  conduct. 
Lack  of  definition  as  to  what  cjuantity  and  quality  of  contact  with  students  is  expected 

to  be  given  by  instructors — whether  15  hours,  or  8,  or  4,  or  40  per  week. 
Failure  of  directors,  deans  and  president  to  know  university  work  from  the  side  of 

classrooms. 
Failure  to  draw  upon  student  and  faculty  sources  of  information  as  to  inefficiency, 

waste,  and  needs  not  yet  met. 
Types  of  organization  of  faculty  and  regents  which  lead  to  action  without  adequate 

inquiry. 
Failure  to  use  students  and  faculty  for  reducing  administrative  cost  while  supplementing 

theoretical  courses  with  practical  field  tests. 
Usurious  interest  paid  on  summer  session  salaries  in  leaves  of  absence  when  not  paid 

in  cash. 
Absence  of  information  in  the  hands  of  regents  which  would  enable  them  to  exercise  in- 
dependent determinative  judgment,  and  inability  to  secure  information  when  they 

ask  for  it. 

5.   What  if  any  parts  of  the  university's  work  are  inadequately  supported? 

When  this  question  was  framed  it  referred  to  fields  already  entered  by  the  university  in 
which  sufficient  funds  were  lacking  to  do  the  work  already  undertaken,  it  does  not  here  refer 
to  kinds  of  work  not  yet  undertaken. 

From  information  gathered  the  survey  does  not  feel  justified  in  saying  that  any  division 
of  work  which  has  come  to  its  attention  needs  at  this  time  additional  financial  support,  as 
much  as  it  needs  additional  administrative  attenlion. 

Additional  financial  support  often  subtracts  from  a  department's  efficiency  by  diverting 
attention  from  basic  work  to  the  increment  of  work  that  the  new  money  is  intended  to  buy. 
It  is  suggested,  for  example,  that  for  the  Extension  Division  to  spend  two  years  developing 
its  present  organization  will  do  more  for  the  future  quantity  and  quality  of  its  work  than  will 
the  customary  addition  of  825,000  a  year  or  875,000  a  biennium  to  its  budget  (exhibit  16). 

For  similar  reasons  the  survey  is  convinced  by  its  study  of  the  use  of  rooms  and  building 
space  that  attention  to  the  full  use  of  space  now  on  the  campus  will  do  more  toward  adequate 
future  support  than  will  additional  funds  at  this  time,  because  additional  funds  would  divert 
needed  attention  from  existing  unused  space  to  creating  new  space. 

In  October  1914  the  percentage  of  vacancy  (on  a  44  hour  week)  was  44  per  cent  in  univer- 
sity hall;  41  per  cent  in  north  hall;  66  per  cent  in  the  engineering  building.  Details  for  all 
buildings,  mornings  and  afternoons,  are  given  in  the  detailed  reports  (exhibit  27). 

The  congestion  which  exists  indicates  the  need  of  attention  to  time  schedules,  courses  of 
study  and  distribution  of  class  work,  more  than  need  for  increased  support  for  new  buildings. 

The  time  and  money  needed  for  studying  the  registrar's  records  and  for  devising  ways  to 
save  time  of  students  in  registering  can  be  obtained  by  improving  the  catalogue,  and  by 
making  unnecessary  personal  letters  which  give  information  that  would  not  be  called  for  if 
the  catalogue  and  other  notices  were  complete  (exhibits  7,  36). 

The  much  needed  supervision  of  classroom  instruction  and  of  research  is  already  being  paid 
for,  according  to  the  university's  own  definition  of  responsibility  assumed  by  those  in  charge 
of  undergraduate  and  graduate  study  and  research  (exhibits  2,  3,  4,  23). 

A  bureau  of  statistical  and  administrative  research  is  needed,  but  a  definite  plan  by  the  de- 
partments of  social  and  educational  science  for  research  through  practical  service  that  needs 
to  be  rendered  is  more  necessary  than  the  bureau;  counting  leaves  to  learn  about  medians, 
norms  and  averages  as  is  done  by  classes  in  statistics,  is  less  profitable  than  counting  small 
classes  or  unused  rooms. 

Salary  schedules  for  instructors  of  highest  efficiency  in  each  rank  are  inadequate  in  the 
university  for  full  service:  Instructors,  $1,000  to  $1,500  in  five  years;  assistant  professors, 
$1,750  for  first  three  years,  $2,000  for  second  three  years;  associate  professors,  $2,250  for  first 
two  years,  $2,500  for  second  two  years,  $2,750  thereafter;  professors,  $3,000  for  first  three 
years,  .$3,250  for  next  two  vears,  $3,500  after  five  vears — exceptional  salaries  going  up  to 
$3,750,  $4,000,  $4,250,  $4, .500.  In  the  Wisconsin  high  school  many  salaries  are  so  low  ($800, 
$1,000,  $1,100  and  cheaper  part  lime  arrangements)  that  it  is  unreasonable  to  expect  that  for 
them  the  university  can  obtain  service  of  the  quality  it  pledges  itself  to  give  to  prospective 
teachers.  The  suggestion  is  repeated  that  the  quickest  way  to  secure  an  adequate  salary 
schedule  is  to  prove  to  the  state  the  need  by  study  such  as  the  university  has  not  yet  given 
to  instruction,  and  by  requirements  regarding  amount  and  quality  of  service  which  it  has 
not  had  the  information  to  ])rescribe  or  to  enforce,  rather  than  by  appeal  for  increases  in 
salary  schedule  without  increase  in  the  minimum  standard  of  service  rendered. 

166 


ALLt\  S    HKl'(,Hr 

6.    What  parts  of  the  uiii\t"rsity's  work  urv  out  of  i)ro{>ortion — too  large,  too  ninall — 
to  its  program  as  a  »  hole? 

Several  divisions  of  university  work  have  not  been  examined  by  the  survey.  It  is  difFirult, 
therefore,  to  answer  this  question  satisfactorily.  Methods  are  later  suggested  by  which  it  may 
be  made  easily  possible  for  the  university  and  the  legislature  to  answer  this  rjuestion  cur- 
rently for  themselves. 

Among  specific  disproportions  shown  in  the  survey's  detailed  reports  are  the  following: 

Too  much  argument  against  culture  possibilities  of  vocational  courses  in  freshman  En- 
glish, second  semester. 

Too  little  oral  P^nglish. 

Too  little  use  of  foreign  language  in  foreign  language  courses. 

Still  too  few  opportunities  for  physical  exercise  out  of  doors. 

Too  few  self-supporting  dormitories  for  students  and  too  little  attention  to  student  cost 
of  living. 

Too  few  general  information  courses.  There  has  been  little  development  since  1907  when 
the  regents  were  informed  that  the  faculty  had  decided  to  increase  these  courses. 
(By  "general  information  courses"  are  meant  courses  to  be  taken  for  a  birdseye 
view  of  important  fields  where  the  student  has  no  intention  of  specializing  and  can- 
not afford  the  time  to  prepare  for  advanced  courses.)  "Coordinating"  courses  are 
needed  such  as  former  President  Bascom  gave,  and  such  as  are  illustrated  in  the 
digressions  in  the  elementary  chemistry  course.  The  student  now  sees  only  special- 
ists, and  what  is  more  ii^portant,  only  specialists  meet  him. 

Too  few  courses  in  problems  of  citizenship,  municipal,  county  and  state  government; 
less  than  .S13,(l00  is  now  directly  appropriated  for  these  subjects. 

Too  little  analysis  either  of  policy,  methods  or  results  of  university  management.  This  is 
inevitable  when  so  little  information  is  possessed,  sought  and  correlated. 

Too  little  field  laboratory  work  in  several  branches,  including  the  social  scienci  s,  educa- 
tion, engineering,  agriculture,  journalism. 

Too  little  supervision  of  the  field  work  now  being  done. 

Too  little  supervision  of  instruction,  resulting  in  too  little  knowledge  about  instructional 
methods  and  results,  and  too  little  effort  to  strengthen,  to  locate  and  remove  weak- 
ness and  to  improve  teaching  ability. 

Relatively  too  much  emphasis  upon  research  and  graduate  work,  upon  which  consider- 
ably more  than  half  the  instructional  payroll  is  spent,  together  with  too  little  supervision  of 
research  and  graduate  work.  The  other  side  of  this  disproportion  is  that  there  is  relatively  too 
little  emphasis  upon  efiiciency  of  instruction  and  upon  undergraduate  and  elementary  in- 
struction. In  the  report  to  regents,  1912,  by  the  dean  of  letters  and  science,  the  regents  were 
told:  "It  would  be  impossible  to  secure  at  any  price  [ablest  men]  who  would  give  the  whole, 
or  the  greater  part  of  their  time,  to  elementary  teaching." 

Foreign  languages  are  over-emphasized  in  the  entrance  and  graduation  requirements  al- 
though ability  to  use  them  is  under-emphasized  in  actual  instruction  of  students  who  are  re- 
quired to  take  the  courses  or  elect  them,  especially  of  those  who  are  preparing  to  teach  them 
(exhibit  12).  This  disproportion  in  emphasis  is  illustrated  by  the  comparatively  small  pro- 
portion of  students  (911  of  3,646  registrations,  November  1914)  who  elect  advanced  courses 
in  the  subjects  which  are  in  effect  or  actually  compulsory  for  the  first  two  years.  (,In  its  com- 
putations the  university  counts  as  advanced  work  freshman  and  sophomore  work  of  stu- 
dents offering  foreign  language  for  admission).  There  is  reason  to  believe  that  compulsion  is 
emphasized  at  the  expense  of  personal  and  cultural  advantage  in  the  present  treatment  of 
foreign  languages. 

Elementary  courses  are  given  which  it  is  the  expressed  intention  of  the  university  to  shift 
ultimately  to  high  schools,  and  which  could  more  rapidly  be  shifted  to  high  schools  if  the 
university  would  modify  its  emphasis  both  in  visiting  high  schools  and  in  encouraging  high 
schools  to  add  certain  subjects  to  their  curriculum.  For  example,  new  university  buildings 
are  felt  to  be  necessary  to  accommodate  the  elementary  classes  in  physics,  history,  l^nglish. 
"trailer"  classes  in  mathematics,  military  drill  and  physical  education  for  all  freshmen  and 
sophomores,  etc.,  where  a  great  reduction  in  the  demands  upon  the  university  for  such  in- 
struction could  be  effected  through  strengthening  and  making  more  general  strong  courses  in 
these  fields  in  the  high  schools.  Yet  instead  of  throwing  extra  weight  in  these  directions  the 
university  has  in  1914  taken  what  it  has  described  as  the  most  important  forward  step  in  the 
training  of  teachers  bv  appointing  at  the  rate  of  §2.500  a  year  a  specially  well  equijiped 
teacher  of  Latin  in  the'  Wisconsin  high  school.  Of  183  students  who  graduated  in  191  I  from 
the  training  course  for  teachers  11  are  known  lo  be  teaching  Latin,  and  in  November  there 
were  192  enrollments  in  Latin  courses  at  the  universitv,  while  in  high  schools  in  the  state 
5,814  of  42,000  pupils  were  taking  Latin  in  1913-14. 

In  proportion  to  the  number  of  students  served,  three  instructors  of  professorial  rank  for 
Hellenistic  Greek  and  Semitic  languages  are  out  of  proportion.  l-:ilher  the  department  is  dis- 
criminated against  in  permitting  students  to  elect,  as  is  claimed,  or  it  is  given  too  much  money 
for  its  service.  If  moncv  and  men  are  not  disproportionate  to  the  importance  of  the  subjects, 
then  administrative  attention  to  the  development  of  these  subjects  is  less  than  it  should  be. 
In  October  1914  one  teacher  of  professorial  rank  had  7  classes  of  1  student;  another  had 
one  class  each  of  9,  3,  and  2  students  and  2  classes  of  1;  the  third  had  three  classes  of  1 
student,  1  class  each  of  4  and  3  students. 

167 


U^■l^  KRSiTY  Survey  Report 

Spanish,  Italian.  Scandinavian,  Hellenistic  Greek  and  Hebrew  suffer  a  disqualification  be- 
cause while  it  is  possible  for  a  freshman  to  elect  these  languages,  information  given  to  stu- 
dents by  the  catalogue  and  the  adviser  is  confusing  with  resi)ect  to  these  courses. 

In  i)roporlion  to  the  time  and  space  given  to  describe  courses  and  to  show  courses  required, 
loo  little  time  and  space  are  given  to  outlining  alternative  courses,  which  will  help  the  stu- 
dent select  courses  with  reference  to  one  another  and  with  reference  to  his  own  peculiar  needs. 
Electing  with  so  little  balanced  information  as  the  student  now  has  is  too  often  sheer  gam- 
bling, not  intelligent  election. 

There  are  too  many  independent  departments,  which  fact  leads  to  a  topheavy  adminis- 
trative organization  (exhibit  24).  There  are  departments  of  one  mernber,  of  two  and  three 
and  five,  etc.  This  means  a  chairman  for  each  department,  which  again  means  "autonomy." 
inter-departmental  courtesy,  unnecessary  machinery  and  inevitable  lack  of  correlation.  There 
is  a  department  of  Greek  and  another  department  of  Hellenistic  Greek  and  Semitic  languages. 
Likewise,  the  College  of  Engineering  is  cut  up  into  small  departments,  as  is  the  College  of 
Agriculture. 

The  number  of  directors  of  courses  (commerce,  chemistry,  education,  etc.)  is  dispropor- 
tionate to  the  i)owexs,  duties  and  activities  of  such  directors.  They  are  for  the  most  part  di- 
rectors who  are  not  permitted  to  direct.  Instead  of  directing,  they  negotiate  and  manoeuvre 
and  petition  and  "watchfully  wait."  Too  many  coordinators  have  the  same  effect  upon  co- 
ordination as  too  many  cooks  have  upon  the  broth.  The  net  result  of  the  present  tangle  of  too 
many  departments,  too  many  department  chairmen,  too  many  directors,  is  really  to  keep 
deanships  and  i)residency  from  the  coordination  which  should  be  required  of  deanships  and 
presidency. 

Attention  to  extending  and  multiplying  university  activities  is  out  of  proportion  to  atten- 
tion given  to  developing  and  strengthening  present  activities.  This  has  been  notably,  and 
naturally,  true  of  the  Extension  Division  which  is  of  recent  origin.  It  is  notably  true  also  of 
the  Wisconsin  high  school  which  was  taken  over  in  1911  and  for  three  years  was  conducted 
wi'ch  altogether  too  little  attention  from  the  university  and  with  results  that  instead  of  justi- 
fying the  expense  added  complications  and  diverted  attention  from  teaching  efficiency,  prepa- 
ration of  students,  and  development  of  Madison  public  schools  as  laboratories,  and  gave  the 
university  a  heavy  investment  in  mistakes  which  hamper  it  in  making  the  most  of  its  1914 
equipment  (exhibit  23). 

Before  physical  education  work  was  organized  a  course  for  training  teachers  of  physical 
education  was  introduced.  Before  the  high  school  building  was  fairly  in  use  it  was  proposed  to 
establish  a  lunch  room  in  place  of  the  play  rooms.  Special  courses  for  agricultural  students 
are  opened  in  the  College  of  Agriculture  which  the  College  of  Letters  and  Science  should  be 
able  to  conduct. 

Before  suflicienlly  well  equipped  to  give  graduate  work  to  justify  students  in  specializing, 
graduate  courses  are  offered  by  many  departments. 

Too  much  time  at  too  great  cost  is  given  to  examinations — not  including  overhead  costs, 
over  $125,000  a  year  (by  university,  $75,000;  by  students,  $.50,000).  The  other  side  of  this 
disproportion  is  that  too  little  attention  is  given  to  the  purpose,  method  and  results  of  exami- 
nations. Too  little  effective  testing  is  done  during  the  term  (no  testing  in  some  courses, 
only  5  per  cent  allowance  given  in  others)  such  as  might  make  it  unnecessary  to  spend  15  days 
out  of  the  two  regular  semesters  in  final  examinations  (exhibit  13). 

Too  few  student  convocations  (6  in  1910,  11  in  1911,  9  in  1912,  4  in  1913,  and  4  in  1914),  too 
few  faculty  convocations,  too  few  Sunday  vesper  services,  too  few  assemblies  for  students  of 
certain  courses  or  colleges  are  provided.  This  need  is  expressed  by  faculty  and  students  alike 
and  is  one  that  requires  little  if  any  additional  expenditure  to  meet  adequately.  With  a  fac- 
ulty of  over  600  members  to  draw  upon,  and  with  a  large  number  of  distinguished  men  and 
women  visiting  Madison  every  year  both  from  within  and  without  the  state,  it  is  not  neces- 
sary to  have  special  appropriations  in  order  to  make  meetings  of  students  and  faculty  great 
educating  and  unifying  factors. 

7.   Is  the  state's  support  of  the  university  proportionate  or  disproportionate  to  state 
support  of  other  public  educational  activities? 

It  is  clear,  when  support  is  measured  by  numbers  reached,  that  the  university  is  not  less 
liberally  supported  than  are  other  public  educational  activities. 

It  has  been  easier  to  secure  funds  for  the  development  of  the  university  than  for  the  devel- 
opment of  other  activities  because  the  seat  of  the  university  is  the  place  where  the  legislators 
are  when  making  up  their  minds  how  to  vote.  The  appeal  for  funds  comes  to  them  in  consoli- 
dated form.  The  state  university  (especially  because  of  agriculture  and  extension  work)  is 
felt  to  belong  to  all  citizens  of  the  state  and  to  involve  their  welfare  to  a  degree  not  felt  re- 
garding normal  schools  which  work  within  limited  areas,  high  schools  which  are  local,  com- 
mon and  rural  schools  which  are  local,  or  even  the  State  Department  of  Public  Instruction 
which  is  known  to  people  of  the  state  because  of  its  connection  with  each  locality,  rather  than 
through  its  connection  with  public  education  throughout  the  state. 

A  second  reason  why  somewhat  more  liberal  support  of  the  university  will  always  be  the 
tendency  is  that  the  more  the  state  does  for  the  rest  of  its  public  education,  the  more  pressure 
this  will  put  upon  the  university  to  serve  them  and  the  students  they  prepare. 

168 


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Allen's  Rkpgrt 

A  third  reason  why  the  support  of  the  university  is  disproi)ortionate  is  that  the  state  has 
been  providing  funds  to  take  care  not  only  of  the  state's  own  increasing  demands  upon  the 
university,  but  to  take  care  of  regular  non-resident  students  who  have  increased  in  numbers 
during  the  last  ten  years  213  i)er  cent,  or  more  than  three  times  as  fast  as  the  regular  students, 
who  (during  the  same  period)  have  increased  only  66.5  percent.  (The  actual  disproportion 
is  even  greater  because  several  hundred  non-residents  acquire  residence  for  the  sake  of 
attending  the  university  without  tuition).  I-'or  sunmier  school  the  university  has  provided 
not  only  for  a  543  per  cent  increase  of  Wisconsin  students  but  also  for  a  1,185  per  cent  in- 
crease of  non-Wisconsin  students. 

Less  attention  has  been  given  by  the  state  to  several  of  its  own  state-wide  needs  than  has 
been  given  to  serving  the  individual  able  to  attend  the  university.  Other  reports  by  the 
State  Board  of  Public  AfTairs  have  shown  that  too  little  attention  has  been  given  by  the  state 
to  the  preparation  of  teachers  for  rural  schools  and  other  common  schools;  to  the  develop- 
ment of  courses  in  citizenship  in  the  rural,  common  and  high  schools;  to  living  conditions 
and  salaries  for  rural  school  teachers;  to  opportunities  for  central  high  schools  in  counties 
and  townships  which  cannot,  working  independently,  support  such  high  schools. 

An  indication  of  disproportionate  demand  for  university  service  which  is  another  way  of 
stating  a  disproportion  in  attention  by  the  state  to  educational  needs  is  afforded  by  the 
survey  map  of  500  Wisconsin  communities,  ranging  in  population  from  loss  than  100  to 
over  2,300,  not  including  tributary  territory,  which  sent  no  students  to  the  university  in 
1913-14.  It  is  not  expected  that  every  single  community  in  Wisconsin  will  each  year,  be 
represented  at  the  university.  The  fact,  however,  that  500  communities,  as  shown  in  the 
accompanying  map,  had  no  students  at  the  university  last  year,  demonstrates  the  importance 
of  asking  what  the  state  is  doing  to  express  proportionate  interest  and  to  secure  adequate 
public  education  in  these  communities.  A  second  map  shows  at  one  time  the  counties  which 
in  eight  years  have  furnished  10,000  correspondence  students  and  also  about  757  communities 
from  which  in  eight  years  no  correspondence  student  has  registered. 

As  to  appropriations,  it  is  suggested 

1.  That  the  universitj-  should  receive  appropriations  in  proportion  to  the  program 

which  the  state  expects  it  to  execute  without  subtraction  because  of  previous 
inadequate  appropriations  to  other  state  activities;  but  that  future  increases  to 
university  appropriations  be  made  with  a  view  to  the  entire  program  of  public 
education  by  means  of  reports  which  shall  put  into  one  picture  for  the  legislature 
and  the  state  the  benefits  to  be  received  by  each  county,  and  the  cost  involved  in 
proposed  appropriations  for  all  portions  of  the  school  system  (.exhibit  33). 

2.  That  for  rural  schools  and  other  common  schools  and  high  schools  the  State  Depart- 

ment of  Public  Instruction  be  expected  to  report  for  each  biennium  the  conditions, 
number  benefiting,  new  work  undertaken,  needs  not  yet  met,  and  tentative  recom- 
mendations of  funds  needed  in  order  to  insure  proportionate  development. 

3.  That  the  three-sided  budget  of  state  appropriations  for  public  education  come  to 

the  legislature  not  directly  from  the  State  Department  of  Public  Instruction,  the 
State  Board  of  Normal  Regents  and  the  university  Board  of  Regents,  but  as  the 
result  of  a  budget  conference  of  these  three  representatives  of  state  education,  in 
which  the  numbers  reached,  work  not  yet  undertaken,  relative  costs  be  clearly 
shown. 

Compulsion  is  over-emphasized  and  free  competition  and  supervision  under-emphasized 
with  regard  to  foreign  languages.  Compulsion  fosters  inditTorcnt  or  incompetent  class  work 
because  students  may  not  avoid  or  choose  If,  as  is  maintained,  one  reason  for  requiring 
foreign  languages  is  that  they  afford  a  discipline  that  cannot  as  yet  be  obtained  from  other 
subjects  which  are  thus  far  not  taught  so  well,  the  obvious  opportunity  and  duty  of  the 
university  is  not  to  keep  a  Chinese  wall  around  foreign  languages  without  changing  the 
character  of  other  teaching,  but  to  see  that  every  subject  is  as  well  taught  and  furnishes  as 
good  preparation  as  do  foreign  languages  when  best  taught  (.exhibit  12.) 

The  line  now  drawn  between  voting  and  non-voting  members  of  the  faculty  gives  dis- 
proportionate weight  to  rank.  An  instructor  efficient  enough  to  be  in  the  university  live 
years  is  certainly  "not  less  competent  to  vote  upon  the  kinds  of  question  that  come  to  the 
faculty  than  a  full  professor  who  has  just  arrived  at  the  university.  An  assistant  who  is 
retained  after  working  two  years  should  not  be  less  competent  to  express  interest  and  jutlg- 
ment  than  an  assistant  j)rofessor  who  has  just  arrived.  It  is  suggested  that  the  line  of 
participation  in  convocations  and  meetings  to  which  questions  are  referred  for  faculty  judg- 
ment, be  not  one  of  rank  alone  but  one  of  length  of  service,  and  that  the  only  exception  be 
of  persons  of  whatever  rank  who  have  not  been  at  the  university  at  least  two  semesters. 
Returns  to  the  survev  show  that  non-voting  members  have  views  and  proposals  which  the 
university  cannot  afford  to  lose.  Where  more  than  half  the  faculty  is  disfranchised  democracy 
cannot  be  said  to  exist.  (For  final  settlement  of  educational  and  administrative  questions 
submitted  to  the  faculty  a  small  central  council  of  15  is  later  suggested.) 

169 


University  Slrvey  Report 

8.    Is    the     university's    business     management — in     poli<-y.    planning,    purehasing, 
supervising,  eheeking,  and  reporting — adequate  and  effi<ient? 

Notable  jjrogress  has  been  made  of  recent  years  in  eslablishint»  a  business-like  procedure 
which  would  make  possible  an  aflirmative  answer  to  this  cpiestion. 

The  University  of  Wisconsin  was  among  the  first,  if  not  the  first  slate  university,  to  employ 
a  business  manager  with  i)road  powers.  The  regents  and  other  administrative  ofTicers  have 
cooperated  with  the  business  manager  in  developing  the  office.  Progress  is  shown  by  the 
definition  of  its  essential  qualifications  and  functions,  wliich  is  being  distributed  by  the  state 
civil  service  commission  throughout  the  United  States,  inviting  suggestions  for  the  most 
efficient  obtainable  successor  to  Dr.  II.  C.  Bumpus,  resigned,  now  president  of  Tufts  College. 
This  definition  is  repeated  to  indicate  the  university's  effort  to  secure  adequate  and  efficient 
business  management: 

Essential  qualifications:  (1)  integrity  of  character;  (2)  tact  and  skill  in  handling  men, 
and  at  the  same  time  firmness.  Ability  to  deal  with  business  men  and  also  with  the  educa- 
tional stall'  of  the  university  (about  500),  many  of  whom  have  no  business  training;  (3) 
sound  health  and  the  prime  of  life;  (1)  large  business  ability  and  large  previous  business 
experience;  (5)  a  knowledge  of  materials  and  of  methods  of  construction,  a  knowledge  whether 
or  not  contracts  are  properly  drawn,  and  whether  plans  and  specifications  are  being  carried 
out;  (6)  an  understanding  of  methods  of  accounting  and  practice  of  purchasing;  (7)  culture, 
preferably  graduation  from  college,  and  an  understanding  and  appreciation  of  the  great 
educational  f)roblems  that  arise  in  a  modern  up-to-date  university;  (8)  decision,  executive 
ability  and  push,  so  that  policies  decided  upon  by  the  regents  and  faculty  will  be  promptly 
carried  out. 

Duties:  The  business  manager  has  general  supervision  of  all  disbursements  of  the 
university.  He  has  supervision  over  the  secretary,  architect,  superintendent  of  the  heating 
plant,  superintendent  of  buildings  and  construction  and  other  business  officers.  He  keeps 
in  constant  touch  with  each  of  these  officials.  He  prepares  statements  of  the  university 
finances  for  the  regents  and  president,  and  assists  the  president  and  finance  committee  of  the 
regents  in  preparing  the  annual  budget.  He  carries  out  the  financial  policy  previously 
determined  ujjou  by  the  regents.  He  assumes  direction  of  the  construction  of  new  buildings 
and  of  the  repairs  and  improvement  of  the  old.  He  watches  over  the  execution  of  all  build- 
ing contracts  and  prevents  unreasonable  delays,  unnecessary  or  wasteful  expenditures  and 
costly  mistakes.  He  co-ordinates  the  business  interests  of  the  different  departments  of  the 
university,  and  generally  does  what  is  necessary  to  place  and  keep  the  finances  of  the  uni- 
versity upon  a  thoroughly  businesslike  footing. 

For  reasons  shown  in  the  detailed  reports  the  present  answer  to  this  eighth  question  must 
be  that  in  spite  of  advance  steps  that  have  been  taken  the  present  business  management 
still  falls  short  of  being  either  as  adequate  or  efTicient  as  it  may  be  made. 

In  pursuing  a  far-sighted  policy  with  regard  to  campus  extension,  the  university  has,  it  Is 
believed,  unnecessarily  increased  the  cost  of  land  because  it  has  proceeded  by  private  pur- 
chase rather  than  condemnation.  Thus  opportunities  have  l)een  lost  to  compel  proof  that 
there  is  other  cause  for  high  prices  paid  than  expectation  that  the  university  will  buy  or 
that  university  growth  will  later  justify. 

Opportunities  for  preventing  needless  expenditure  which  the  survey  has  disclosed  may  be 
discovered  currently  by  asking  the  business  manager  to  do  things  in  addition  to  what  he  is 
now  doing,  rather  than  by  changes  in  what  he  is  now  doing. 

Too  little  is  expected  of  the  business  manager  by  way  of  reviewing  requests  and  reports 
that  come  from  the  educational  side  of  the  university.  Keeping  track  of  money  spent  is 
important.  But  it  is  about  as  elTective  as  trying  to  pull  oneself  up  by  the  shoe-straps  in 
analyzing  and  checking  the  cause  of  unnecessary  expenditure. 

Among  the  suggestions  which  are  elsewhere  detailed  may  be  mentioned  these: 

1.  That  the  business  manager  audit  for  accuracy  and  completeness  reports  of  educa- 

tional work  and  requests  for  educational  purposes. 

2.  That  final  responsibility  for  registration,  issuance  of  catalogue,  tabulation  of  annual 

reports,  mechanical  preparation  of  budget,  distribution  of  educational  bulletins, 
coordination  of  educational  and  financial  data,  rest  with  the  business  manager. 

3.  That  where  the  president  now  joins  w-ith  the  business  manager  in  approving  requisi- 

tions, the  president  instead  join  with  the  faculty  members  in  requesting,  so  that  his 
signature  will  be  not  an  approval  of  expenditure,  but  a  certification  of  the  need. 
Better  still  a  method  should  be  developed  which  will  not  need  the  president's 
signature  upon  requisitions  within  budget  allowances. 

4.  That  the  work  of  collecting  information  regarding  use  of  rooms  and  assigning  rooms 

shall  be  cleared  through  the  business  manager,  rather  than  as  at  present  through  a 
faculty  committee  subordinate  directly  to  the  regents,  but  working  in  conference 
with  faculty  representatives,  to  receive  information  and  suggestion  regarding  ed- 
ucational advantages  or  disadvantages  of  proposed  space  allotment. 

5.  That  wherever  in  the  laws  and  by-laws  the  terms  receipts  and  expenditures  are  used, 

the  terms  assets  and  liabilities,  revenue  and  expense  be  appropriately  used. 

170 


Allen's  Rlpof.t 

6.  That  the  accounting  system  be  adapted  to  report  currenlly  for  all  business  sides  of 

the  university,  such  as  the  dormitories,  commons,  sales  of  agricultural  products, 
etc.-,  and  for  all  financial  transactions  on  the  educational  side,  such  as  fees,  salaries, 
etc.,  the  total  amounts  [)aid  i)lus  total  liabilities  outstanding,  and  the  total  amounts 
received  plus  total  amounts  due. 

7.  That  cost  accounting  anfl  cost  reporting  supplement  the  present  cash  accounting 

and  reporting,  so  that  the  final  slalemenls  will  show  what  each  given  year  or  period 
costs,  regardless  of  the  amount  of  cash  paid  out  during  that  period. 

8.  That  unit  cost  accounting  be  introduced  and  developed  out  of  the  suggestions  already 

made  to  the  university  by  the  survey,  so  that  for  each  difTcrent  kind  of  work  the 
university,  the  legislature  and  the  public  shall  know  the  total  cost  per  agreed  upon 
unit  of  service  rendered. 

9.  That  the  dormitories  and  commons  be  refjuired   to  pay  their  full  way  including 

interest  and  each  year's  share  toward  building  and  equipment;  that  the^ accounting 
system  be  made  to  report  currently  where  cost  exceeds  return;  that  losses  be  cor- 
rected the  week  or  certainly  the  month  after  they  are  reported. 

10.  That  the  technical  director  of  the  State  Board  of  Public  Affairs  and  the  secretary 

of  state  be  held  responsible  for  directing  the  immediate  introduction  of  systems  of 
accounting  which  will  include  proper  control  over  the  purchase  and  distribution  of 
supplies,  catalogues,  bulletins;  over  the  business  operations  of  the  agricultural 
college;  over  the  quantity  and  quality  of  work  done  by  the  clerical  stall  and  other 
non-educational  employees;  over  the  costs  of  instruction,  exlensif)n,  and  research; 
over  the  summaries  to  be  employed  in  reiiorling  monthly  and  fpiarterly  to  regents 
and  governor. 

11.  That  the  present  widely  distributed  and  unrelated  systems  of  keeping  university 

records  and  statistics  be  brought  under  the  responsibility  of  the  regents  through 
the  business  manager,  and  as  early  as  possible  brought  under  the  same  roof  with 
the  other  business  activities. 

12.  That  the  steps  later  suggested  regarding  budget  procedure  be  required  by  the  legis- 
lature. 

13.  That  the  laws  of  the  regents  be  amended  to  make  the  business  manager  directly  re- 
sponsible to  the  regents  and  the  regents  alone,  retaining  the  provision  that  reports 
from  the  business  manager  may  be  required  by  the  president,  but  requiring  also 
that  reports  of  the  subordinates  of  the  business  manager  may  be  requested  only 
through  him;  that  if  this  is  not  done  the  business  manager  be  made  responsible  to 
the  president  alone. 

14.  That  a  central  clearing  house  of  information  be  established  directly  responsible  to 

the  regents  through  the  business  manager;  that  this  activity  be  given  some  such  name 
as  the  division  of  reference  and  research;  that  it  be  charged  with  responsibility  for 
applying  to  university  problems  the  principles  of  scientific  research  and  edicient  dis- 
tribution of  knowledge,  which  are  the  essence  of  the  scientific  research  that  is  held 
by  administrative  officers  and  faculty  to  be  indispensable  to  university  growth. 

15.  That  in  studying  problems  of  university  management  the  regents  through  this  re- 
search bureau  utilize  to  the  utmost  the  services  of  faculty  and  students  and  the  ex- 
perience of  other  institutions;  that  this  division  be  regarded  as  a  laboratory  of  prob- 
lems for  student  and  faculty  research. 

16.  That  the  scientific  management  of  this  great  educational  institution  be  ranked  with 

other  fields  of  research  as  worthy  material  for  "advancing  knowledge,  enforcing  the 
ideals  of  scholarship,  fostering  and  stimulating  individual  life,  and  training  youth 
who  show  promise  of  ability  to  add  to  knowledge." 
The  preceding  suggestions  relate  to  any  board  of  regents  of  whatever  size.   To  insure  more 

adequate  and  elficient  business  management  it  is  suggested  in  answer  to  question  12  that  the 

Board  of  Regents  be  decreased  from  15  to  5  or  7. 

9.   Does  the  legislative  policy  in  dealing;  >vith  the  university  and  «)tlirr  educational 
activities  reflect  ac^quate  information  and  efficient  use  of  iMf<»riiiation? 

The  history  of  legislation  shows  that  the  two  principal  conditions  which  compel  adequate 
information  and  efficient  use  of  information  are  (1)  significant  questions  raised  by  legislative 
authority;  and  (2)  competition  among  appealers  for  funds. 

Competition  between  the  university  and  other  activities  appealing  for  appropriations  has 
not  been  keen  enough  singlehanded  to  compel  the  university  to  furnish  adequate  informa- 
tion. Nor  have  the  questions  heretofore  asked  been  numerous  enough,  timely  enough  and 
definite  enough  to  bring  out  adequate  information. 

The  budget  has  conic  to  the  legislature  too  late,  too  informally,  with  too  little  supporting 
information,  especially  as  to  the  educational  side  of  university  work.  Instead  of  being  printed 
the  university  budget  has  come  to  the  legislature's  finance  and  education  committees  in  mimeo- 
graphed syllabus  form,  with  an  oral  elaboration.  Instead  of  being  submitted  in  January  the 
university  estimates  for  the  current  biennium  were  presented  to  the  legislature  the  first  week 
in  March.  Lack  of  information  and  lack  of  understanding  have  naturally  resulted  in  misun- 
derstanding and  misinformation. 

171 


Uni\  ERsiTV  Survey  Report 

The  procedure  in  budget  making  has  been  described  in  a  detailed  report,  (exhibit  33)  and  a 
number  of  recommendations  made,  some  of  which  refer  to  the  university's  procedure  in  de- 
ciding for  what  amounts  it  will  ask  and  what  information  it  will  present;  others  refer  to  pro- 
cedure before  the  legislature  as  follows: 

RECOMMENDATIONS  AS  TO  METHOD   OF  PRESENTING  THE  UNIVERSITY 
BIENNIAL  BUDGET  TO  THE  LEGISLATURE 

\.  That  the  university's  budget  estimates  for  the  next  biennium,  with  adequate  explana- 
tions, be  ready  for  action  by  the  board  of  regents  at  its  December  meeting  or  at  a  special  meet- 
ing to  be  called  for  January,  so  that  the  estimates  may  be  before  the  legislature  at  the  open- 
ing of  the  legislative  session;  that  in  subsequent  years  the  budget  estimates  be  printed  ready 
for  distribution  by  January  1st  preceding  each  legislative  session. 

2.  That  the  regents  who  are  responsible  for  the  university's  appropriations,  and  not  the 
president  of  the  university,  assume  responsibility  for  explaining  the  university  budget  to  the 
legislature;  and  that  if  the  president  appear  at  all  it  be  to  explain  not  to  present  the  estimates. 
"3.  That  in  preparation  for  their  appearance  before  the  legislature  the  regents  obtain  the 
information  necessary  to  explain  all  budgetry  requests,  more  especially  all  changes  from  cur- 
rent rates  and  totals. 

4.  That  the  printed  university  budget  be  distributed  in  ample  time  for  due  consideration 
in  advance  of  legislative  hearings  not  only  by  members  of  the  education  and  finance  commit- 
tees, but  by  all  legislators;  and  not  only  by  legislators  but  by  the  public. 

5.  That  in  addition  to  totals  and  general  reasons  in  support  of  the  budget  there  be  given 
specific  information  which  will  show  comparative  results  and  tendencies  such  as  are  enumer- 
ated in  the  detailed  report  (exhibit  33)  as  not  being  shown  in  the  1913  syllabus;  e.  g.,  propor- 
tion of  total  increase  that  is  to  go  to  increased  staff,  proportion  to  go  to  increase  in  salaries 
for  present  staff,  definite  estimate  of  work  to  be  done  where  requests  for  extension  of  work  are. 
made,  definite  basis  of  estimates  for  new  buildings,  equipment,  etc. 

6.  That  in  order  to  make  it  just  as  easy  to  obtain  information  necessary  to  an  adequate 
support  of  the  budget  as  it  is  now  to  obtain  incomplete  and  inadec[uate  supporting  data,  steps 
recommended  in  the  detailed  report  be  taken  by  the  university  and  required  of  the  univer- 
sity by  the  legislature. 

RECOMMENDATIONS   AS   TO   PER    CAPITA   COST   STATEMENTS   TO   BE 
REQUIRED  OF  THE  LEGISLATURE 

Statements  of  per  capita  cost  of  individual  instruction  when  required  by  the  legislature 
should,  it  is  suggested,  show  separately  the  per  capita  costs  on  six  different  bases: 

1.  The  gross  cost  to  include  all  operating  expenses  before  subtracting  fees  received  and 

due  from  students,  government  grants,  gifts,  etc. 

2.  The  net  cost  to  the  taxpayer  obtained  by  subtracting  from  gross  cost  the  total  amounts 

received  and  due  from  tuition,  government  grants,  etc. 

3  and  4.  The  gross  (3)  and  net  (4)  costs  of  operation  obtained  by  adding  to  the  operat- 
ing expenses  each  year's  proper  share  toward  permanent  improvements  not  only  of 
the  current  year  but  of  preceding  years. 

5  and  6.  The  gross  (5)  and  net(6)  costs  found  by  adding  to  operating  expenses  the  aver- 
age outlay  for  each  year  of  the  biennium  for  permanent  improvements. 

The  method  now  used  in  stating  per  capita  cost  first  subtracts  amounts  received  from  other 
sources  other  than  state  appropriations  ($847,800  for  1913-14)  in  order  to  get  the  total 
amount  contributed  by  the  state  toward  individual  instruction  ($1,949,000,  including  all 
operation  and  permanent  improvement  charges).  Secondly,  the  present  method  subtracts 
from  the  state's  total  contributions  those  sums  furnished  for  permanent  improvements 
($636,900). 

Permanent  improvements  are  subtracted  on  the  following  grounds  as  stated  in  the  latest 
bulletin  issued  by  the  university: 

"The  money  spent  in  any  year  for  capital  account  should  not  be  charged  against  the  stu- 
dents who  are  attendant  upon  the  university  during  that  year.  It  is  permanent  in- 
vestment to  be  used  for  the  students  during  many  succeeding  years." 

One  trouble  with  this  method  is  that  succeeding  years  are  never  charged  with  any  part  of 
this  year's  capital  outlay  for  permanent  improvements;  nor  is  any  sum  charged  against  this 
year  on  account  of  permanent  improvements  paid  for  in  preceding  years.  In  other  words,  im- 
provements and  capital  outlay  never  appear  to  cost  anything  of  anybody  but  posterity,  and 
never  appear  in  the  charges  either  against  any  year's  student  or  against  posterity. 

If  posterity  is  to  pay  for  buildings  it  should  be  remembered  that  today  as  yesterday's  pos- 
terity should  be  charged  with  a  proper  share  of  former  outlays  for  permanent  improvements. 

Since,  however,  the  state  of  Wisconsin  does  not  make  any  provision  for  assessing  against 
posterity  its  share  of  today's  improvements; 

Since  no  bonds  are  issued  for  university  buildings; 

172 


Allp:n's  Report 

Since  the  slate's  method  of  determining  tuition,  fees,  etc.,  does  not  include  any  payment 
by  today  for  yesterday's  improvements  or  any  i)ayment  by  posterity  for  today's  improve- 
ments; and 

Since  today's  share  for  yesterday's  improvements  if  charged  up  in  interest  and  sinking 
fund  would  just  about  equal  the  average  annual  capital  outlay  for  the  university. 

Would  it  not  be  a  fair  working  statement  of  what  it  costs  to  maintain  a  university  to  in- 
clude as  part  of  cost  to  be  distributed  proportionately  over  the  various  university  services 
the  average  of  the  biennial  outlay  for  permanent  improvements?  (exhibit  34). 

Secondly,  it  is  recommended  that  in  computing  all  fees  and  the  cost  of  ail  services  which 
are  supposed  to  pay  their  own  way  and  their  full  way,  the  cost  base  include  a  proportionate 
share  of  permanent  improvements,  interest  and  depreciation;  further,  that  in  all  cases  where 
full  cost  is  decided  to  be  too  high  for  direct  charge  against  those  students  who  directly  benefit, 
the  difference  between  full  cost  and  actual  charge  be  specifically  appropriated  and  charged 
against  the  departments  involved. 

Thirdly,  that  instead  of  estimating  the  amount  spent  upon  research  and  other  activities, 
adequate  cost  records  be  kept  to  show  actual  cost. 

Fourthly,  that  in  counting  students  taught  the  number  of  weeks  attending  or  the  number 
of  credits  earned  be  used — not  the  number  of  registrations. 

10.  What  is  the  university's  relation  with,  and  influence  upon  the  rest  of  the  state's 
system  of  public  education? 

So  much  of  the  general  relation  of  the  university  with  the  rest  of  the  state's  public  educa- 
tional system  as  consists  of  leadership  in  the  field  of  higher  education,  or  influence  due  to 
alumni,  or  indirect  influence  due  to  publicity  and  to  research,  is  not  dealt  with  in  this  sum- 
mar>\  This  general  relation  has  already  been  treated  in  parts  II  and  III  of  this  summary. 

Only  direct  relation  with  and  direct  influence  upon  the  rest  of  the  state's  system  of  public 
education  are  referred  to  here: 

1.  With  the  State  Department  of  Public  Instruction  costing  $60,000  annually,  re- 
sponsible for  correlating  the  entire  public  education  system  with  its  total  en- 
rollment Jo  460,000,  the  university  has  the  following  direct  relations: 

(a)  The  state  superintendent  of  public  instruction  is  also  ex-oflicio  regent  of  the 

university. 

(b)  As  regent  the  superintendent  also  serves  on  two  committees,  and  is  chairman 
of  the  committee  on  extension. 

(c)  As  state  superintendent  the  ex-ofTicio  regent  secures  from  the  university  no  cur- 

rent reports  except  by  courtesy  not  even  a  brief  annual  statement  for  his  bien- 
nial report. 

(d)  The  ex-officio  relation  leads  almost  inevitably  either  to  friction  between  two 
portions  of  the  state's  system  of  education,  or  to  cooperation  based  upon  in- 
action, and  this  really  means  two-sided  failure  to  cooperate — failure  of  the 
university  to  give  the  state  system  the  benefit  of  university  knowledge  regard- 
ing state  needs;  and  the  failure  of  the  state  superintendent  to  give  to  the  uni- 
versity the  benefit  of  his  knowledge  regarding  university  needs. 

(e)  This  ex-officio  relation  seems  clearly  to  have  hampered  effective  cooperation  in 

Wisconsin.  If  the  state  superintendent  voles  against  proposals  in  the  Board  of 
Regents  and  talks  against  them,  he  becomes  an  annoyance;  if  having  voted 
against  them  or  having  remained  silent,  he  later  in  his  capacity  as  state  super- 
intendent criticises  what  the  university  has  done,  he  is  charged  with  bad  faith 
or  lack  of  courage  or  double  dealing  in  his  second  capacity  as  regent. 

(f)  As  state  superintendent,  the  ex-ofTicio  regent  is  not  free,  as  personal  relations  go, 

to  ask  any  questions  or  make  any  suggestion  or  comment  upon  the  university 
until  after  he  has  asked  questions  or  made  comment  before  the  Board  of  Re- 
gents. Having  made  them  there  he  cannot,  in  courtesy,  publicly  question  or 
criticise  until  the  university  has  had  a  chance  to  act  upon  his  suggestion.  To 
the  extent  that  the  state  superintendent  as  regent  has  made  mistakes,  has  not 
kept  himself  informed,  it  is  made  diflicult  for  him  as  state  superintendent  to 
proceed  as  if  he  had  not  been  party  to  what  he  may  consider  steps  in  the  wrong 
direction. 

(g)  If  the  State  Department  of  Public  Instruction  and  the  university  were  coordi- 
nate factors,  where  now  the  state  department  is  represented  in  the  Board  of 
Regents,  each  would  be  freer  to  deal  with  the  other,  and  the  state  should  ob- 
tain from  each,  first,  information  that  would  help  strengthen  the  other,  and 

,     secondly,  active  cooperation  in  strengthening  the  other. 

Among  amendments  to  the  law  it  is  suggested  that  the  present  ex-ofl\cio  relationship  be- 
tween the  university  and  State  Department  of  Public  Instruction  be  discontinued  and  an  in- 
stitutional relationship  set  up  for  the  purpose  of  increasing  their  active  cooperation.  Of  28 
state  universities  reporting,  the  state  superintendent  is  not  regent  of  12. 

173 


University  Sthvev  Report 

2.  Xiith  slate  normal  schools,  c-osting  §1,055,000  annually,  with  an  annual  enroll- 

ment of  3.900  students  in   normal  departments  and  2.000  pupils  in  grades  in 
training  schools. 

(a).  Occasional,  not  syslemalic  conferences  are  held  between  the  university  and 

normal  schools  over  special  questions. 
(b).  Joint  meetings  of  the  university  Board  of  Regents  and  Board   of  Normal 

Regents  are  not  provided  for  or  held, 
(c).  Institutionally  there  is  no  cooperation  even  in  such  matters  as  bureaus  for 

securing  appointments  of  teachers, 
(d).  More  serious  is  the  lack  of  conferences  on  such  subjects  as  courses  for  the 

training  of  teachers,  entrance  rec}uirements,  courses  of  study  to  be  commended 

to  high  schools  and  other  schools. 
(e).  No  joint  meetings  are  provided  in  making  the  budgets  for  which  the  respective 

boards  are  responsible, 
(f).  Normal  school  graduates  are  admitted  to  candidacy  for  and  given  two  years 

credit  towards  the  degree  of  Ph.  B. 
(g).  Other  students  from  normal  schools  are  given  credit  point  for  point  up  to  two 

years  for  work  done  in  normal  schools, 
(h).  The  recjuirement    of    foreign  languages  was  waived  in  October  1914,  in  the 

case  of  normal  school  graduates  as  petitioned  by  adult  students  with  teaching 

experience  and  as  recommended  to  the  faculty  by  a  faculty  committee. 
(i).  There  is  no  coordination  of  program  for  training  teachers  although  the  normal 

schools  still  send  more  teachers  into  high  schools  of  Wisconsin  than  does  the 

university. 
(j).  Although  there  appears  to  be  little  actual  open  friction  there  is  certainly  little 

mutual  understanding  and  little  active  open  cooperation. 
(k).  Proposals  toward  coordination  are  made  in  a  separate  report  by  the  state 

board  of  public  affairs. 

Pending  the  constitution  of  any  new  means  of  coordinating  the  work  of  university  and 
normal  schools,  it  is  suggested  that  the  division  of  reference  and  research  which  is  recom- 
mended by  the  survey,  equip  itself  with  information  regarding  the  essential  points  which  are 
common  to  university  and  normal  schools. 

3.  With    high    schools,    costing    over    $2,000,000    annually,  with   a    enrollment   of 

42,000  pupils. 

(a).  The  university  visits  high  schools  for  the  triple  purpose  of  seeing  whether  they 
are  to  be  officially  accredited  or  continued  as  accredited,  to  give  them  general 
advice,  and  to  keep  in  touch  with  high  school  needs.  300  visits  were  paid 
in  1913-14,  to  schools  (number  unknown  to  university)  by  26  inspectors;  307 
schools  are  accredited 

(b).  The  university  helps  teachers  find  positions  in  high  schools  and  helps  high 
schools  find  teachers;  44  of  last  year's  graduating  class  were  helped  to  high 
school  teaching  positions  in  Wisconsin,  besides  5  helped  to  supervising  posi- 
tions in  Wisconsin.  Of  1,985  teachers  in  Wisconsin  high  schools  in  1912 
regular  and  special  branches,  536  were  from  the  university.  Of  369  principal- 
77  were  from  the  university. 

(c).  The  university  conducts  a  secondary  school,  the  Wisconsin  high  school,  for 
three  purposes,  all  of  which  relate  more  or  less  directly  to  the  welfare  of  public 
high  schools,  (1)  to  give  prospective  teachers  directed  teaching  and  demonstra 
tions  of  efficient  teaching;  (2)  to  investigate  secondary  school  problems,  and 
(3)  to  set  up  standards  for  secondary  schools. 
'(d).  The  university  publishes  a  high  school  series  of  bulletins  for  distribution 
among  Wisconsin  high  schools. 

(e).  The  university  conducts  courses  for  the  training  of  teachers  in  17  subjects 
besides  maintaining  a  department  of  education  with  11  instructors. 

Of  these  five  general  points  of  contact  with  high  schools  the  detailed  reports  show  that  the 
actual  contact  is  not  as  profitable  to  the  high  school  as  it  might  easily  be  made  for  the  follow- 
ing reasons: 

1.  The   committee   on    appointment    secured    places    in    Wisconsin    high    schools,  for 

but  44  of  183  graduates  (1914),  from  the  course  for  the  training  of  teachers,  and 
knows  of  but  13  others  who  went  to  high  school  teaching  positions  in  Wisconsin. 
The  routine  work  of  the  committee  can  be  greatly  improved  by  steps  which  have 
already  been  reported  upon  in  detail  and  taken'  up  with  the  Board  of  Regents 
rexhibit  22). 

2.  The  committee  on  high  school  inpsection  has  not  had  a  definite  enough  plan  either 

for  a  year's  work  or  for  the  work  of  one  inspection  visit.  Uneven  and  indefinite 
records  are  kept  which  reflect  lack  of  knowledge  and  clear  program.  Too  liitle 
of  the  information  obtained  by  the  university  gets  back  to  those  responsible  for 

171 


Allkn's  Report 

local  schools;  pracUcaily  no  improvements  in  university  instruction  of  any  course 
of  study  are  recorded  as  the  result  of  knowledge  gained  through  high  school  visiting. 
Probably  because  of  the  major  emphasis  ui)on  accrediting,  which  means  refusing 
recognition  to  those  not  quite  uj)  to  a  given  standard  rather  than  upon  helping 
schools  to  reach  that  standard  and  upon  being  itself  helijed,  the  university  has  Ijeen 
led,  induced,  and  almost  compelled  by  high  schools,  whereas*  with  a  different 
direction  of  energy  it  would  have  enabled  to  lead  in  develoi)ing  high  schools.  In 
1914,  for  example,  when  high  schools  have  so  generally  introduced  commercial 
subjects,  domestic  science,  and  other  vocational  subjects,  the  university  declares 
that  its  principal  forward  step  has  been  in  engaging  an  es|K'cially  well  equipped 
teacher  of  Latin,  although  only  5,81  1  pupils  out  of  a  total  of  42,000  pupils  in 
Wisconsin  high  schools  are  studying  Latin  in  1913-1  1. 

3.  Similarly  the  university  has  failed  to  develop  in  high  schools  the  teaching  of  natural 

sciences,  notwithstanding  its  own  need  for  relief  from  congestion  in  chemistry, 
physics,  etc.,  and  notwithstanding  the  space  desired  for  such  subjects.  Instead 
of  throwing  its  own  emphasis  where  teaching  in  the  state  is  felt  by  it  to  be  weakest, 
the  university  has  thrown  its  emphasis  into  subjects  that  least  need  its  help. 

4.  Finally  instead  of  giving  to  the  general  university  faculty  information  about  educa- 

tional conditions  in  high  schools,  the  committee  on  high  school  inspection  has 
reported  the  arithmetic  of  its  work — the  number  of  schools  visited,  number  of 
schools  accredited,  etc.  (exhibit  21). 

If  disproportionate  emphasis  seems  to  be  given  here  to  the  university's  relation  with  second- 
ary schools  it  must  be  remembered  that  the  high  schools  alone  of  the  state's  public  school 
system  have  direct  relation  of  consequence  with  the  university.  In  this  direction  lie  the 
greatest  possibilities  for  modification  and  improvement  of  policy,  organization,  method  and 
teaching  qualifications. 

Of  one  high  school  bulletin  issued  by  the  university,  the  survey  has  shown  that  it  not  only 
fails  to  fit  the  needs  of  schools  but  gives  impractical  and  misguiding  advice,  (exhibit  13). 
Other  bulletins  show  the  need  of  more  intimate  understanding  of  high  schools  as  they  are 
in  the  state  before  detailed  suggestions  are  sent  out  by  the  university. 

4.  With  the  training  of  teachers  costing  S  15,856  annually.  e\clusive  of  cost  of 
administration,  cost  of  10  departmental  courses  and  the  special  courses 
of  the  Department  of  Education,  with  an  enrollment  of  203   annually. 

This  division  of  university  activity  is  in  reality  not  a  course,  as  it  is  called,  but  an  aggrega- 
tion of  courses  not  subject  to  central  planning,  direction,  or  inspection    (exhibit  23). 

(a).  The  detailed  description  of  classroom  exercise  observed  show  not  only  that  many 
of  the  instructors  are  not  sufficiently  well  equii)ped  by  experience  or  ability,  or 
training,  to  demonstrate  the  sort  of  teaching  that  is  needed  in  high  schools,  but 
that  certain  of  them  are  not  as  interested  in  this  phase  of  their  university  work  as 
the  w^elfare  of  high  school  work  requires. 

(b).  On  paper  the  university  is  extradcrdinarily  well  equii)i)ed  to  demonstrate  to  teachers 
how  classes  in  secondary  schools  should  be  taught.  In  practice  I'le  university  is 
not  only  failing  to  avail  itself  of  a  remarkable  opportunity,  but  is  also  failing  to 
meet  the  current  definite  demands  from  the  high  schools. 

(c).  The  director  of  the  course  for  the  training  of  teachers  may  not  direct,  may  not 
prescribe  qualifications  of  those  who  give  the  courses  for  teachers,  does  not  visit 
classes  to  see  the  nature  of  the  work  done,  may  not  remove  an  inefficient  teacher, 
may  not  practically  bring  pressure  to  bear  to  change  subject  matter,  method  or 
personnel,  may  not  reasonably  be  held  responsible  for  efficient  direction  of  work  in 
training  teachers. 

(d).  With  the  Wisconsin  high  school  the  report  has  dealt  in  another  section  (exhibit  23"). 
The  nature  of  the  survey  findings  is  illustrated  by  the  recommendations  made 
informallv  to  a  committee  of  regents  before  the  ojiening  of  the  fall  semester  of 
1914.  if  these  recommendations  seem  detailed,  it  must  be  borne  in  mind  that 
practicallv  everv  principle  of  administration  in  the  study  of  the  university  as  a 
whole  is  fUustra'ted  in  the  conditions  found  to  need  attention  in  this  program  for 
training  teachers. 

RECOMMENDATIONS 'REGARDING    WISCONSIN    UK.II    SCHOOL 

Alternatives  to  the  announced  i)lan  of  the  Wisconsin  high  school  are  suggested  as  follows: 

1.  To  postpone  entrance  into  the  Wisconsin  high  school  until  an  efficient  stall  of  in- 

structors in  all  subjects  be  secured;  an  efTicient  organization  and  proper  records 
provided;  and  the  enrolimenl  of  rei)resentative  jnipils  secured;  or 

2.  To  give  the  building  as  it  stands  plus  the  wing  necessary  to  finish  it.  if  such  can  be 

obtained,  to  the  Aladison  jniblic  schools  for  a  high  school  to  be  directed  by  and  to  be 

175 


University  Survey  Report 

made  available  with  other  Madison  schools  for  demonstration  and  practice,  directed 
teaching  and  experimentation,  under  terms  which  would  protect  the  Madison  pub- 
lic schools  and  be  obviously  to  their  advantage;  or 

3.  To  give  Madison  the  use  of  the  building  without  cost,  and  if  need  be  to  contribute 

toward  the  salaries  of  Madison  teachers,  as  formerly  in  the  case  of  Professors  Hart 
and  Bassett;  or 

4.  To  use  the  building  this  fall,  either  for  the  various  courses  for  the  training  of  teachers, 

including  courses  by  the  department  of  education,  educational  museum,  exhibits, 
library  seminaries  and  conferences,  or  for  other  courses. 

5.  To  go  on  with  the  Wisconsin  high  school  as  planned. 


IF  THE  WISCONSIN  HIGH  SCHOOL  IS  TO  BE  OPENED  AND  CONDUCTED  AS 

ANNOUNCED 

1.  Re-define  organization,  responsibility,   method  of  management  and  purpose, 

substituting  definiteness  for  vagueness,  certainty  for  uncertainty. 

At  present  the  authority,  duties  and  privileges  of  the  following  are  not  clearly  defined : 
director,  principal,  supervisory  council,  chairmen  of  departments  giving  courses  for  training 
of  teachers,  individual  members  of  departments  of  education,  special  supervisors. 

x\mong  questions  not  answered  by  the  present  announcement  or  other  ofTicial  record  are 
these:  What  is  directed  teaching  to  be  like;  how  much  will  each  student  have;  how  much  will 
each  regular  teacher  have;  how  many  special  supervisors  will  direct  and  how  much;  how 
many  periods  of  actual  teaching  will  each  graduate  have  had;  how  many  observers  will  be 
in  a  regular  classroom  at  one  time;  how  many  periods  of  regular  class  work  will  each  student 
observe;  who  among  the  special  supervisors  and  members  of  the  supervisory  council  may, 
and  who  may  not.  use  the  special  rooms  for  observation  rooms  and  the  adjacent  classes,  and 
on  what  conditions;  how  many  graduate  students  in  education  use  the  school;  how  will 
Madison  schools  supplement;  how  many  credits  may  undergraduates  or  graduate  students 
earn  by  observation  and  practice  teaching;  is  all  permitted  observation  also  directed  teach- 
ing; may  special  supervisors  interrupt  regular  teachers;  how  are  teachers  to  benefit  from 
discussion  of  their  work;  how  many  conferences  between  regular  teachers  and  university 
staff,  etc.;  what  is  meant  by  references  in  announcements  to  relations  of  director  and  prin- 
cipal, general  and  immediate  control,  etc.,  pages  8-9? 

2.  Perfect  the  record  system  so  that  it  will  conform  to  minimum  standards  taught 

by  the  university  as  necessary  for  other  high  schools. 

Require  that  the  system  be  above  not  below  the  minimum  as  to  content  and  form  of  infor- 
mation, as  to  pupils  and  teaching,  which  is  expected  of  up-to-date  high  schools.  No  one  prob- 
ably in  our  American  colleges  has  given  more  attention  to  this  subject  than  the  director  of 
the  school. 

Typical  lacks  are  noted  in  detail  in  the  report  of  the  Wisconsin  high  school.  In  brief,  new 
forms  need  to  be  drafted  and  put  in  use  by  the  end  of  the  first  school  week  of  1914-15. 

Constant  supervision  of  installation  of  forms  by  the  director  should  be  required. 

Monthly  summary  reports  by  principal  to  director,  by  director  to  dean,  by  dean  to  presi- 
dent, and  by  president  to  regents  should  be  prescribecl. 

Current  tests  should  be  required  of  teaching  efficiency  of  all  persons  connected  directly 
with  high  school  instruction.  Record  should  be  made  by  supervising  teacher  of  observation 
or  directed  teaching  assignments,  conferences  with  regular  teachers,  etc. 

Similarly,  adequate  record  should  be  kept  of  observation  and  practice  work  done  by  stu- 
dents in  Madison  public  schools,  assignments,  conferences  with  teachers,  etc. 

School  for  field  training  via  record  information  as  to  points  needing  attention  is  another 
need. 

3.  Re— state  the  entrance  requirements. 

Accept  no  registrations  from  towns  where  there  are  accredited  high  or  county  training 
schools. 

Accept  no  registrations  for  studies  taught  in  unaccredited  high  schools  in  the  pupil's  home, 
or  from  unaccredited  schools  until  pupils  have  completed  the  local  curriculum. 

Refuse  admission  to  regular  classes  of  persons  who  fail  at  the  university  or  in  university 
entrance  examinations. 

Construe  good  health  (page  12  of  announcement)  to  mean  physical  ability  to  carry  the 
minimum  work  of  four  hours. 

Accept  no  pupil  whose  physical  condition  prevents  taking  the  minimum  of  four  hours. 

Permit  no  pupil  other  than  adults  to  take  one  or  two  subjects  or  less  than  four  subjects  for 
other  reason  than  necessity  for  self-support. 

176 


Allen's  Report 

Add  previous  work,  whether  in  or  out  of  school,  equivalent  to  six  grades  in  school  to  the 
present  entrance  requirements  for  admission  to  the  lowest  class,  which  are  ability  to  read, 
write,  and  speak  simple  I^nglish  with  reasonable  case  and  accuracy  (unless  willing  to  abandon 
all  educational  requirement  for  entrance  to  the  university). 

Drop  "ability  to  pay"  tuition  as  requirement  (unless  school  is  to  remain  a  college  prepara- 
tory school). 

Drop  scholarships  as  means  of  selecting  desirable  pupils. 

4.  Reorganize  the  salary  schedules  and  the  teaching  stafT  to  insure  minimum  of 

efficiency  permissible  in  a  demonstration  school. 

Employ  in  some  other  university  capacity  every  teacher  who  is  not  considered  a  model  in 
his  or  her  subject.  (The  present  salary  schedule  and  previous  teaching  support  the  admission 
of  the  president,  director  and  principal  that  there  are  several  who  would  not  be  employed  if 
adequate  funds  were  available.) 

Provide  adequate  helpful  current  supervision. 

Spend  the  larger  salaries  (if  choice  must  be  made)  on  subjects  less  etriciently  taught  in  the 
state's  high  schools  (Latin  is  said  by  the  university  to  be  among  the  very  best  laught). 

Arrange  with  Madison  to  take  university  high  school  pupils  in  subjects  which  the  univer- 
sity is  not  yet  prepared  to  teach  as  models,  and  in  exchange  take  Madison  high  school  pupils 
in  subjects  which  the  university  can  now  teach  better  than  can  Madison. 

Utilize  university  freshman  classes  for  directed  teaching  and  demonstration  in  subjects 
which  the  high  school  is  not  prepared  to  teach  in  a  model  way.  Concentrate  upon  efficient 
demonstration  teaching  and  efficient  recording  of  the  school's  experience  the  first  year,  post- 
poning experimentation  until  the  second  year,  if  not  later. 

Challenge  until  proved  the  efficiency  of  all  supervising  instructors  and  ask  for  re-assign- 
ments that  may  be  shown  to  be  necessary  (several  will  be  necessary). 

5.  Reorganize  and  re-state  the  course  of  study. 

Harmonize  the  educational  ideas  of  the  high  school  and  the  Department  of  Education — do 
not  practice  at  the  high  school  what  is  taught  by  the  Department  of  Education  to  be  obsolete. 

Coordinate  course  with  that  of  Madison  schools. 

Have  course  as  whole  submitted  to  supervisory  council  and  all  supervisors  and  all  depart- 
ment committees  whose  subjects  are  taught  in  high  school. 

Make  school  a  supplement  to,  not  rival  of,  the  Madison  high  school  to  illustrate  (a)  agri- 
culture teaching;  (b)  commercial  course:  (c)  industrial  training;  (d)  cooperation  with  shops 
and  business;  (e)  double  use  of  teaching;  (f)  the  sciences;  (g)  business  English  and  (i)  business 
writing. 

Show  high  schools  of  state  how  to  teach  in  a  model  way  so-called  practical  subjects  which 
all  are  being  required  to  teach. 

Use  experience  as  basis  for  new  texts  and  discussion  of  methods  in  subjects  not  now  gen- 
erally well  taught. 

Require  emphasis  upon  "mother  tongue"  in  other  than  English  courses. 

Require  greater  and  different  attention  to  writing  (see  page  27  of_announcement.) 

Have  method  and  content  re-stated  (see  page  45  re  civics;  page  1/  re  mathematics)  to  con- 
form to  modern  method  and  to  essentials  of  clearness  (page  28). 

6.  Correct  defects  of  building  and  equipment  so  far  as  possible  and  frankly  use  the 

uncorrectable  defects  as  illustrations  of  errors  to  be  avoidctl. 

Desks  are  too  expensive,  lack  room  for  books  and  ])aper,  are  inadequately  adjustable,  and 
are  not  adjusted  at  end  of  December. 

More  toilets  are  needed. 

Ventilation  is  inadequate  in  many  rooms  and  lacking  in  others,  and  is  inadequate  in  toilets. 

Dust  catching  mouldings  are  numerous. 

Unnecessary  space  is  expensively  set  aside  for  auditorium,  gymnasium,  playrooms,  ob- 
servation rooms. 

(Other  points  are  noted  in  detailed  report,  exhibit  2.3). 

■7.   With  the  common  schools,  other  than  rural  and  high    schools.    Mitii    an    enroll- 
ment of  255,000  pupils. 

(a)  The  university  has  practically  no  relation  through  its  regular  faculty. 

(b)  Very  few  educational  studies  have  been  made. 

(c)  It  gives  lectures  and  assigned  readings  to  students  who  are  expecting  to  teach  in  high 
schools,  some  of  whom  expect  to  supervise  public  school  systems. 

(d)  University  officers  attend  state  and  district  educational  meetings  and  thus  indirectly 
affect  common  school  standards. 

177 


Umvkrsitv  Survey  Report 

(e)  The  Kxlension  Division  lias  to  a  very  liinilod  exlenl  utilized  Lhe  public  school  system 
in  extending  its  correspondence  study  work  and  its  other  princij)al  activities.  Three-quarters 
of  the  university's  corresi)ondence  students  are  in  the  vicinity  of  seven  hirge  cities  where  regu- 
lar district  solicitors  personally  see  prospective  students  and  enrol!  them  for  courses. 

(f)  Social  center  work  is  being  conducted  by  the  College  of  Agriculture  and  the  Extension 
Division,  but  the  former  has  thus  far  done  little  excej)!  publish  a  program  worked  out  by 
others;  the  latter  has  conducted  a  propaganda  of  which  relatively  slight  results  are  visible. 
Its  bulletins  and  method  of  dealing  with  communities,  its  correspondence,  etc.,  show  that  it 
has  failed  to  understand  the  small  .school  or  the  small  community.  The  gap  between  the 
possibilities  of  this  bureau  and  tlic  work  which  it  has  done  is  indicated  by  the  following  ex- 
tracts from  recommendations  which  were  sent  at  the  request  of  the  dean  following  a  confer- 
ence between  the  survey  and  the  dean  and  chief  of  the  Social  Center  Bureau: 

EXTRACTS  OF  RECOMMENDATIONS  RE  SOCIAL  CENTER  BUREAU 

1.  That  the  Social  Center  Bureau  keep  currently  informed  as  to  the  extension  program 
dates  for  the  i)rincipal  agencies  in  the  state,  such  as  the  Wisconsin  Slate  Teachers'  Associa- 
tion, The  Grange,  Federation  of  Women's  Clubs,  etc. 

2.  That  a  special  list  be  kept  showing  every  place  in  Wisconsin  positively  known  to  have 
had  social  center  work  last  year,  with  the  population  of  town,  school  enrollment,  etc. 

3.  That  a  circular  letter  be  sent  to  presidents  and  principals  of  training  .schools  of  the  eight 
stale  normals,  and  to  all  influential  social  agencies  throughout  the  state  telling  briefly  the 
way  that  the  bureau  aims  to  help,  to  serve  as  a  clearing  house,  etc.  and  asking  each  town  or 
school  districts  such  facts  as: 

(a)  Api)roximate  number  of  night  meetings  held  last  year  in  the  school  house. 

(b)  \\  hether  or  not  school  house  was  used  for  elections. 

(c)  Whether  adults  on  their  own  initiative  hold  meetings  or  come  merely  to  children's 

meetings. 

(d)  What  other  town  meeting  places  there  are. 

(e)  How  many  moving  picture  places  there  are. 

(f)  Whether  teacher  or  principal  or  superintendent  would  like  the  bureau's  regular  serv- 

ice and  what  other  special  help  they  would  like. 

With  the  letter  might  well  be  sent  a  return  post  card,  with  space  for  name  of  present 
teacher  or  principal — whether  new  or  there  last  year.  After  a  few  weeks  a  reminder  return 
post  card  should  be  sent  out  to  all  localities  that  had  not  answered  the  first  sei  of  questions. 

-1.  That  slides  of  photographs  and  interesting  information  be  prepared  to  try  out  in  a  few 
towns  with  commercial  moving  pictures,  as  the  beginning  of  a  comprehensive  campaign  to 
advertise  social  center  work  through  the  local  moving  picture  companies. 

5.  That  a  simple  form  of  uniform  report  be  sent  to  localities,  not  so  much  for  the  purpose 
of  getting  answers  to  the  bureau  as  of  helping  the  principal  keep  a  record  that  will  interest  the 
locality,  school  trustees,  etc.  Later,  a  summary  of  these  reports  should  be  called  for  and  dis- 
tributed. The  cooperation  of  older  school  children  or  of  men  and  women  of  the  community 
could  profitably  be  enlisted  in  keeping  this  record. 

6.  That  answers  to  correspondence  give  definite  and  helpful  information,  and  also  promise 
further  help. 

7.  That  the  bulletins  be  rewritten  so  as  to  make  them  shorter,  clearer,  simpler,  easier  to  un- 
derstand and  more  practical  than  they  were  during  191,'?-14. 

8.  That  the  city  of  Madison  be  made  a  demonstration  place.  To  that  end  it  will  be  neces- 
sary for  the  bureau  to  start  at  the  beginning  and  help  Madison  teachers  and  principals  take 
their  next  steps  from  where  they  are  now,  keeping  the  bureau  in  the  position  of  helper  rather 
than  instigator. 

9.  That  districts  near  Madison  be  helped  through  graduate  students  and  students  intend- 
ing to  teach,  and  used  to  try  out  thoroughly  the  bureau  program,  so  that  there  will  always  be 
I)Uices  near  Madison  to  which  visitors  can  be  taken,  and  so  that  the  bureau  will  always  have 
a  field  check  under  its  own  eye  for  its  various  plans. 

10.  That  the  bureau  help  existing  local  agencies,  including  principals,  demonstrate  the 
need  for  system.  It  is  suggested  that  communities  are  vastly  more  likely  to  appoint  a  per- 
sonal representative  after  they  feel  the  need  of  one  than  before  their  local  experience  shows 
them  such  need. 

8.   With  rural  schools,  costing  $3,760,000  annually,  with  an  enrollment  of  165.000 
pupils 

(a)  The  university  has  no  direct  relation. 

(b)  At  the  time  of  the  rural  school  survey  by  the  State  Board  of  Public  Affairs  a  committee 
of  the  university  exjiressed  interest  and  joined  in  an  appeal  to  the  state  to  utilize  the  survey 
results  for  the  improvement  of  the  rural  schools. 

(c)  No  comprehensive  means  exist  for  gathering  important  data  regarding  rural  school 
conditions. 

(d)  No  special  courses  are  offered  at  the  university  for  county  supervisors,  such  as  might 
be  provided  through  short  courses. 

(e)  The  social  center  bureau  which  might  have  done  much  for  the  rural  school  during  the 
last  school  year  did  less  than  should  have  been  done  in  one  month.    Although  the  university 

178 


Alle.n's  Hkport 

recognizes  this  fad  and  slated  it  to  tlio  incumbent,  no  steps  were  taken  to  change  the  meth- 
ods which  had  been  found  defective. 

(f)  The  rural  school  is  not  used  by  the  Kxlension  Division  to  any  appreciable  extent  in 
promoting  correspondence  study. 

(g)  To  a  slight  extent  the  rural  schools  as  such  are  directly  served  by  the  Extension  Di- 
vision's package  library 


9.   With  those  out  of  school  who  wish  to  study 

The  university  had  enrolled  in  its  correspondence  study  course  .lune  191  1,  r),181  from  the 
state  of  Wisconsin.  There  are  from  two  to  three  times  as  many  students  taking  corresi)ond- 
ence  courses  with  private  schools  as  with  the  university.  'I'here  are  over  1,20(1  in  the  city  of 
Madison  enrolled  with  one  private  corresijondence  school.  The  tuition  paid  to  out  of  state 
private  schools  undoul^tedly  exceeds  the  total  cost  of  running  the  entire  Extension  Division, 
for  which  the  university  appropriated  for  19 11-1. j,  S'll'AJ'M). 

One  reason  why  there  are  so  many  students  enrolled  in  private  correspondence  schools  is 
that  the  advertising  by  the  Extension  Division  increases  the  number  who  are  susceptible  to 
the  commercial  institution,  which  relation  is  reciprocal  however  to  the  benefit  of  the  uni- 
versity. 

The  map  showing  communities  from  which  during  eight  years  no  person  has  registered 
with  the  university  for  correspondence  study  work  contains  ToT  pins.  This  suggests  the 
importance  of  more  direct  relation  between  university  extension  and  the  common  and  rural 
school  ofTicers. 

The  limited  extent  of  the  university's  direct  influence  upon  the  rest  of  the  public  school 
system  has  been  obscured  by  the  rapid  growth  which  without  analysis  would  indicate  a 
tremendous  hold  upon  the  schools  of  the  state.  The  university,  however,  has  proportionately 
fewer  students  in  1913-14  from  Wisconsin  high  schools  (6')  i)er  cent  of  register)  than  it  had 
either  10  years  (821  ])er  cent  of  register)  or  20  years  ago,  (87^  per  cent  of  register);  ratio  of 
Wisconsin  students  at  the  university  to  high  school  enrollment  was  16  per  cent  in  1884  and 
8  per  cent  in  1913-14,  (latest  date  for  which  figures  are  available)  despite  the  presence  in 
1913  of  several  hundred  non-resident  students  who  claim  residence  in  Wisconsin. 

While  this  fact  is  partly  explained  by  the  ra])id  increase  in  the  proportion  of  students  who 
now  go  into  high  school  with  no  thought  of  continuing  to  college,  a  contributing  explanation 
is  the  lack  of  organization  at  the  university  for  learning  about  high  school  needs,  for  analyzing 
the  university's  relation  to  high  and  other  schools,  and  for  more  definitely  preparing  teachers 
to  meet  these  needs. 

Recommendations  respecting  this  relation  are  made  in  the  state  board's  separate  report  on 
a  central  board  of  education. 

11.   What  are  the  standards  of  living — social  and  economic — in  the  university? 

What  the  social  and  economic  standards  of  living  in  the  university  are  no  one  knows 
definitely. 

Xor  has  a  systematic,  comprehensive,  official  effort  thus  far  been  made  to  ascertain. 

The  Board  of  Visitors  issued  in  November  a  set  of  questions  to  .'),000  students  in  residence 
and  to  the  graduates  of  1914,  the  results  of  which  promise  comprehensive  data  as  to  amounts 
spent  by  students. 

Of  97o  rooms  for  men  (accommodating  1,739  students)  listed  in  the  second  official  directory 
of  September  1914,  the  advertised  charges  were  as  follows: 


Price 

per    week 

per     student 

Total 
No. 
of   students 
accom- 
modated 
1  ,739 

Total 
No.   of 
rooms 

975 

No. 

of  rooms 

for  1 

267 

No. 

of  rooms 

for  2 

660 

No. 

of  rooms 

for  3 

40 

No. 

of  rooms 

for4 

8 

$    .75 
1.00 
1.25 
1.50 
1.75 

2.00 
2.25 
2.50 
2.75 
3.00 

3.25 
3.50 
3.75 
4.00 
4.50 

5.00 
5.50 
6.00 
7.00 

8 

62 

131 

321 

157 

463 
110 
277 
30 
110 

7 
36 

5 
11 

4 

3 

1 
2 

1 

4 

29 

67 

170 

81 

252 
64 

160 
19 

79 

4 
22 

3 
11 

3 

3 
1 
2 

1 

4 

21 

57 

1.33 

62 

178 
46 
99 
11 
31 

3 

12 

2 

3 

7 
29 
13 

58 
18 
52 
8 
48 

1 
9 
1 
11 
2 

3 

1 
2 

1 

3 
2 
6 

4 

15 

3 
1 

2 
1 

9 

1 

1 

.     .. 

179 


University  Survey  Report 

Private  boarding  places  accommodating  615  students  were  listed  in  this  directory,  at  the 
following  rates: 

Board  for  43  students  at  $4.00  per  week 
Board  for  289  students  at  4.25  per  week 
Board  for  251  students  at  4.50  per  w-eek 
Board  for  2  students  at  4.75  per  week 
Board  for  14  students  at  5.00  per  w^eek 
Board  for     16  students  at     5.25  per  week 

Regular  board  at  the  university's  dormitories  and  commons  is  S4.50  a  week.  In  the 
public  lunch  rooms  where  students"  may  buy  what  they  want  for  each  meal  and  come  ir- 
regularly, selection  may  be  made  for  a  week  within  §4.00;  what  the  actual  average  is,  is  not 
known. 

Unless  students  earn  while  at  Madison  it  is  extremely  difTicult  for  any  Wisconsin  student 
to  go  through  the  school  year  for  less  than  $350.  Those  who  pay  $500  will  prol)ably  be 
found  in  the  tabulation  now  in  progress  to  exceed  those  who  go  through  for  $350.  For  the 
details  which  make  up  the  fees  ancl  miscellaneous  expenses  it  will  be  more  helpful  to  await 
the  results  of  the  answers  to  the  board  of  visitor's  questionnaire  to  students  which  will  be 
available  early  during  the  session  of  the  legislature  of  1915. 

On  the  social  side  much  has  been  done  by  the  university  by  way  of  furnishing  equipment. 
Student  organizations  may  use  Lathrop  Hall  for  dances  and  other  entertainments.  Women 
students  may  have  callers  in  the  parlors.  These  privileges  are  not  used  to  the  satisfaction 
of  those  responsible.  The  whole  question  of  student  life  has  been  the  subject  of  concern  to 
the  faculty.  A  special  committee  has  been  appointed  to  concentrate  faculty  action.  It 
was  unfortunate  that  the  report  leading  to  the  formation  of  this  committee  dealt  with 
generalities  so  that  the  concentration  of  authority  was  brought  about  without  information 
necessary  to  the  most  effective  use  of  centered  authority  (exhibit  24). 

The  "varsity  welcome,"  the  large  cheer  meetings  in  the  gymnasium,  the  men's  union,  are 
all  helping  to  bring  about  more  natural  and  more  general  social  relations  among  students. 

It  is  still  true  that  the  smaller  percentage  of  students  who  are  organized  on  social  lines, 
such  as  the  fraternities,  sororities  and  a  few  other  clubs,  have  a  very  great  advantage  over 
students  not  so  organized. 

There  are  too  few  functions  of  general  character  to  which  students  may  come  simply 
because  they  belong  to  the  university  without  at  the  same  time  belonging  to  some  special 
social  organization. 

The  conviction  that  there  are  too  many  outside  activities  which  deflect  student  attention 
from  work  is  entirely  compatible  with  the  fact  that  those  who  lead  in  outside  activities  and 
who  get  most  benefit  from  them  are  the  small  percentage. 

Too  few  student  societies  exist  for  public  speaking,  debate,  literary  and  scholastic  purposes. 

The  following  suggestions  are  made  as  to  social  and  economic  standards: 

1.  That  more  student  convocations  be  held. 

2.  That  assemblies  of  students  having  common  interests  be  held. 

3.  That  more  general  social  meetings  be  arranged  for  in  the  gymnasium  and  in  Lathrop 

Hall  which  do  not  depend  upon  organized  societies  for  their  success.  The  cost  of 
cleaning  and  of  other  arrangements  for  using  the  gymnasium  would  be  consider- 
ably less  than  the  interest  on  the  money  necessary  to  build  the  hoped  for  adequate 
student  union. 

4.  That  the  price  of  rooms  in  the  women's  dormitories  be  lowered  so  that  instead  of 

having  a  surplus  of  $8,266  on  a  cost  basis  from  this  source  the  university  receive 
only  carrying  charges  to  include  interest  and  depreciation. 

5.  That  to  help  reduce  the  cost  of  living  all  land  be  purchased  at  condemnation  unless 

a  figure  may  be  agreed  upon  privately  that  is  within  the  lowest,  trustworthy 
independent  appraisal. 

6.  That  students  be  encouraged  by  remission  of  physical  education  requirements  to 

take  rooms  further  from  the  university  so  that  those  who  must  now  scrimp  to  pay 
rent  will  have  a  margin  for  recreation. 

7.  That  the  program  foV  self-supporting  dormitories  mentioned   in  another  section 

(exhibit  27)  be  begun  promptly  on  an  extensive  scale,  if  need  be  through  mortgages 
on  dormitories  by  which  private  funds  advanced  on  a  commercial  basis,  may 
supplement  legislative  appropriation. 

8.  That  the  catalogue  announce  that  no  non-resident  student  is  desired  at  the  university 

w^ho  cannot  content  himself  with  an  expenditure  not  to  exceed  $600  a  year  for 
living  expenses  (and  tuition)  in  Madison.  ArJMlrary  as  such  suggestion  may  seem 
it  is  less  arbitrary  than  for  non-resident  students  through  lavish  expenditures  of 
$650,  $750,  $1,()(J0  to  force— as  such  expenditures  do  force  in  college  as  well  as  out 
of  college — a  higher  cost  of  living  than  lower  incomes  can  meet. 
If  it  w^ere  legal  to  set  a  maximum  for  resident  students  it  would  be  a  desirable  and  just 
thing  to  do.  With  non-resident  students  the  university  may  make  terms.  To 
notify  parents  of  resident  students  that  an  expenditure  above  $600  is  not  to  the 
interest  of  the  student,  or  his  fellow  students,  or  the  university,  would  be  effective 
through  the  catalogue  and  correspondence. 

180 


Allen's  Report 

9.  That  university  land  especially  along  the  lake  be  tendered  to  groups  of  students  who 
will  erect  suitable  buildings  for  board  and  room  with  assured  supervision  accept- 
able to  the  university.  This  policy  may  be  found  in  full  force  at  Northwestern 
University. 

10.  That  student  self-government  be  given  a  chance  to  learn  from  its  own  mistakes 

without  intervention  of  faculty  committee  or  faculty  rulings.  The  logical  develop- 
ment to  the  limit  of  student  self-government  would  do  much  to  improve  social  and 
living  conditions  among  students. 

11.  That  funds  be  opened  for  student  contributions  toward  a  permanent  endowment 

which  could  be  used  for  reducing  charges  upon  future  taxpayers.  Toward  resident 
tuition  and  university  equipment  which  costs  $158  a  year  (exhibit  34),  the  Wiscon- 
sin student  pays  S21,  and  the  non-resident  student  but  .$121.  Not  only  does  the 
grammar  school  and  high  school  student  with  no  available  income  lose  the  college 
education  but  he  must  pay  from  his  own  meagre  earnings  to  send  the  more  favored 
schoolmates  to  college.  Many  students  realize  that  the  main  dilTerence  between 
themselves  and  their  fellows  who  cannot  go  to  college  is  not  greater  service  to  the 
state  but  greater  ability  to  earn  and  to  enjoy.  This  greater  earning  and  enjoying 
ability  so  far  as  it  exists  represents  unearned  increment  which  should  be  more 
equally  distributed  if  possible. 

At  present  there  is  no  organized  opportunity  for  students  to  ])ay  back  to  the  state  part, 
or  all,  of  what  the  state  has  spent  on  them.  The  public  mind  would  not  accept  the  suggestion 
that  students  be  compelled  to  pay  back  the  diiierence  between  their  tuition  and  what  it 
actually  costs,  either  in  service  or  in  money.  Would  it  not  be  worth  the  experiment  for  the 
university  to  describe  the  opportunity,  to  make  it  easy  to  have  this  return  made,  and  to 
promise  that  all  contributions  will  be  kept  as  captial  and  endowment?  The  conventional 
appeal  to  college  men  and  women  to  regard  their  special  advantages  as  special  obligations 
would  bear  more  fruit  if  it  became  a  tradition  that  gratitude  means,  in  every  case  possible 
repayment  of  tuition  cost  within  10  years  from  date  of  leaving  or  graduating. 

The  faculty  at  present  suffers  disadvantages  due  to  high  cost  of  living  similar  to  those  suf- 
fered by  students.  For  faculty  as  well  as  students  there  are  too  few  opportunities  for  social 
meetings.  The  salary  schedule  has  not  kept  pace  with  the  increase  in  cost  of  living  and  with 
increased  value  set  by  the  world  upon  services  equivalent  to  efTicient  service  as  faculty 
members.  Heretofore,  however,  the  concrete  statements  that  have  been  presented  to  the 
legislature  regarding  cost  of  living,  have  not  been  based  on  extensive  enough  study,  or  specific 
information  having  to  do  with  the  elements  of  living  cost  in  Madison. 

The  survey  had  hoped  to  make  such  a  cost  study,  and  began  an  investigation,  but  was  un- 
able to  finish  it.*  It  is  recommended  that  the  departments  of  political  economy  and  home 
economics  be  asked  to  make  a  report  in  time  for  consideration  by  the  next  legislature,  as  to 
changes  in  the  cost  of  living  with  reasons  in  Madison  during  the  past  10  years,  for  both 
students  and  faculty  members. 

12.  What  not-yet-met  needs  of  the  state  which  the  university  might  meet  and 
Mhat  opportunities  for  retrenchment  or  increased  efficiency  should  be  re- 
ported to  the  next  legislature  ? 

It  is  the  belief  of  the  survey  that  the  most  important  single  need  of  the  university  is  scien- 
tific attention  to  management;  that  increased  efficiency  in  doing  what  has  already  been  un- 
dertaken will  produce  better  results  than  could  extension  into  new  fields:  that  attention  to 
administrative  detail  would  release  more  energy  than  increased  appropriation  could  pro- 
vide; that  the  cure  for  administrative  methods  needing  correction  is  administrative  cor- 
rection and  not  money. 

It  is  suggested  that  the  best  possible  way  for  the  legislature  to  help  the  university  is  to  re- 
quire reports  as  to  steps  taken  by  the  university  with  regard  to  conditions  and  suggestions  in 
the  detailed  survey  reports  before  voting  any  funds  for  the  next  biennium. 

With  few  exceptions,  no  steps  have  been  suggested  which  cannot  be  begun  immediately 
with  present  organization  and  within  present  appropriations. 

There  are  enough  administrative  officers  and  enough  faculty  members  to  go  to  the  bottom 
of  each  situation  between  the  time  this  report  reaches  the  legislature  and  the  time  when  it 
is  necessary  for  the  legislature  to  pass  the  university  appropriation  bill. 

If  the  legislature  asks  the  right  questions  more  will  be  done  between  January  and  March 
than  will  be  done  in  12  months  after  the  voting  of  money  for  the  next  biennium. 

The  detailed  survev  reports  will  help  the  legislature  ask  fundamental  questions.  The  de- 
tailed suggestions  are  not  repeated  here.  Instead  the  general  suggestion  is  made  that  the 
legislature  inform  the  university  at  the  opening  of  the  session  that  it  will  wish  by  February 
1st,  or  March  1st  at  the  latest,  "a  specific  statement  as  to  what  steps  have  been  taken  by  the 
university  to  remedy  conditions  shown  by  the  survey  to  be  remediable  through  adminis- 
trative act  of  the  university  and  without  legislation. 

181 


University  Survey  Report 


LEGISLATION  NEEDED 


^Vhile  the  greatest  single  need  of  the  university  is  administrative  attention  to  getting  done 
what  it  is  obvious  should  he  done,  the  survey  submits  certain  recommendations  which,  if  ap- 
proved, will  require  legislative  action.  It  is  suggested 

1.  That  comj)ulsory  military  drill  be  abolished.  There  is  nothing  in  the  university's  rela- 
tions with  the  federal  government  which  makes  military  drill  compulsory.  Even  courses  in 
military  tactics  need  not  be  given  in  any  other  college  than  the  college  of  agriculture  and  need 
not  be  compulsory  there.  Drill  as  an  elective  study  would  be  amply  provided  for  in  the  sec- 
ond clause  of  section  387,  chapter  25  of  the  laws  of  regents.  Eor  this  course  the  university 
appropriated  for  191  1-15,  S7,512.  Students  paid  for  uniforms  $5,545.  One-third  of  another 
salary,  not  included  in  the  above  budget,  ($120)  must  be  added.  This  makes  a  total  direct 
cash  outlay  of  813,507.  To  this  should  be  added  the  rental  of  the  main  floor  of  the  gymnasium 
and  the  use  of  the  lower  cami)us  for  drill. 

In  addition,  because  of  military  drill,  the  efTiciency  of  the  department  of  physical  educa- 
tion is  said  by  itself  to  be  reduced  by  three-fifths.  The  director  of  physical  education  says 
that  requiring  military  drill  and  other  physical  drill  during  the  same  season  prevents  either 
from  doing  sufTicienl  practice  or  securing  the  best  results,  and  that  "three  periods  a  week  of 
physical  exercise  would  be  worth  100  per  cent  more  than  two  periods,  and  four  periods  would 
be  Vorth  at  least  50  per  cent  more."  Ten  per  cent  of  the  morning  hours  of  freshmen  and 
sophomores  is  given  to  military  drill,  although  the  university  believes  that  these  hours  are 
peculiarly  adapted  to  mental  activities  and  classroom  work.  Every  student  who  takes  com- 
pulsory drill  gives  up  in  time  the  equivalent  of  one-half  a  semester's  work.  In  other  words, 
the  same  number  of  hours  given  to  class  work  would  enable  a  student  to  save  during  his  first 
two  years  one-half  a  semester.  Neither  the  Physical  Pxlucation  Department  nor  the  Depart- 
ment of  Clinical  Medicine  believes  that  drill  is  justified  by  physical  benefits.  Many  students 
dislike  it;  how  many  will  be  disclosed  by  the  Board  of  Visitors'  report.  The  same  amount  of 
attention  given  by  those  who  do  not  elect  drill  to  other  forms  of  physical  exercise  and  team 
work  will  develop  the  moral  qualities  which  are  believed  by  some  to  result  fom  military  drill. 
The  same  amount  of  time  spent  in  teaching  the  arts  of  peace  and  the  methods  of  efficient 
citizenship  would  do  more  to  advance  the  interests  of  the  state  of  Wisconsin. 

2.  That  the  state  superintendent  of  public  instruction  be  omitted  from  the  Board  of  Re- 
gents by  amendment  of  the  second  clause  of  section  378,  chapter  25.  As  stated  above, 
the  cooperation  of  the  university  with  the  State  Department  of  Public  Instruction  is  ham- 
pered by  the  present  dual  relation  of  the  superintendent.  Instead  of  having  two  cooperating 
forces  the  situation  leads  to  either  two  compromising  or  two  conflicting  forces. 

3.  That  if  the  superintendent  is  omitted  from  the  board,  the  law  be  amended  to  provide 
that  the  superintendent  have  the  right  to  appear  before  the  board,  to  ask  questions,  to  speak, 
to  receive  copies  of  minutes,  notices  of  meetings,  proposals,  reports  of  investigations,  etc. 

4.  That  whether  or  not  the  superintendent  be  omitted  from  the  Board  of  Regents,  his  office 
be  given  the  power  and  charged  with  the  duty  and  responsibility  of  requiring  adequate  re- 
ports from  the  university  to  supplement  the  other  reports  on  educational  conditions  in  the 
state  for  the  state  department's  biennial  report. 

5.  That  whether  or  not  the  state  superintendent  be  omitted  from  the  Board  of  Regents, 
the  law  be  amended  to  require  that  the  educational  budget  for  the  normal  schools.  State  De- 
partment of  Public  Instruction  and  the  state  university  come  to  the  legislature  after  confer- 
ence between  the  State  Board  of  Normal  Regents,  the  university  Board  of  Regents,  and  the 
State  Department  of  Public  Instruction. 

6.  That  the  president  of  the  university  be  omitted  from  the  Board  of  Regents.  The  legal 
advisers  of  the  State  Board  of  Public  Affairs  give  the  opinion  that  the  meaning  of  the  present 
law  is  that  neither  on  the  board  nor  on  standing  committees  shall  the  president  have  the  right 
to  vote  except  in  case  of  a  tie.  The  president  states  that  he  does  not  vote  in  case  of  a  tie.  The 
voting  power,  therefore,  is  not  an  essential  part  of  the  president's  relation  with  the  board.  In 
21  of  28  states  reporting,  the  president  is  not  a  member  of  the  university  Board  of  Regents. 

It  is  suggested  that  the  president  would  be  in  a  stronger  position  with  the  board  if  he  were 
not  a  member;  and  that  the  board  would  be  more  effective  if  it  were  in  the  position  of  dealing 
with  an  administrative  officer  rather  than  with  a  fellow  regent. 

7.  That  if  the  president  is  omitted  from  the  Board  of  Regents,  the  law  provide  that  he 
shall  receive  notice  of  all  meetings;  be  expected  to  attend  all  meetings  or  have  a  deputy  at- 
tend; have  the  privilege  of  the  floor  at  all  meetings;  and  the  right  to  use  all  the  means  now 
actually  used  to  present  facts  to  the  board  while  still  preserving  the  relation  of  an  adminis- 
trative officer  presenting  facts  and  suggestions  to  the  regents. 

8.  That  if  the  president  is  not  omitted  from  the  Board  of  Regents  the  legislature  consider 
doing  away  with  the  regents  as  a  governing  body;  lodge  in  the  president  alone  responsibility, 
so  that  there  can  be  no  confusion  as  to  who  is  responsible;  and  make  of  the  board  an  ad- 
visory and  consulting  commitee  with  power  to  require  reports,  etc. 

A  second  alternative  would  be  to  make  the  president  responsible  to  the  legislature  for  the 
discharge  of  his  administrative  duties  substituting  for  the  Board  of  Regents  in  budget  making 
the  committees  of  the  legislature  during  the  biennial  sessions. 

9.  That  the  university  Board  of  Visitors  he  made  a  state-created  body,  where  it  is  now 
•  regent-created,  and  be  given  its  present  powers  to  question,  plus  addeu  power  to  compel  the 

attendance  of  witnesses  and  records;  and  that  there  be  added  to  present  definitions  a  defini- 

182 


Allen's  Hkpckt 

tioii  of  the  character  of  report  that  shall  l)e  suljinittod  by  the  visitors,  i.  e..  one  tiiat  wi'I  snecify 
the  mimi)er  of  visits,  amount  of  time  spent,  number  of  i)ersons  inter\ie\ve(l,  nature  f)f'ques- 
tions  taken  up,  consideration  ijiven,  results,  etc.  Also,  that  the  term  of  the  visitors  be  changed 
from  the  present  four  years  with  ]K)ssii)ility  and  probability  of  reappointment,  to  three  vears 
without  i)ossihility  of  reai)pointment. 

It  is  suggested  that  the  value  of  the  Board  of  Visitors  is  in  its  inabilitv  to  answer  questions 
without  hrst  asking  them.  As  soon  as  a  board  of  visitors  knows  without"  investigation  how  to 
explain  its  own  or  other  people's  questions  it  ceases  to  be  of  value  to  regents  or  to  adminis- 
trative officers.  If  a  three  year  tenure  is  adoi)led  it  would  be  advisable  to'have  onlv  one-third 
of  the  membership  of  12  retire  each  year. 

10.  That  the  Board  of  Regents,  the  Board  of  \'isilors,  the  universitv  and  college  faculties 
be  required  to  keep  cumulative  calendars  of  unfinished  business  so  that  matters  of  conse- 
quence will  not  be  indefinitely  i)ostponed  or  lost  sight  of;  and  also  cumulative  indexes  of  ear- 
marks of  efficiency  and  inefliciency. 

11.  That  the  Board  of  Regents  be  reduced  in  number  from  15  (13  appointed  and  2  ex- 
ofTicio)  to  .^  or  7. 

That  the  term  be  reduced  to  five  years  without  possibility  of  successive  reappointment. 

That  one  member  retire  each  year. 

That  meetings  be  held  at  least  once  a  month  throughout  the  year. 

That  the  five  members  be  chosen  from  five  different  professions  or  vocations. 

That  the  law  prescribe  qualifications  which  will  require  abilitv  to  understand  adminis- 
trative problems  by  reading  written  reports,  plus  a  previous  experience  that  will  teach  the 
need  for  systematic  presentation  of  correlated  information. 

12.  That  under  the  Board  of  liegents  there  be  created  a  division  of  reference  and  research 
which  will  serve  as  a  clearing  house  for  information  as  to  educational  and  non-educationa! 
features  of  university  work,  criticisms  and  suggestions  from  students,  facultv  and  others,  in- 
formation regarding  practice  in  other  institutions  of  higher  learning,  progress  of  education 
in  Wisconsin  schools  that  send  students  to  the  university,  practices  wHhin  the  universitv  that 
deserve  encouragement  or  deserve  elimination,  etc. 

13.  That  Wisconsin  make  provision  for  pensioning  its  own  professors  and  assume  respon- 
sibility for  studying  its  own  university  problems.  The  basis  of  this  recommendation  will  be 
found  in  the  detailed  report  (exhibit  32).  Among  10  recommendations  there  listed  are  the 
following: 

(a)  That  the  legislature  repeal  the  joint  resolution,  number  10.  laws  of  1909,  which  con- 

stitutes the  present  legal  authority  for  Wisconsin's  relation  with  the  Carnegie  foun- 
dation for  Advancement  of  Teaching. 

(b)  That  the  legislature  introduce  its  repealing  clause  with  a  preamble  expressing  the 
appreciation  of  the  state  of  Wisconsin  for  the  interest  taken  by  the  Carnegie  Foun- 
datien  in  establishing  "the  principle  of  a  generous  and  fair  retiring  allowance  sys- 
tem as  a  part  of  the  regime  of  higher  education  in  the  United  .States."  and  for  (he 
Foundation's  generous  efforts  to  raise  the  standard  of  higher  education  in  the  United 
States. 

(c)  That  this  preamble  further  express  the  willingness  of  the  state  of  Wisconsin,  from  an 

equal  footing,  to  cooperate  to  its  utmost  with  scientific  studies  by  the  Carnegie 
Foundation  into  education  of  whatever  grade  in  the  state  of  Wisconsin,  and  also  the 
conviction  that  S8,500  (the  average  amount  paid  annually  during  the  past  five  years 
by  the  Carnegie  Foundation  in  annuities  to  Wisconsin  i)rofessors)  spent  upon  studv- 
ing  educational  problems  in  this  .stat'^  will  prove  of  greater  service  to  the  state  as  a 
whole  than  the  same  amount  spent  in  relieving  the  people  of  Wisconsin  from  a  defi- 
nite obligation  toward  their,  own  university  professors. 

(d)  That  the  Board  of  Regents  be  requested  to  report  not  merely  a  general  retirement 
policy  as  was  ordered  at  the  October  1911  meeting  of  the  Board  of  Regents,  but  also 
a  plan  for  the  assumption  by  the  university — perhai)s  by  the  university  and  pro- 
fessors together — of  complete  and  sole  responsibility  for  retiring  allowances. 

(e)  That  the  Board  of  Normal  Regents  be  invited  to  collaborate  with  the  university 

Board  of  Regents  in  making  the  study  necessary  to  determine  the  j^roper  basis  for 
retiring  allowances  to  normal  school  instructors,  either  separately  or  in  conjunction 
with  a  fund  to  include  both  normal  and  university  instructors. 

(f)  That  the  State  Department  of  Public  Instruction  be  asked  to  report  tentatively 

upon  the  alterations,  if  any,  that  would  be  necessary  in  the  present  pension  plan  for 
secondary  and  elementary  teachers,  if  a  central  pian  for  all  |)ublic  teachers  in  the 
state  were  to  be  adopted. 

(g)  That  pending  final  re[)orts  and  final  settlement,  the  legislature  vote  the  funds  neces- 
sary to  continue  the  annuities  already  allowed  by  the  Carnegie  pension  fund;  to  pro- 
vide for  the  retirement  of  those  who  have  already  passed,  or  during  the  next  bien- 
nium  will  have  passed  their  (i'lth  year  of  age,  and  their  2r)th  year  of  teaching  in  the 
University  of  Wisconsin. 

14.  That  the  detailed  survey  report  on  the  by-laws  anil  laws  of  the  regents  be  taken  up  by 
the  legislative  committees  on  education.  (This  recommendation  was  tentative  pending  e.x- 
pected  conference  between  the  Board  of  Regents  and  the  survey  with  special  reference  to  the 
details  of  exhibit  30.  The  hoped  for  conference  was  never  held.  Without  consulting  regents, 
administrative  officers  of  the  university  replied  that  tentative  suggestions  in  question  form 
did  not  help.) 

183 


University  Survp:v  Report 

QUESTIONS  INFORMALLY  SUBMITTED  TO  THE  STATE  BOARD  OF  PUBLIC 

AFFAIRS,  SURVEY  ADVISORY  COMMITTEE,  BOARD  OF  REGENTS, 

AND    BOARD    OF    VISITORS,    FOR    CONSIDERATION    IN 

CONFERENCE     BEFORE     FINAL     FORMULATION 

The  survey  regrets  that  the  suggested  conference  was  never  held.  The  questions  are 
included  for  "the  consideration  of  legislature,  regents  and  citizens  for  the  important  bear- 
ing they  have  on  the  administration  and  government  of  the  university. 

1.  Should  the  term  of  the  president  of  the  university  be  limited  to  seven  years  without 
possibility  of  successive  reappointment?  If  the  term  were  so  limited  a  provision  might  be 
made,  where  mutually  desired,  for  continuing  an  ex-president  or  ex-presidents  as  instructor 
in  their  own  specialities  and  for  general  information  courses,  or  other  special  services  in 
research  or  administration  through  which  they  may  be  best  able  to  continue  to  serve  the 
university. 

Seven  years  is  one  year  more  than  three  terms  of  a  governor  of  the  state  of  Wisconsin, 
and  three  years  more  than  the  term  of  the  president  of  the  United  States. 

It  is  suggested  that  the  substitution  of  a  seven  year  tenure  for  an  indefinite  tenure,  which 
in  a  university  usually  means  permanent  tenure,  would  key  up  the  various  forces  upon  which 
the  president  must  depend  for  success  and  progress  to  a  higher  level  of  effort  and  attainment. 

2.  Should  the  term  of  dean  be  limited  to  three  years  morefor  present  incumbents,  and  to 
five  years  thereafter?  Instead  of  having  deans  elected  by  the  regents,  should  they  be  directly 
nominated  by  the  president  as  his  deputies  upon  approval  of  the  regents? 

3.  Should  the  term  collejfe  be  abolished  and  the  term  course  substituted?  The  net  result 
of  the  present  system  is  to  emphasize  different  instead  of  common  interests;  to  divide  not 
unite;  to  extend  colleges  rather  than  to  extend  and  strengthen  the  university.  Beginning 
with  the  college  the  president  loses  direct  contact,  direct  control,  and  direct  influence.  The 
agricultural  college  is  no  more  a  college  in  purpose  than  is  the  course  in  chemistry.  The 
engineering  college  is  no  more  a  college  in  purpose  than  is  the  course  for  the  training  of 
teachers. 

4.  Should  the  term  school  give  way  to  the  term  course?  The  Medical  School  is  no  more  a 
school  than  the  course  in  commerce  ought  to  be.  (Compromise  may  be  necessary  in  the 
medical  school  because  laws  of  various  states  require  that  students  study  four  years  in  a 
medical  school.  For  local  purposes  the  name  need  not,  however,  be  used).  The  differences 
i)etween  colleges  and  courses,  schools  and  courses,  are  differences  in  authority,  not  in  educa- 
tional purpose  or  in  the  kind  of  administration  needed. 

5.  If  for  colleges  and  schools  be  substituted  functional  divisions  representing  different 
problems  and  different  kinds  of  work,  should  there  be  substituted  for  deans,  directors  and 
coordinators  who  from  top  to  bottom  would  represent  a  direct  line  from  president  to  individual 
instructor  and  from  individual  instructor  to  president?  Faculty  organization  along  the  line  of 
common  problem  and  common  interest  would  be  more  effective  than  present  faculty  organiza- 
tion. For  example,  have  not  teachers  of  freshman  English  more  in  common  with  teachers  of 
freshman  engineering  than  have  teachers  of  freshman  English  in  common  with  graduate  re- 
search in  English? 

6.  For  purposes  of  representing  the  regents  and  the  state  in  deciding  upon  educational 
and  near-educational  questions,  should  the  university  faculty  consist  of  a  small  body  elected 
by  the  whole  body  to,  represent  each  of  the  five  instructional  ranks,  plus  one  each  from  the 
agricultural  course,  engineering  course,  course  for  the  training  of  teachers,  medicine,  law, 
chemistry,  commerce,  and  two  at  large,  plus  the  president  as  presiding  officer? 

7.  Should  this  central  university  faculty  or  council  divide  its  14  members  into  two  groups 
as  is  done  in  the  University  of  Minnesota — one  for  attending  to  the  primarily  educational 
matters,  and  one  to  attend  to  the  largely  or  primarily  administrative,  or  quasi-educational 
questions? 


UNIVERSITY  COMMENT  ON  DR.   ALLEN'S  REPORT  ON  THE 
UNIVERSITY    OF    WISCONSIN 

INTRODUCTION 

The  reader  of  the  University  comments  on  Dr.  Allen's  report  and  its  accompanying 
exhibits  should  bear  in  mind,  when  reading  these  comments,  the  limitations  under  which 
they  were  prepared. 

1.  The  university  officers  and  teachers  who  have  prepared  the  comments  have  at  the 
same  time  been  engaged  in  the  performance  of  their  regular  duties  at  the  University.  (The 
disturbing  influence  of  the  Allen  survey  upon  the  work  of  the  University  is  another  matter.) 
As  a  natural  consec^uence  they  have  not  had  time  to  make  answer  seriatim  to  all  the  issues 
of  fact  and  conclusion  raised  by  Dr.  Allen  and  his  assistants;  they  have  had  to  be  satisfied 
to  examine  the  important  points  involved  in  the  deluge  ot  inferences,  conclusions,  and 
recommendations  of  Dr.  Allen. 

184 


University   Comment 

2.  In  his  report  and  exhibits  Dr.  Allen  has  not  separated  his  "statements  of  facts"  from 
his  conclusions  or  recommendations  upon  the  "facts,"  although  at  the  beginning  of  his 
investigation  he  formally  undertook  to  do  this  very  thing,  and  was  again  and  again  requested 
by  the  University  to  do  so.  In  truth,  the  Allen  report  and  exhibits  as  a  whole  are  an  inex- 
tricable tangle  of  "facts"  and  "conclusions,"  and  this  condition  has  seriously  hampered 
the  university  representatives  in  checking  up  Dr.  Allen's  data,  weighing  his  conclusions, 
and  writing   the   needful   comments. 

3.  In  submitting  his  report  and  exhibits  Dr.  Allen  was  not  required,  as  would  be  the  case 
in  legal  proceedings,  to  prove  his  assertions  of  fact  or  the  reasonableness  of  his  conclusions. 
He  has  presented  as  facts  what  seemed  to  him  good,  and  submitted,  as  axiomatic,  recom- 
mendations which  pleased  him.  As  a  consequence  the  representatives  ol  the  University 
have  in  effect  been  called  upon  to  disprove  statements  of  alleged  fact  and  demonstrate  the 
inadequacy  of  conclusions  which  would  require  no  rebuttal  in  a  court  of  law  for  the  simple 
reason  that  they  would  fall  of  themselves.  In  brief,  the  university  representatives  have  been 
called  upon  to  use  the  procedure  of  primitive  times,  which  required  the  accused  to  prove 
his  innocence,  instead  of  compelling  the  accuser  to  prove  his  case. 

When,  for  example.  Dean  Birge  was  preparing  his  comment  on  Allen  exhibit  35,  which 
is  primarily  a  criticism  of  Dean  Birge  and  the  i)resident,  he  wrote  Dr.  Allen  asking  for 
references  to  the  official  documents  from  which  Dr.  Allen  purported  to  derive  his  data  in 
exhibit  35  (Birge  to  Allen,  December  5  and  7,  1914).  In  reply  Dr.  Allen  wrote:  "In  view 
of  the  subject  matter  of  instalment  XXXI V^  [now  known  as  exhibit  35],  will  you  please 
excuse  us  for  not  complying  with  your  request  of  December  7th.  Instead  of  making  sure 
that  the  right  passages  are  selected  for  the  assertions  in  our  report,  would  it  not  in  this 
particular  instance  be  a  better  procedure  lor  the  university  to  make  sure  whether  or  not 
the  original  assertions  upon  which  we  are  commenting  are  based  upon  passages  in  the  letters 
from  faculty  to  dean  and  president?"  (Allen  to  Birge,  December  9,  1911.)  This  answer 
doubtless  seemed  effective  to  Dr.  Allen,  but  the  result  was  that  the  university  representative 
was  called  upon  to  prove  the  incorrectness  of  an  unproved  (and  unprovable)  charge,  and 
to  use  all  the  spare  time  of  weeks  in  tracking  down  the  origins  of  the  misstatements  and  false 
conclusions  set  forth  in  this  exhibit  of  Dr.  Allen's.  (See  University  comnient  on  exhibit  35.) 
Dr.  Allen  can  hardly  have  failed  to  realize  the  weakness  of  his  position  in  this  matter  of  the 
authenticity  of  his  "facts"  and  conclusions,  for  he  has  undertaken  to  buttress  it  with  three 
defences:  (1)  by  alleging  that  the  University  had  a  chance  to  secure  from  him  an  agreed- 
upon  statement  of  facts  (Report,  Part  I);  (2)  by  spreading  a  generous  mantle  of  "coopera- 
tion" over  his  investigations  (Report,  Part  I);  and  (3)  by  guaranteeing  the  correctness  of 
his  facts  and  conclusions  (Report,  Part  IV).     Let  us  look  into  each  of  these  points. 


1.      Could  the  univer.sity  get  Dr.  Allen  to  state  facts? 

In  Part  I  of  his  report,  under  the  heading  "Cooperation  with  the  University,"  Dr.  Allen 
describes  at  length  steps  taken  to  secure  a  statement  of  the  facts  which  would  be  acceptable 
to  all  parties.  He  says:  "Findings  of  fact  have  been  submitted  to  the  university  for 
comparison  with  ofTicial  records;  numerous  conferences  have  been  held  with  committees 
and  officers.     With .  respect  to  each  section  of  the  report,  the  following  steps  have  been 

taken ,"  and  then  he  lists  seven  steps  which  appear  to  indicate  a  commendable 

willingness  on  his  part  to  come  to  a  basis  of  agreement  on  the  fads. 

As  a  matter  of  exact  truth  it  must  be  said  that  it  did  not  prove  possible  for  the  University 
and  Dr.  Allen  to  come  into  agreement  regarding  any  instalment  of  his  material  which  was 
of  consequence,  that  a  large  part  of  the  disagreement  related  to  questions  ol  fact,  and  that 
his  report  and  exhibits  were  and  are  saturated  with  inaccuracy  and  error. 

In  exhibit  35  Dr.  Allen  asserts  that  it  was  easy  for  the  University  and  himself  to  come 
into  agreement  regarding  sections:  "3 — For  nearly  two-thirds  of  the  instalments  no  con- 
ference with  the  survey ^[Dr.  Allen]  was  requested  although  (a)  early  conferences  showed 
that  it  was  easy  for  the  University  and  the  survey  [Dr.  Allen]  to  come  into  agreement  regard- 
ing sections;  and  (b)  the  regents  and  State  Board  of  Public  Affairs  agreed  in  May.  in  June 
and  in  October  that  such  conferences  should  be  held,  as  was  clearly  and  emphatically  stated 
by  the  president  of  the  Universitv  at  the  October  joint  meeting"  uiuoted  from  Allen  Ms.  since 
a  copy  of  exhibit  35  is  not  accessible;  but  we  think  this  statement  is  the  same  in  its  printed 
form  in  exhibit  35). 

The  facts  are  as  follows:  (1)  The  conferences  were  suggested  by  President  \  an  Hise  as 
a  means  of  "narrowing  the  zone  of  controversy,"  and  with  the  hope  that  Dr.  Allen  would 
accept  university  criticisms  of  his  draft  instalments  in  such  a  spirit  that  it  might  be  unneces- 
sarv  to  file  critical  comments  upon  them.  The  arrangement  for  conferences  was  based  on 
this  idea,  and  many  conferences  were  held.  (2)  There  was  not  a  single  conference  which 
"showed  that  it  was  easv"  or  even  possible  for  the  University  and  Dr.  Allen  "to  come  into 
agreement  regarding  sections."  Certainlv  the  early  session  of  the  Board  of  Public  Affairs 
upon  Dr.  Allen's  "Significant  Facts"  regarding  the  Wisconsin  High  School  cannot  be  con- 
strued to  be  a  conference  of  this  nature  \see  supplements  to  exhibit  23  and  university  com- 
ment on  this  exhibit).  As  a  result  the  university  filed  comments,  as  it  was  able,  upon  sub- 
stantially all  the  Allen  material.  (3)  The  conferences  had  to  be  abandoned  for  the  following 
reasons:  (a)  The  Allen  instalments  poured  in  on  and  after  December  1,  and  we  were  informed 
that  the  Board  of  Public  Affairs  was  to  hold  its  final  meetmg  December  18.      1  here  was 

185 


University  Survey  Report 

therefore  no  time  for  anything  but  an  elTort  to  prepare  and  ph^ee  our  crilioisnis  on  tile, 
(b)  Part  IV  of  the  Allen  report,  whieh  presents  in  summary  form  all  his  critieisms  and  reeom- 
mendations,  came  to  us  December  1.  although  a  number  of  vital  exhibits,  on  which  Part  IV 
is  based,  were  held  back.  It  would  have  been  nonsensical  to  attempt  to  "confer"  with 
Dr.  Allen  on  his  Part  IV  before  we  knew  (from  all  the  exhibits)  the  facts  on  which  it  pur- 
ported to  rest,  (c)  Earlier  conferences  had  proved  illusory,  as  was  most  conclusively  demon- 
strated at  the  open  meeting  of  the  Board  of  Public  Affairs,  December  18,  1914,  by  Regent 
BuckstafT. 

Responsibility  for  the  failure  of  conferences  does  not  rest  upon  the  university;  the  con- 
ferences which  took  place  did  not  hold  out  any  hope  of  inducing  Dr.  Allen  to  stick  to  the 
facts;  further  conferences  would  have  had  no  better  results. 

2.  Are  Dr.  Allen's  results  cooperative? 

In  Part  I  of  his  report  Dr.  Allen  enumerates  a  large  number  of  organizations  and  individuals 
who  gave  assistance  to  him  in  his  work.  In  this  list  of  cooperators  the  university  itself  receives 
an  honorable  place. 

It  is  only  fitting  that  Dr.  Allen  should  acknowledge  indebtedness  where  it  exists,  and 
this  he  has  (lone  very  gracefully.  But  we  desire  the  reader  of  this  report  to  be  on  his  guard 
against  falling  into  the  error  of  concluding  that  the  organizations  and  individuals  who  gave 
Dr.  Allen  assistance  are  in  any  way  responsible  for  his  findings  of  fact,  his  conclusions, 
or  his  reconiniendalions. 

Normal  and  secondary  schools  furnished  inspectors  for  classroom  exercises,  but  their 
observations  of  classroom  teaching  are  not  adequately  represented  by  the  published  findings 
(see  university  comment  on  exhibit  3,  section  2).  The  United  States  Commissioner  of 
Education  is  ostentatiously  cited  as  impressed  with  Dr.  Allen's  skill  in  securing  cooperation, 
but  we  do  not  know  how  familiar  the  Commissioner  is  with  Dr.  Allen's  work.  The  Board 
of  Visitors  of  the  University  has  disclaimed  responsibility  for  Dr.  Allen's  data;  and  certainly 
the  university  comments  cannot  be  construed  as  vouching  for  the  authenticity  of  his  findings. 

In  a  word  then,  the  rather  imposing  list  of  cooperating  agencies  (including  the  university) 
in  Part  I  must  not  be  carelessly  assumed  to  represent  guarantors  of  the  "facts"  and  con- 
clusions of  Dr.  Allen's  report  and  exhibits.  Their  accuracy  and  worth  are  vouched  for 
l)y  no  one  but  Dr.  Allen. 

3.  Dr.  Allen's  guarantee  of  the  correctness  of  his  findings 

In  the  final  revision  of  Part  IV  of  his  report  (third  paragraph),  Dr.  Allen  says:  "It  will 
be  understood,  however,  that  unless  otherwise  specified  every  statement  or  suggestion 
here  made  is  based  (1)  upon  the  six  month's  intensive  and  exhaustive  study  described  in 
Part  I,  and  (2)  upon  results  summarized  and  specifically  supported  in  the  detailed  reports 
and  working  papers,  of  which  this  is  but  a  much  condensed  digest." 

The  hoUowness  of  this  guarantee  is  shown  by  the  university  comment  upon  every  Allen 
exhibit  which  deals  with  any  question  of  educational  difficulty  or  complexity.  The  support 
which  Dr.  Allen's  "every  statement  or  suggestion"  can  find  in  the  "working  papers"  is 
worthy  of  brief  illustration  here. 

(1)  Dr.  Allen's  criticism  of  classroom  teaching  in  his  report,  Part  IV,  rests  upon  "432 
observations  of  classroom  exercises"  (exhibit  3,  section  2).  The  exhibit  rests,  in  turn,  upon 
the  actual  observations  which  are  to  be  found  in  the  working  papers.  We  have  exaniined 
some  287  of  these  and  can  here  explicitly  declare  that  the  statements  in  exhibit  3,  section  2, 
frequently  run  counter  to  the  observations  in  the  working  papers  and  that  the  evidence 
there  to  be  found  (irrespective  of  its  correctness)  is  not  correctly  employed  and  is  not  in- 
frequently garbled  and  distorted  in  exhibit  3,  section  2,  and  also  in  the  Allen  report.  Part  IV. 
See  university  comment  on  exhibit  3,  section  2. 

(2)  In  Part  IV  (sub  question  1)  Dr.  Allen  says:  "high  school  inspection  for  the  purpose  of 
accrediting  schools  should  give  way.  .  .  ,"  and  he  refers  the  reader  to  his  exhibit  21.  In 
exhibit  21  he  cites  240  answers  to  a  questionnaire  sent  out  by  the  Board  of  Public  Affairs 
to  superintendents  and  principals  inquiring,  inter  alia,  what  their  attitude  toward  university 
inspection  is,  and  he  asserts  that  the  weight  of  their  opinion  is  against  university  inspection. 
An  examination  of  these  answers  found  in  the  working  papers  reveals  the  fact  that  only  30 
of  the  240  favored  abandoning  the  inspection,  while  scores  of  answers  urged  its  retention. 
See  university  comment  on  Allen  exhibit  21. 

(3)  In  exhibit  3,  section  6,  Dr.  Allen  giyes  the  "working  hours  of  a  typical  week."  The 
reader  of  this  section  will  look  in  vain  for  any  general. statement  corresponding  to  the  title. 
Dr.  Allen  prepared  and  sent  out  an  elaborate  questionnaire  on  this  subject.  His  assistants 
collected  and  tabulated  the  results.  But  Dr.  Allen  makes  little  use  and  no  comprehensive 
use  of  these  tables.  Still  further,  in  calling  for  statement  of  work  he  did  not  specify  as 
separate  items  classroom  and  laboratory  instruction.  Where  they  were  given  separately 
he  omitted  the  laboratory  from  computations.  He  called  for  seminary  teaching  as  a  separate 
item,  but  he  ignores  it  as  part  of  the  results.  Several  items  of  university  duty,  requested 
by  him  and  reported  by  instructors,  are  omitted  by  Dr.  Allen.  The  effect  of  all  this  is  to 
give  not  merely  an  incomplete  but  also  a  wholly  false  picture  of  the  "typical  week"  in  exhibit 
3,  section  6.  Some  partial  correction  is  macle  by  the  university  comment  on  exhibit  3, 
on  the  basis  of  Dr.  Allen's  tables. 

186 


Unixkrsitv  Commknt 

Tne  reader  is  invited  to  tesL  the  worth  of  Dr.  Allen's  guarantee  by  this  exhibit  and  the 
comment  upon  it. 

(I)  In  exhibit  31  Dr.  Allen  attempts  to  show  that  there  is  "considerably  more  than  S60(),0(K) 
spent  for  research."  In  order  to  justify  this  computation  he  selects  figures  from  the  data 
on  the  "typical  week,"  by  which  he  asserts  that  faculty  members  on  an  average  spend 
8.3  hours  weekly  for  instruction  and  6.7  for  research.  He  then  divides  the  salary  list  between 
instruction  and  research  in  the  ratio  8.3:6.7. 

But  Dr.  Allen's  own  "working  papers"  show  the  aljsurdity  (^or  worse)  of  this  contention. 
His  teaching  hours  are  too  small,  on  the  basis  of  his  own  returns.  When  the  laboratory 
and  seminary  work  arbitrarily  omitted  by  Dr.  Allen  is  included,  the  mean  teaching  in  the 
College  of  Letters  and  Science  is  11.9  hours  for  all  classes  of  full  time  teachers.  This  is 
about  43%  more  than  is  assigned  by  Dr.  Allen. 

The  average  hours  of  "classroom  and  laboratory  work"  of  a  professor  in  the  table  given 
in  exhibit  2,  section  3,  are  7.5.  But  when  the  laboratory  work  and  seminary  work  dropped 
by  Dr.  Allen,  though  entered  on  his  tables,  is  restored  the  mean  is  10. .J  hoiirs;  an  increase 
of  nearly  40%. 

But  this  error  of  40%  is  a  small  matter.  In  the  computation  of  cost  of  research  he  places 
as  comparable  numbers  8.3  hours  of  instruction  and  6.7  of  research.  But  his  own  data 
show  that  the  "tyi)ical  week"  consists  of  nearly  60  hours,  of  which  6.7  are  given  to  research. 
If  the  whole  of  research  were  cut  off  only  about  one-ninth  of  the  instruetors'  working 
time  would  be  freed,  according  to  Dr.  Allen's  data,  and  therefore  a  very  small  part  of  the 
salaries  should  be  charged  to  research;  a  smaller  part,  indeed,  than  results  from  the  com- 
putations of  the  university. 

Had  Dr.  Allen  presented  the  data  on  the  "typical  week"  which  his  "working  papers" 
contain,  his  computation  of  cost  of  research  would  have  been  seen  to  be  w^orthless. 

The  reader  is  again  invited  to  consider  the  value  of  Dr.  .Mien's  guarantee. 

Conclusion 

No  statement  of  facts  and  no  conclusion  or  recommendation  of  Dr.  Allen  can  be  accepted 
without   verification. 


Dr.    Allen's   conception    of  higher   education    and    the   services    performed    by    the 
university 

In  Part  II  of  his  report  Dr.  Allen  makes  a  brief  survey  ol  the  services  which  the  university 
renders  and  commends  the  leadership  of  Wisconsin  in  the  field  of  higher  education.  The 
reader  has  a  right  to  expect  that  there  will  be  set  before  him.  in  brief  space,  the  principal 
contributions  of  the  University  to  the  cause  of  education  in  Wisconsin.  The  reader  will  be 
disappointed.  He  wull  find  much  relating  to  the  newer  aspects  of  university  extension, 
and  he  will  find  a  new  definition  of  higher  education.  The  university's  "  'higher  education' 
means  'wider  education'  that  is  high  enough  to  throw  light  not  only  upon  every  farm  and 
every  home  in  the  state,  but  way  beyond  wherever  education  is  discussed."  The  phrasing  is 
Dr.  Allen's  own. 

The  reader  of  Part  II  is  told  that  many  of  the  city  school  systems  in  the  state  have  more 
pupils  than  the  University  has  students  in  Madison:  "Milwaukee,  for  example,  has  more 
enrolled  in  its  high  schools  than  has  the  university  in  its  regular  courses.  But  none  of  these 
other  educational  factors  has  offered  to  citizens  in  every  walk  of  life,  no  matter  how  meager 
or  how  advanced  their  education,  help  toward  continuing  their  education  and  solving  their 
every  day  problems."  Comment  is  hardly  needed:  a  pupil  is  a  pupil;  higher  education  is 
wider  education. 

Part  II  is  headed  "What  its  State  University  means  to  Wisconsin."  The  trunk  of  the 
university  tree  is  the  College  of  Letters  and  Science,  and  it  is  as  a  teaching  institution  that 
this  college  has  rendered  over  a  half-century  of  service  to  the  state  and  the  nation.  The 
College  of  Letters  and  Science  is  not  mentioned  in  Part  II,  and  in  it  the  reader  will  find 
no  statement  of  the  work  of  this  college  or  of  the  work  of  the  university  as  a  leaching  msti- 
tution  at  Madison.  This  serious  omission  was  brought  to  Dr.  Allen's  attention.  In  a 
conference  with  him,  November  '28.  1911.  the  university  representative  suggested  that 
Dr.  Allen  should  recognize  that  it  is  a  "large  and  important  function  of  the  university  so  to 
use  its  courses  and  the  intellectual  interests  which  are  connected  with  them,  as  to  raise  and 
broaden  the  intellectual  life  of  the  individual  student  and  of  the  state  at  large;  it  is  the 
duty  of  the  university  to  afford  opportunities  for  young  peoi)le,  who  so  wish,  to  lead  the 
intellectual  life  in  any  of  the  great  fields  of  learning.  If  the  university  does  not.  as  its  most 
fundamental  obligation,  do  all  in  its  power  to  further  the  life  of  the  spirit,  it  will  be  recreant 
to  the  commonwealth."  The  suggestion  was  given  Dr.  Allen  in  writing,  and  was  ignored 
by  him. 

Nothing  is  said  in  Part  II  concerning  the  intellectual  life,  or  the  life  of  the  spirit;  nothing 
is  said  in  any  part  of  the  report  or  the  exhibits  on  these  fundamental  ends  of  education. 
So  far  as  his  investigation  and  his  re])ort  are  reliable  evidence  on  this  point,  the  intellectual 
life  and  the  life  of  the  spirit  are  to  Dr.  Allen  what  a  symphony  is  to  the  deaf  mute  or  a  sunset 
to  the  blind. 

187 


University  Survey  Report 

On  the  defective  organization  of  Part  IV  of  the  Allen  report 

Part  IV  of  Dr.  Allen's  report  deals  with  "opportunities  for  increasing  efTiciency."  No 
general  criticism  of  this  part  of  the  report  will  be  attempted,  nor  can  such  criticism  be  made. 
There  is  no  Ijasis  for  such  criticism,  for  the  section  is  devoid  of  form  and  ol  organization. 
It  consists  of  hundreds — ])erhaps  thousands — of  disconnected  and  half-connected  state- 
ments and  recommendations,  strung  on  the  slender  thread  of  a  questionnaire  containing 
12  (jueslions.  The  suggestions  deal  with  matters  of  all  grades  of  importance,  from  the 
nrethods  of  keeping  memoranda  to  the  organization  of  the  regents.  No  subject  is  presented 
as  a  whole;  none  is  dealt  with,  completed,  and  dismissed.  Dr.  Allen's  views  and  recommen- 
dations on  every  important  part  of  university  work  and  organization  must  be  sought  for 
under  a  dozen  dilTerent  heads  and  pieced  together,  if  they  are  to  be  understood  at  all.  A  bit 
is  given  here,  a  hint  elsewhere,  a  suggestion  in  a  third  place. 

If  a  thorough-going  criticism  is  to  be  made  of  this  part  of  the  report,-  the  critic  must  supply 
the  organizatmnand"  correlation  of  ideas  which  'the  authoV  has  wholly  failed  to  furnish.  It 
is  a  manifest  impossibilitv  for  the  writers  of  this  comment  to  perform  this  huge  task  in  the 
time  at  their  disposal.  They  must,  therefore,  confine  their  comment  to  separate  points  in 
Dr.  Allen's  report. 

Survey  reports  and  Allen  reports  and  exhibits 

A  word  is  necessary  to  explain  our  care  in  distinguishing  between  Dr.  Allen's  survey  of 
the  university  and  the  Survev  oroper  whose  results  are  to  be  embodied  in  the  report  of  the 
Board  of  Public  Affairs.  The  reason  is  obvious.  The  official  results  of  the  Survey  of  the 
university  will  be  presented  by  the  Board  of  Public  Affairs.  The  results  of  Dr.  Allen's 
survey  are  something  quite  distinct;  his  report  and  exhibits  are  no  part  of  the  official  find- 
ings of  the  Board  of  Public  Affairs.  It  is,  therefore,  necessary  that  we  should  in  our  com- 
ments avoid  giving  cause  for  confusion.  Hence  our  use  of  the  words  "Allen  report,"  "Allen 
exhibit." 

Quotations  are  made  from  the  Allen  report  and  exhibits  as  they  were  first  submitted  to 
the  Board  of  Public  Affairs  (in  mimeographed  form). 

I.     COMMENT  ON  METHODS  OF  DR.  ALLEN 

Many  methods  have  been  employed  which  we  regard  as  affecting  unfavorably  the  work  and 
the  conclusions  of  his  survey.  We  submit  a  general  statement  regarding  such  methods. 
Our  comments  apply  not  only  to  Dr.  Allen's  report  but  also  to  the  exhibits  of  which  the  report 
is  an  abstract. 

We  have  not  mentioned  all  methods  which  we  believe  are  open  to  criticism.  We  give 
onlv  a  few  examples  under  each  head.  We  shall  be  glad  to  add  to  these  examples  if  such 
action  is  desired.  Many  illustrations  of  these  methods  have  already  been  cited  from  the 
exhibits  of  Dr.  Allen  in  the  comments  of  the  University. 

1,   The  method  of  negation 

By  the  method  of  negation  is  meant  the  enumeration  of  the  things  which  the  university 
has  not  done  and  the  faflure  to  enumerate  the  things  which  it  has  done  concerning  a  subject. 
This  method  is  illustrated  by  Dr.  Allen's  exhibit  upon  regent  investigations  (exhibit  35) 
and  his  exhibit  on  faculty  investigations  (exhibit  24).  In  regard  to  one  of  the  recent  in- 
vestigations, fifty  things  are  mentioned  which  have  not  been  done. 

In  the  instalment  on  faculty  investigations  (exhibit  24),  in  regard  to  the  appointment  of 
a  special  committee  on  rooms  and  time  table,  ten  things  are  mentioned  which  were  not  done 
bv  the  committee.  In  the  investigations  of  the  committee  on  extra-curricular  activities, 
five  things  are  mentioned  which  the  committee  did  not  do.  In  the  investigation  upon  the 
discontinuing  of  crew  races,  six  things  are  mentioned  which  the  university  faculty  did  not 
do. 

In  Part  IV  of  Dr.  Allen's  report  there  is  given  a  list  of  thirty-seven  things  which  it  is 
stated  the  dean  of  the  graduate  school  is  not  expected  to  do,  without  evidence  being  presented 
that  it  is  desirable  or  practicable  to  do  any  one  of  the  thirty-seven  things.  Many  other 
illustrations  could  be  given  of  the  use  of  this  method  in  other  Allen  documents. 

In  no  one  of  these  cases  is  there  any  summary  of  the  things  which  the  university  did,  nor 
any  estimate  of  the  importance  of  the  things  which  it  did. 

No  better  illustration  of  the  belief  of  Dr.  Allen  in  the  negative  method  could  be  furnished 
than  that  relating  to  the  men  who  did  not  attend  faculty  meetings.  Dr.  Allen  states  that 
81  members  of  the  faculty  attended  few  or  no  faculty  meetings.  Of  these  persons  67  were 
instructors  and  assistants  and  therefore  not  voting  members  of  the  faculty.  On  this  point 
the  exhibit  says:  "If  81  faculty  members  who  attended  few  or  no  meetings  write  that  in 
their  opinion  'the  meetings  are  not  of  value,'  this  judgment  seems  to  the  survey  to  be  just  as 
clearly  an  evaluation  by  these  faculty  members  as  the  statement  of  81  others,  who  attended 
regularly,  that  they  find  meetings  helpful."      (Exhibit  24). 

188 


University  Comment 

Is  not  this  statement  analogous  to  saying  that  the  testimony  of  five  boys  who  did  not  see 
a  murder  is  just  as  important  as  the  evidence  of  five  men  who  did  see  the  murder? 

As  soon  as  Dr.  Allen  ascertains  that  a  thing  has  not  been  done  and  mentions  it,  it  is  assumed 
that  the  thing  should  have  been  done;  whereas  in  each  case  there  should  be  shown  to  be  a  fair 
presumption  that  the  thing  which  he  mentions  as  not  having  been  done  should  be  under- 
taken. 

Using  the  method  of  Dr.  Allen  it  might  be  said: 

(a).  No  attempt  has  been  made  to  determine  the  average  size  of  shoes  worn  by  pro- 
fessors. 

(b).  No  attempt  has  been  made  to  determine  the  color  of  the  hair  in  relation  to  efficiency 
of  instruction. 

(c).  No  attempt  has  been  made  to  correlate  the  color  of  the  eyes  with  efTiciency  in 
research,  etc.  » 

Of  course,  these  illustrations  are  absurd;  they  are  intended  to  be  so  in  order  to  make  clear 
the  fallacy  of  the  method  which  assumes  that  each  thing  mentioned  as  not  done  should  be 
done. 

The  fact  of  the  matter  is  that  all  knowledge  is  incomplete.  The  method  of  human  ex- 
perience is  to  gain  such  knowledge  as  can  reasonably  be  obtained  on  the  subject  and  then  to 
reach  a  judgment.  The  practice  of  other  institutions  and  the  experience  and  the  judgment 
of  the  professors  who  are  carrying  on  the  work  of  the  university  arc  factors  of  prime  impor- 
tance in  reaching  a  conclusion. 

2.  The  method  of  selected  evidence 

Dr.  Allen  has  collected  evidence  broadcast  in  regard  to  almost  every  subject,  but  when  this 
evidence  is  used  and  is  applied  to  a  theory  or  belief  which  Dr.  Allen  holds,  that  part  is  selected 
which  supports  the  theory;  and  the  material  on  the  other  side  is  neglected  altogether  or  if 
not  neglected  it  is  not  introduced  in  fair  proportion  to  the  evidence  on  the  other  side.  In 
some  cases  this  goes  as  far  as  the  suppression  of  evidence. 

Illustrating  suppression  of  evidence:  Dr.  Allen  holds  the  theory  that  the  demonstration 
and  practice  work  for  the  training  of  teachers  should  be  done  under  the  method  of  coopera- 
tion. In  support  of  this  theoryBrown  University  and  Harvard  University  are  emphasized 
as  institutions  using  this  method.  Dr.  Allen,  however,  fails  to  mention  the  fact  that  at 
Brown  University  only  eighteen  students  have  practice  work,  and  that  this  is  distributed 
among  several  high  schools;  and  that  at  Harvard  University  there  are  only  thirty  students 
having  practice  work,  and  that  this  is  distributed  among  eight  different  high  schools.  At 
Wisconsin  there  are  more  than  two  hundred  students  and  only  two  possible  cooperating 
schools.  When  all  of  the  facts  are  stated,  it  is  evident  that  Brown  and  Harvard  do  not  offer 
cases  which  are  at  all  parallel  to  that  of  Wisconsin,  but  Dr.  Allen  staled  only  part  of  the 
facts. 

3.  The  method  of  statements  regarding  documents,  and  conclusions  concerning 

same,  with  reproduction  of  documents 

In  regard  to  many  documents  Dr.  Allen  makes  many  critical  statements  and  also  many 
that  are  condemnatory.  When  the  documents  in  question  are  examined  by  the  university 
it  is  found  that  many  of  the  statements  concerning  them  made  by  Dr.  Allen  are  inaccurate, 
unfair,  or  untrue;  even  concerning  the  part  to  which  the  statements  relate.  The  parts  of 
the  document  which  did  not  happen  to  fall  under  Dr.  Allen's  condemnation  are  omitted 
altogether,  even  though  they  show  clearly  that  he  misinterprets  the  words  which  he  criticizes. 

Many  examples  of  this  method  of  treatment  could  be  presented.  Two  general  illustra- 
tions are  the  exhibit  relating  to  faculty  meetings  and  the  exhibit  relating  to  regent  inves- 
tigations (exhibits  24  and  35). 

Another  document  which  illustrates  this  method  is  a  portion  of  the  instalment  relating 
to  bulletin  666  published  by  the  university  (exhibit  29). 

In  these  cases  and  in  others  the  university  answers  have  pointed  out  important  inac- 
curacies, omissions,  and  unfair,  and  even  untruthful  statements,  concerning  university 
documents. 

So  serious  is  this  defect  of  method  in  reaching  a  sound  conclusion  concerning  documents 
that  it  was  suggested  to  Dr.  Allen  tliat  documents  criticised  should  lie  included  in  the  material 
sent  to  the  public  affairs  board;  and  this  request  was  formally  made  in  a  letter  to  Dr.  Allen, 
dated  Nov.  27,  1911,  for  the  instalment  which  relates  to  regent  investigations.  This  Dr.  Allen 
refused  to  do.     Illustrations  of  three  arc  given  under  the  next  head. 

4.  The  method  of  misquotation  and  misrepresentation 

Dr.  Allen  not  infrequently  misquotes  the  passages  and  statements  which  he  purports  to 
represent  and  to  criticise.  In  verv  many  cases  the  meaning  of  a  passage  is  given  without 
direct  quotation  or  with  only  partial  quotation.     The  statement  of  Dr.  Allen  thus  made  is 

189 


University  Sirnky  Report 

often  a  gross  niisrepresenlalion  of  the  j)lain  meaning  of  the  passage  referred  to.  The  result 
of  this  misrepresentation  is  that  the  documents,  or  i)ui)lioations,  are  made  to  convey  a  wholly 
wrong  impression,  and  this  wrong  impression  is  strengthened  by  the  interpretation  which  is 
given  to  them  by  Dr.  Allen.     Some  illustrations  of  this  method  are  the  following: 

1.  Dr.  Allen  reports  that  the  principal  of  the  Wisconsin  High  School  is  "Opposed  to 
difTerent  kinds  of  high  schools  for  different  sets  of  students  and  declared  that  there  should 
be  but  one  high-school  course,  that  fundamentally  that  course  should  be  the  same  for  all — 
'delinile,  teachable,  hard'." 

The  full  statement  of  the  principal,  Mr.  Miller,  containing  the  phrase  quoted,  is  as  follows: 

"We  must  not  set  aside  lightly  material  which  can  be  organized  in  such  manner  as  to 
present  a  serious  progressive,  consecutive  study  of  something  which  is  "definite,  teach- 
able, hard'."     (See  University  comment  on  exhibit  35). 

2.  A  particularly  aggravated  case  of  misquotation  is  that  relating  to  the  graduate  school. 
In  the  instalment  on  the  graduate  school  (exhibit  4),  upon  the  basis  of  the  quoting  of  a  single 
word  "apex,"  the  following  argument  is  set  forth: 

"1.  The  graduate  school  is  said  to  be  the  'apex'  of  the  university,  i.  e.,  the  most 
important  part. 

"2.  The  graduate  work  is  also  the  most  expensive  part  of  the  university. 

"3.  As  the  most  expensive  part  it  has  been  and  will  continue  to  be,  subject  to  special 
challenge  by  taxpayers. 

"1.  So  long  as  it  is  the  apex  and  most  important  part  in  the  estimation  of  the  uni- 
versity, its  undergraduate  students,  their  parents  and  employers  will  continue  to  be, 
as  they  have  been  in  the  past,  jealous  of  the  energy  shared  with,  if  not  deflected  from 
the  large  number  of  undergraduate  students." 

The  fallacy  of  this  argument  was  pointed  out  by  the  university  in  its  answer  to  this  instal- 
ment; notwithstanding  this,  Dr.  Allen  in  his  summary  report  makes  a  statement  based  upon 
another  misquotation  of  four  words,  "of  the  first  importance."  The  clause  of  Dr.  Allen's 
report  which  includes  this  quotation  is  as  follows: 

"The  graduate  school  is  referred  to  as  'of  the  first  importance'  and  figures  are  given 
for  total  enrollment,  whereas  statement  of  the  facts  as  to  those  doing  exclusively  gradu- 
ate work,  doing  work  in  classes  with  undergraduates  or  doing  more  than  one  year  of 
graduate  work  would  have  given  a  different  impression  of  the  graduate  school  in  its 
relation  to  the  rest  of  the  university." 

The  only  words  quoted  by  Dr.  Allen  are  "of  the  first  importance."  That  quotation  and 
the  accompanying  interpretation  give  a  false  impression  of  the  statement  of  the  bulletin 
concerning  the  graduate  school — so  wrong  that  it  is  difficult  to  believe  it  was  the  intent  of 
Dr.  Allen  to  represent  the  bulletin  correctly.  The  paragraph  from  which  the  quotation 
was  made  reads  as  follows: 

"The  graduate  school  is  the  apex  of  the  university.  While  in  the  sense  that  the 
number  of  students  in  this  school  is  small  as  compared  with  those  in  the  undergraduate 
colleges,  and  is  therefore  much  less  important;  in  the  sense  that  the  graduate  school 
produces  teachers  and  investigators  who  are  in  the  future  to  teach  undergraduate 
students  in  this  and  other  higher  institutions  of  learning  and  who  are  to  advance  knowl- 
edge, the  school  is  of  the  first  importance.  Also,  the  university  that  has  a  strong 
graduate  school  is  an  efficient  university  in  undergraduate  instruction." 

By  using  the  method  of  Dr.  Allen  this  paragraph  might  be  cited  as  proof  that  the  univer- 
sity asserts  that  the  graduate  school  is  (1)  the  "apex  of  the  university."  (2)  "of  the  first 
importance,"  (3)  "much  less  important  than  undergraduate  colleges,"  (4)  "an  efficient 
university  in  undergraduate  instruction." 

3.  In  the  instalment  on  regent  investigations  Dr.  Allen  gives  as  the  method  of  a  depart- 
ment in  selecting  assistants: 

4.  "Capable  fellows  of  good  and  pleasing  personality  are  chosen  without  regard  to  specific 
teaching  qualifications"  (exhibit  35). 

The  statement  which  Dr.  Allen  thus  misrepresented  is  as  follows: 

"During  the  months  of  the  second  semester  it  is  one  of  my  duties  which  I  regard  of 
the  greatest  moment  to  inform  myself  as  completely  as  possible  regarding  young  men 
who  are  available  for  these  positions.  In  doing  this  I  correspond  with  professors  in 
institutions  that  give  a  training  similar  to  ours,  in  which  I  ask  them  to  name  me  the 
young  men  whom  they  regard  as  most  able  in  every  way,  of  a  pleasing  personality, 
and  who  will  be  qualified  to  come  to  this  university  to  assume  the  duties  of  an  assistant. 
In  addition  to  names  secured  in  this  was  I  am  constantly  in  receipt  of  letters  from 
young  rnen  applying  for  fellowships  or  scholarships,  or,  perhaps,  these  assistantships, 
so  that  in  the  course  of  the  spring  months  I  become  acquainted  with  quite  a  large  circle 
of  young  men,  all  of  whom  have  completed  their  college  course,  and  have  taken  advanced 
work  in  the  subject  of  ])hysics,  and  from  these,  with  the  aid  of  my  associates  in  the  d  ipart- 
mentai  faculty,  I  make  the  selection  of  the  assistants  for  the  coming  year.  Some  of  these 
men,  and  indeed  most  of  them,  have  had  experience  in  teaching,  and  where  this  is  the 
case,  it  is  an  item  which  is  always  taken  into  account.     In  addition  to  men  secured  in 

190 


University  Comment 

th's  way,  we  have  among  our  own  advanced  students  men  whom  we  know  to  be  quahfied 
to  enter  upon  work  of  this  nature,  and  these  likewise  are  competitors  for  the  assistant- 
ships  that  may  become  vacant.  It  has  been  our  experience  by  using  care  in  this 
way  in  selecting  these  men,  that  in  general  the  man  who  is  recommended  to  us  as  a  capa- 
ble fellow  and  of  good  and  pleasing  personality  is  the  one  who  is  almost  sure  to  make 
a  desirable  assistant."      (See  appendix  to  comment  on  exhibit  '.i').) 

The  question  is  submitted  whether  the  readers  of  this  section  have  ever  seen  a  grosser 
misrepresentation  of  the  meaning  and  spirit  of  a  document. 

5.  In  the  instalment  on  Professor  Dearborn's  bulletin  on  grades  (exhibit  hi).  Dr.  Allen 
makes  the  following  statement: 

"Instead  of  holding  out  the  hope  that  with  improved  teaching,  improved  equipment 
and  improved  attendance,  the  percentage  of  failures  and  poors  and  fairs  will  decrease, 
the  bulletin  declares,  page  23,  'In  the  long  run  there  should  not  be  any  difference  at  all 
in  the  percentage  of  pupils  who  receive  the  same  grades.'." 

The  words  quoted  by  Dr.  Allen  are  in  the  bulletin  but  their  meaning  in  the  pa.ssage  from 
which  they  were  taken  is  wholly  different  from  that  assigned  by  the  exhibit,  and  this  meaning 
would  be  plain  to  any  one  who  read  the  passage.     The  full  statement  of  the  bulletin  is: 

"If  we  are  considering  one  hundred  pupils  in  each  of  two  high  school  subjects,  e.  g., 
English  and  history,  we  may  anticipate  some  slight  dilTerence  from  year  to  year,  but 
in  the  long  run  there  should  not  be  any  difference  at  all  in  the  percentage  oi  pupils  who 
receive  the  same  grades.  For  every  pupil  who  excels  in  English  there  will  be  one  who 
excels  in  history,  or  in  mathematics  or  in  any  other  school  "subject." 

The  full  statement  shows  that  the  words  of  the  bulletin  have  a  meaning  entirely  different 
from  that  given  to  them  by  Dr.  Allen.  His  report  claims,  in  substance,  that  the  bulletin 
"declares"  that  the  percentage  of  pupils  receiving  certain  grades  will  not  change  from 
year  to  year  no  matter  how  greatly  teaching  may  be  improved.  But  the  full  quotation 
from  the  bulletin  shows  plainly  that  it  is  not  considering,  either  here  or  anywhere  in  this 
section,  the  effect  of  "improved  teaching,"  etc.,  in  changing  the  standard  of  grading  as  years 
pass.  It  is  discussing  grades  received  by  the  same  pupils  in  the  same  school  at  the  same 
time,  in  different  departments  which  presumably  have  equally  good  teaching  and  equip- 
ment. The  bulletin,  therefore,  makes  no  such  declaration  as  that  attributed  to  it  by  the 
survey. 

The  question  is  submitted,  whether  Dr.  Allen  has  used  this  printed  document  fairly  or 
unfairly. 

The  defects  of  the  methods  of  Dr.  Allen  which  are  specified  under  heads  3  and  1  are  so 
constantly  present  in  his  reports  that  the  university  is  compelled  to  assert  that  no  statement 
of  his  exhibits  regarding  the  meaning  of  a  university  document  is  to  be  regarded  as  correct 
unless  the  full  passage  is  quoted  to  which  reference  is  made.  Xo  conclusions  whatever  caiv 
safely  be  drawn  from  any  statement  of  Dr.  Allen's  regarding  documents  unless  the  statement 
is  checked  up  with  the  document  which  it  purports  to  represent. 

S.   The  method  of  conclusion  from  single  illustration. 

At  various  places  lists  of  defects  are  mentioned,  but  no  idea  whatever  is  obtainable  from 
the  work  of  the  Allen  survey  regarding  the  extent  to  which  these  defects  are  found.  In  each 
case  there  should  be  a  quantitative  treatment  in  order  that  the  criticism  should  be  of  value;  or 
if  there  is  not  an  exact  quantitative  treatment,  there  should  be  a  treatment  within  reasonable 
limits.  An  illustration  may  be  taken  from  the  instalment  which  deals  with  classroom 
methods  (exhibit  3).  It  will  be  admitted  at  the  outset  that  in  a  faculty  of  several  hundred 
almost  every  defect  which  can  be  mentioned  regarding  pedagogical  rules  will  be  somewhere 
found.  It  is  the  constant  duty  of  the  executive  educational  officers  of  the  university,  that 
is,  the  chairmen  of  departments,  the  deans,  the  directors,  and  the  president,  to  find  the  places 
where  these  defects  exist  and  to  have  them  remedied  as  far  as  possible.  As  soon  as  a  defect 
is  discovered  in  an  instructor  the  first  attempt  is  to  have  the  man  correct  the  defect.  If 
the  defect  cannot  be  corrected  and  is  so  serious  that  it  is  not  advisable  to  keep  the  man,  he 
is  not  reappointed  at  the  end  of  the  year. 

As  illustrating  the  method  of  argument  from  a  single  case,  let  the  reader  review  the  list  of 
pedagogical  defects  alleged  to  have  been  found  in  university  classrooms  (in  exhibit  3  and 
also  in  Dr.  Allen's  report). 

It  was  not  necessary  to  make  a  survey  in  order  to  have  the  university  agree  that  every 
one  of  these  defects  may  probably  be  found  within  the  university.  Such  a  report  does  not 
assist  us  in  any  way.  But  we  submit  that  in  the  general  statement  these  failures  and  defects 
should  not  have  been  included,  without  an  indication  of  the  extent  to  which  each  one  of  them 
exists  within  the  facultv.  and  without  adequate  proof. 

Realizing,  as  soon  as  we  had  read  a  few  of  Dr.  .Mien's  instalments,  the  evil  of  this  defective 
method,  the  universitv  in  its  answer  to  the  instalment  on  supervision  of  instruction  (exhibit 
2)  asked  that  Dr.  Allen  rewrite  this  instalment  so  to  show  "what  percentage  of  Wiscon- 
sin's instructors  is  inexperienced  and  is  not  getting  adequate  supervision,  and  what  per- 
centage is  getting  such  supervision  of  one  form  or  other  from  their  departmental  seniors." 
This  request  was  repeated  in  the  comment  upon  the  next  instalment.  The  request  has  been 
ignored. 

191 


University  Survky  Report 


6.  The  Allen   survey   has  largely   concerned  itself  with   records 

It  is  a  method  of  Dr.  Allen  to  go  over  the  records  relating  to  a  subject  and  regard  his  in- 
vestigation as  finished.  Conclusions  are  based  upon  written  records  and  on  them  alone.  Many 
illustrations  of  this  method  could  be  given.  In  the  instalment  concerning  the  Wisconsin  High 
School,  entitled  "Significant  Facts,"  item  7,  it  is  stated  that  "there  is  no  record  to  indi- 
cate that  the  dean,  or  the  regents'  committee  on  letters  and  science,  or  members  of  the  de- 
partment of  education  or  other  faculty  members  then  interested  in  the  training  of  teachers, 
reviewed  either  the  plans  or  the  results  of  the  investigations  before  they  were  taken  up  di- 
rectly by  the  president  and  the  departmental  chairman  (director  of  course  involved)." 
(See  exhibit  23,  supplement  III). 

Many  other  illustrations  could  be  given. 

The  conduct  of  the  business  of  the  university  cannot  be  judged  by  written  records  alone. 
Many  methods  are  used,  one  of  the  most  important  of  which  is  frecjuent  conferences.  Rec- 
ords are  made  whenever  necessary,  but  the  larger  part  of  the  arrangement  of  plans  is  made  by 
conference  of  the  parties  concerned,  and  when  a  consensus  of  opinion  is  developed  the  con- 
clusions reached  are  put  into  form.  To  introduce  bureaucratic  methods  into  the  university  so 
that  there  shall  be  a  record  of  all  conferences  and  transactions  which  relate  to  all  subjects 
would  enormously  increase  the  size  of  the  clerical  force,  would  make  a  heavier  draft  upon  the 
administrative  officers,  and  would  deaden  the  organization.  This  point  of  view  is  demon- 
strated by  the  existing  situation  in  the  government  bureaus,  which  are  in  strong  contrast  with 
the  universities.  The  latter,  to  the  present  time,  have  happily  escaped  bureaucratic  methods. 

Whether  the  methods  that  the  university  has  followed  are  better  or  worse  than  those  ad- 
vocated by  Dr.  Allen  is  not  the  point  at  issue  here.    The  unfairness  of  his  method  lies: 

(1)  In  his  persistent  assumption  that  the  written  records  of  the  university  contain  a 
full  statement  of  the  methods  by  which  a  certain  conclusion  was  reached. 

(2)  In  adducing  the  absence  of  written  records  as  evidence  that  no  care  was  taken  in 
reaching  the  conclusion. 

So  far  as  Dr.  Allen  has  covered  fields  of  the  university  which  should  be  matters  of  record 
alone,  the  work  has  been  of  value;  as  for  instance,  in  his  instalment  upon  the  university  cata- 
logue. But  even  these  parts  which  relate  to  records  are  put  in  so  extreme  a  form  by  Dr.  Allen 
that  the  work  can  only  be  accepted  after  the  facts  are  reviewed,  corrected,  and  interpreted. 

This  is  well  illustrated  by  the  case  in  regard  to  the  instalment  on  space  in  university  build- 
ings. The  answer  of  the  university  to  this  instalment  consists  of  two  parts,  one  relating  to  the 
university  other  than  the  agricultural  college,  and  the  other  relating  to  the  agricultural  col- 
lege. The  university's  answer  shows  the  extremes  to  which  Dr.  Allen  goes  even  in  those 
cases  which  are  decided  substantially  upon  the  basis  of  the  records.  (Exhibit  27  and  univer- 
sity comment.) 

7.  Method  of  neglect  of  substance 

The  emphasis  which  Dr.  Allen  places  on  the  records  naturally  leads  him  to  neglect  the  sub- 
stance. Many  illustrations  of  this  could  be  given.  Perhaps  one  of  the  best  is  the  instalment 
on  the  graduate  school.  This  instalment  in  discussing  the  graduate  school,  with  the  exception 
of  a  part  at  the  end  relating  to  theses,  concerns  itself  almost  altogether  with  the  forms,  rec- 
ords, and  administration,  rather  than  with  the  substance  of  the  work;  indeed,  this  defect  is  so 
fundamental  that  the  dean  of  the  graduate  school  in  his  answer  to  this  instalment  stated, 
"The  survey  of  the  graduate  school  has  been  mainly  directed  to  its  clothes  rather  than  to  the 
living  being  beneath  the  clothes.  No  substantial  suggestions  for  improvement  are  made,  ex- 
cept those  in  regard  to  records,  forms  and  supervision."    (Exhibit  4  and  university  comment) . 

The  same  defect  in  the  work  of  Dr.  Allen  is  clearly  brought  out  in  exhibit  24  on  the  uni- 
versity faculty,  the  criticism  of  which  consists  almost  exclusively  of  statements  concern- 
ing records,  or  reports,  and  manner  of  conducting  business,  rather  than  the  soundness  of  the 
conclusions  reached;  indeed,  in  the  instalment  on  illustrations  of  faculty  investigations  there  is 
the  following  statement:  "Whether  or  not  the  conclusions  reached  by  the  faculty  in  the  five 
concerned"!     (This  statement  has  been  modified  in  revision  for  printing.) 

The  faculty  believes  that  the  soundness  of  its  conclusions  is  the  best  warrant  for  the  suffi- 
ciency of  its  methods.  It  believes  also  that  elaboration  of  method  and  record  beyond  the 
amount  that  is  necessary  to  reach  sound  conclusions  is  unnecessary  and  unwise. 

Perhaps  the  neglect  of  substance  in  the  Allen  report  upon  the  university  has  been  due 
in  great  extent  to  the  fact  that  much  of  the  work  of  his  survey  has  been  conducted  by  inex- 
perienced men,  few  of  them  having  held  any  important  place  in  any  educational  institution. 
These  inexperienced  men,  unaware  of  the  methods  of  a  university,  having  little  knowledge  of 
the  ideas  under  which  it  is  conducted,  may  be  capable  under  direction  of  reporting  upon  rec- 
ords; they  are  incompetent  to  report  upon  substance;  therefore  the  natural  emphasis  upon 
records.  And  yet,  aside  from  this  section,  it  will  also  be  seen  that  the  inexperience  of  some  of 
the  men  who  have  done  the  work  upon  the  records  is  such  that  many  inaccuracies  have  been 
introduced. 

192 


University  Comment 
8.   The  method  of  implication 

In  many  cases  Dr.  Allen  employs  the  method  of  imi)li(ation;  that  is,  he  implies  a  thing  with- 
out definitely  stating  it.  The  advantage  of  this  method  from  the  point  of  view  of  Dn  Allen 
is  that  he  can  give  the  impression  which  he  desires  to  convey  without  the  necessity  of  defend- 
ing the  correctness  of  the  impression;  for  when  such  impression  is  challenged,  Dr.  Allen  can 
reply  that  he  "said  no  such  thing."  The  university  does  not  regard  this  method  as  an  honest 
one.   Some  of  the  illustrations  of  the  method  are  as  follows: 

1.  Concerning  the  Wisconsin  High  School  (exhibit  23j,  it  is  stated,  "Where  such  low 
scholarship  among  pupils  exists  together  with  such  small  classes  as  are  found  at  the 
Wisconsin  High  School,  serious  question  can  be  raised  as  to  the  efliciency  of  instruc- 
tion." Here  a  conclusion  is  based  upon  an  implication.  The  implication  that  low  schol- 
arship exists  is  wholly  untrue;  and  yet  a  conclusion  is  drawn  from  the  implication. 

2.  Again  in  regard  to  the  Wisconsin  High  School,  "If  the  university  proposes  to  con- 
duct a  preparatory  school  instead  of  frankly  avowing  the  fact  and  olTering  its  services  to 
needy  pupils  in  all  parts  of  the  state,  it  has  obscured  the  fact  by  the  character  of  its  an- 
nouncement." The  implication  is  that  the  university  is  conducting  a  preparatory'  school 
under  the  guise  of  the  school  for  demonstration  and  practice.  This  implication  is  wholly 
false. 

Two  more  illustrations  from  criticisms  of  the  Wisconsin  High  School  may  be  drawn  from 
Dr.  Allen's  report: 

3.  Dr.  Allen  recommends:  "To  postpone  entrance  into  the  Wisconsin  High  School 
until  an  efTicient  stafT  of  instructors  be  secured;  an  efTicient  organization  and  proper 
records  provided;  and  the  enrollment  of  representative  pui)ils  secured."  This  brief  para- 
graph introduces  three  improper  implications,  without  "saying"  any  of  them;  that  is,  that 
an  efficient  staff  of  instruction  does  not  exist;  that  an  efficient  organization  and  proper  rec- 
ords are  not  provided;  and  that  the  enrollment  of  representative  students  is  not  secured. 
Every  one  of  these  assumptions  has  been  categorically  challenged  by  the  university. 

4.  Again  the  report  says  in  regard  to  the  Wisconsin  High  School:  ""Re-define  organ- 
ization, responsibility,  method  of  management  and  purpose,  substituting  dcfiniteness  for 
vagueness,  certainty  for  uncertainty."  Here  again  by  implication  Dr.  Allen  says  that 
the  organization,  responsibility,  and  method  of  management  have  not  been  clearly  de- 
fined; that  vagueness  and  uncertainty  exist  in  these  respects. 

Every  one  of  these  implications  has  been  shown  to  be  without  foundation  by  the  univer- 
sity in  the  answer  to  exhibit  23  concerning  the  Wisconsin  High  School. 

Numerous  other  illustrations  of  the  method  could  be  furnished,  but  the  four  named  are 
taken  from  the  criticisms  of  the  Wisconsin  High  School  to  show  that  there  may  be  several  in 
a  single  document.  . 

It  is  difficult  correctly  to  characterize  this  method  of  argument  and  still  remain  within  the 
limits  of  parliamentary  language. 

9.  Method  of  dogmatic  statement 

Dogmatic  educational  pronouncements  are  made  at  many  places  unsupported  by  any  sub- 
mission of  the  facts  even  as  seen  by  Dr.  Allen.  Illustrations  of  these  pronouncements  are 
found  in  several  instalments,  or  exhibits,  and  some  of  them  are  noted  in  the  answers  of  the 
university. 

The  following  additional  examples  may  be  given  which  are  taken  almost  at  random  from 
Dr.  Allen's  final  report: 

"Too  little  oral  English." 

"Too  few  courses  in  problems  of  citizenship,  municipal,  county,  and  slate  govern" 
ment." 

"The  state  laboratory  of  hygiene  .  .  .  is  .  .  .  provided  for  in  the  university  budget 
under  conditions  that  greatly  restrict  its  use  by  the  stale's  responsible  sanitary  ofiicers." 

10.  Method  of  misstatement  of  fact 

In  the  Allen  exhibits  are  multitudinous  instances  of  inaccuracies  of  fact,  inadequate 
statement  of  fact,  and  false  statement  in  regard  to  fact.  Those  are  illuslralod  in  almost  every 
one  of  the  exhibits  which  has  been  critically  examined  by  the  university.  In  the  answer 
to  the  instalment  relating  to  the  university  faculty  meetings,  (university  comment  on  ex- 
hibit 24)  scores  of  illustrations  of  inaccuracies  and  inadequate  statement  were  given. 

In  regard  to  the  records  of  the  Wisconsin  High  School  eleven  of  the  twelve  statements  con- 
cerning records  have  been  shown  to  be  inaccurate  or  untrue,  and  the  other  one,  (Allen)  No. 

11.  is  so  vague  that  the  university  is  unable  to  ascertain  its  signilicance  (^university  comment 
on  exhibit  23). 

Similarly,  many  inaccuracies  are  pointed  out  in  the  university's  answer  to  the  instalment 
relating  to  placing  of  teachers,  the  instalment  upon  the  adviser  system  (^exhibit  (V),  the  in- 
stalment upon  the  inspecting  and  accrediting  of  high  schools  (exhibit  'ID,  and  the  instalment 

193 


University  Survey  Report 

relating  to  the  records  of  the  graduate  school  (exhibit  4).  To  give  here  a  summary  of  these  in- 
accuracies would  be  to  repeat  a  considerable  portion  of  the  university's  answers  to  Dr. 
Allen's  exhibits. 

General  effect  of  these  methods 

It  has  followed  inevitably  from  these  methods  that  Dr.  Allen  reaches  the  conclusion  that 
very  many  things  in  the  university  are  not  as  they  should  be.  He  finds  not  only  fundamental 
defects  in  administration,  records,  etc.,  but  he  proposes  numerous  radical  changes. 

If  the  state  superintendent  is  a  member  of  the  board  of  regents,  he  should  not  be. 

If  there  are  15  regents,  there  should  be  5. 

If  we  have  a  Carnegie  system  of  retiring  allowances,  it  should  be  abandoned. 

If  wc  have  a  seven-hour  day,  it  should  be  an  eight-hour  day. 

If  we  have  a  forty-two  week  year,  including  the  regular  and  summer  sessions,  it  should 
be  a  forty-eight  week  year;  and  this  opinion  is  given  with  no  analysis  whatever  of  the 
complex  facts  relating  to  the  matter  or  the  experience  of  other  institutions. 

If  the  board  of  visitors  is  created  by  regent  law,  it  should  be  created  by  statutory  law. 
(No  reason  is  given  why  the  work  would  be  different  in  the  two  cases.) 

If  the  president  of  the  university  is  a  member  of  the  board  of  regents,  he  should  not  be. 

If  the  business  manager  is  accountable  to  the  president  of  the  university,  he  should  be 
accountable  to  the  regents  alone. 

If  it  is  the  practice  to  have  the  needs  of  the  university  presented  to  the  legislature  by 
the  educational  ofTicers,  this  duty  should  be  transferred  to  the  regents. 

If  the  university  faculty  is  organized  upon  a  broad  democratic  basis,  substitute  for  it 
it  a  university  council. 

If  the  principle  of  departmental  organization  exists  (as  is  true  not  only  for  this  univer- 
sity, but  for  every  large  university  of  the  country),  substitute  the  course  for  the  depart- 
ment as  a  unit  of  administration. 

If  the  right  to  vote  in  the  university  and  college  faculties  is  upon  the  basis  of  rank,  it 
should  be  upon  the  basis  of  service,  even  if  acceptance  of  this  proposal  allows  an  as- 
sistant to  vote  and  deprives  of  this  privilege  a  full  professor  who  has  been  in  university, 
work  for  years  and  who  has  just  come  to  the  university. 

If  military  drill  is  compulsory,  it  should  be  made  not  compulsory.  (This  statement  is 
made  without  any  consideration  of  the  benefits  to  the  student,  to  the  state,  or  to  the 
nation,  which  follow  from  military  drill.) 

When  one  hundred  questions  are  raised  suggesting  changes  in  the  laws  and  by-laws  and 
not  one  of  them  is  discussed  or  a  conclusion  concerning  any  of  them  reached,  such  work  is 
of  little  value. 

II.    SELECTION    AND    ORDERLY    ARRANGEMENT    OF    CERTAIN    RECOM- 
MENDATIONS OF  DR.  ALLEN  REGARDING  THE  RECONSTRUCTION 
OF  THE  UNIVERSITY 

The  New  University,  sketched  from  Dr.  Allen's  Recommendations: 

Part  IV  of  Dr.  Allen's  report  makes  evident  the  type  of  university  which  his  recommenda- 
tions and  suggestions  will  produce  if  they  are  adopted.  This  plan  is  not  presented  as  a 
connected  statement,  but  is  lo  be  drawn  from  the  various  recommendations  submitted  by 
him. 

It  is  not  possible  to  draw  a  complete  picture  of  this  new  university,  but  not  a  few  of  its 
most  essential  features  may  be  indicated. 

1.  The  board  of  regents  is  to  consist  of  five  persons. 

2.  Each  of  these  is  to  represent  one  profession. 

The  inevitable  effect  of  this  arrangement  would  be  that  one  regent  would  substantially 
take  charge  of  the  afi'airs  of  the  college,  or  department,  to  which  his  profession,  or  business, 
was  allied. 

3.  The  term  of  office  of  the  president  is  to  be  seven  years,  without  re-election. 

He  is  to  be  deprived  of  all  financial  responsibility  (see  below,  5,  A,  B,  C,  and  also  Dr.  Allen's 

report:      "That    the    regents  and    not    the    president assume    responsibility    for 

explaining  the  university  budget  to  the  legislature.") 

4.  The  terms  of  deans  are  to  be  three  years  for  the  present  deans;  five  years  for  subsequent 
appointees,  without  re-election. 

These  officers  after  serving  their  term,  may  be  retained  for  purposes  of  teaching  or  in- 
vestigation. 

5.  The  business  manager  is  no  longer  to  be  responsible  to  the  president,  but  responsible 
to  the  regents  alone. 

A.  "That  the  laws  of  the  regents  be  amended  to  make  the  business  manager  directly 
responsible  to  the  regents  and  the  regents  alone." 

B.  The  president  is  not  to  "join  with  the  business  manager  in  approving  requisitions" 
but  is  to  "join  with  the  faculty  members  in  requesting"  expenditures,  "so  that  his 
signature  will  not  be  an  approval  of  expenditure  but  a  certification  of  the  need." 

194 


UxiviirssiTV  Comment 

C.  The  business  manager  is  to   have   "final  responsibility  for  preparation  of 

budget  coordination  of  educational  and  financial  data "      (When  Dr.  Allen 

prepared  this  report  for  the  press  he  inserted  (as  he  had  every  right  to  do,  if  he  wished; 
the  word  "mechanical"  before  "preparation  of  budget."  This  change  does  not  in  any 
essential  respect  modify  the  dominant  position  assigned  by  Dr.  Allen  to  the  business 
manager  in  the  organization  of  the  university.  The  change  does  not  call  for  any  alter- 
ation of  our  comment). 

These  proposals  would  make  the  business  manager  the  sole  responsible  officer  of  the  uni- 
versity (under  the  regents)  for  all  expenditures  for  educational  and  other  purposes.  It  is 
clear  that  by  controlling  the  budget  and  all  expenditures  under  it,  he  would  also  control  the 
educational  policy  of  the  university. 

6.  A  "division  of  reference  and  research"  is  to  be  created  under  the  immediate  charge  of 
the  business  manager  and  directly  responsible  through  him,  to  the  regents. 

This  division  is  to  "be  charged  with  responsiijilily  for  applying  to  university  problems  the 
principles  of  scientific  research  and  efficient  dislriliution  of  knowledge." 

This  division  is  not  only  to  be  entirely  outside  of  the  control  of  the  president  of  the  uni- 
versity but  the  president  cannot  call  upon  it  for  reports,  except  by  making  requests  of  the 
business  manager.  The  division  of  reference  and  research  is  to  be  "directly  responsible 
to  the  regents  through  the  business  manager."  This  provision  puts  the  division  under  the 
immediate  control  of  the  business  manager. 

Dr.  Allen  recommends  further,  "That  the  laws  of  the  regents  be  amended  .  .  .  retaining 
the  provision  that  reports  from  the  business  manager  may  be  required  by  the  president, 
but  requiring  also  that  reports  of  the  subordinates  of  the  business  manager  may  be  requested 
only  through  him." 

Thus  the  educational  problems  of  the  University  are  to  be  solved  by  the  business  manager 
operating  through  the  "division  of  reference  and  research,"  which  is  under  his  immediate 
control.  Its  educational  policy  will  necessarily  be  determined  by  the  same  power,  since  no 
money  can  be  obtained  except  through  the  business  manager's  recommendation. 

7.  Tlje  recommendations  regarding  the  position  and  responsibility  of  the  business  manager 
and  those  relating  to  the  division  of  reference  and  research  are  said  to  "relate  to  any  board 
of  regents  of  whatever  size."  They  constitute  the  central  recommendations  of  Dr.  Allen. 
Their  effect  is  to  transfer  the  control  of  the  educational  policies  of  the  University  from  its 
educational  officers  to  its  business  officer. 

8.  The  offices  of  president  and  dean  having  been  made  temporary  and  many  of  their  func- 
tions having  been  transferred  to  the  business  manager,  the  temporary  occupants  of  these 
positions  are  to  devote  much  of  their  time  to  supervision  of  classroom  instruction  and  re- 
search. The  practical  effect  of  the  changes  recommended  would  be  to  convert  holders  of 
these  positions  into  supervisors  of  instruction  and  research.  Investigations  by  the  proposed 
division  of  reference  and  research  are,  however,  not  to  be  supervised  by  the  president  or  the 
deans  but  bv  the  business  manager  and  regents. 

9.  The  educational  policy  of  the  University  is  to  be  radically  changed  by  regarding  all 
classes  smaller  than  six  as  exceptional  and  by  demanding  special  reasons  in  each  case  for 
their  existence.  It  is  stated  that  such  classes  ".should  be  discontinued,  except  as  specifically 
authorized  by  the  president  and  reported  to  the  regents,  with  reasons,  unless  departments 
are  willing  to  give  them  as  additional  to  the  minimum  normal  schedule  of  instruction  hours." 

It  is  obvious  that  if  Dr.  Allen's  recommendations  are  adopted  it  will  be  of  no  use  for  the 
president  to  "authorize  specifically"  such  classes.  The  possibility  of  having  such  a  class 
would  depend  on  the  budget  and  this  is  to  be,  in  fact,  under  the  control  of  the  business 
manager.  The  effect  of  this  recommendation  would  be  to  limit,  and  in  great  degree  to  destroy, 
the  advanced  and  graduate  work  of  the  University  in  all  of  its  colleges. 

10.  The  method  recommended  for  selecting  teachers  shows  the  type  of  teaching  which  Dr. 
Allen  would  have  in  the  University. 

"A  premium,  in  addition  to  all  other  qualificalions,  upon  successful  teaching  in 
elementary,  high  and  normal  schools  would  increase  the  competition  and  raise  the  stand- 
ard, especially^f  notice  of  vacancy  were  sent  to  all  Wisconsin  high  and  elementary  schools 
and  to  superintendents  of  city  schools  out  of  Wisconsin."     (Italics  are  ours.) 

It  is,  then,  the  idea  of  Dr.  Allen  to  recruit  the  faculty  either  from  (a)  those  persons  who 
have  prepared  themselves  for  another  kind  of  teaching,  elementary  or  secondary,  or  (b) 
from  those  who  have  prepared  themselves  for  college  or  university  work  alone  or  for  both 
college  and  secondarv  teaching,  but  have  failed  to  receive  positions  in  colleges. 

11.  The  kind  of  control  which  the  business  manager  and  the  bureau  of  reference  and  re- 
search would  exercise  over  the  departments  may  be  illustrated  from  recommendations  of 
the  report.  These  extend  to  the  amount  and  use  of  foreign  language  in  foreign  language 
courses,  to  the  amount  and  qualitv  of  the  discussion  which  should  be  given  to  subjects 
in  freshman  English,  and  to  the  amount  of  use  of  oral  English.  The  central  authorities 
are  to  fix  the  methods  by  which  grades  are  determined  by  each  instructor  and  the  methods 
for  conduct  of  work  in  departments. 

These  selections  show  wail  enough  the  type  of  university  involved  in  the  recommendations 
of  the  report. 

As  opposed  to  this  scheme  may  be  stated  a  few  of  the  fundamental  principles  which  the 
University  of  Wisconsin  has  followed  up  to  the  present  time. 

1.  The  regents  govern  rather  than  administer. 

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University  Survey  Report 

'^  Under  the  government  of  the  regents,  control  of  business  matters  is  placed  in  the  hands 
of  business  ofTicers  and  control  of  educational  matters  in  those  of  educational  officers. 

3  The  educational  ofTicers,  whether  holding  the  position  of  teachers  or  administrators, 
take  a  leading  responsibility  for  the  formulation  of  educational  policies  and  have  a  correspond- 
•nq  responsibility  and  influence  in  the  matter  of  expenditures  for  educational  purposes. 
The  business  officers  are  agents  of  the  University  for  facilitating  education  and  not  for  the 

purpose  of  controlling  it.  ,,,_•.         ^     ^     ■      ,.     t-         r  ^u  u     u 

4  The  organization  of  the  faculty  and  the  mternal  admmistration  of  the  university  have 
been  based  on  democratic  principles.  Supervision  and  control  are  given  where  needed, 
or  where  advisable,  but  the  presumption  is  in  favor  of  freedom  and  responsibility  rather  than 

of  direction  and  control.  ,..-.,-      ,       j       ,       jj     ■       xu  ^  re. 

5.  Under  these  leading  principles  the  institution  has  developed  during  the  past  fifty  years. 
The  recommendations  of  Dr.  Allen  look  toward  an  institution  of  a  radically  different  type, 
whose  main  idea  is  that  of  control  centered  in  the  business  manager. 

It  is  obvious  that  the  underlying  principles  of  the  two  plans  are  incompatible.  The  Board 
of  Public  Affairs  should  understand  that  there  is  involved  in  the  recommendations  of  Dr. 
Allen  a  university  alien  in  spirit  and  method  of  administration  to  the  present  institution.  If 
the  recommendations  of  the  report  should  be  adopted,  it  would  be  necessary  to  "scrap"  the 
present  administration,  to  "scrap"  the  present  administrative  officers,  and  to  subject  the 
teaching  force  to  methods  of  inspection  and  control  to  which  its  strong  members  would  not 
submit.  Thus  the  methods  of  the  university,  the  type  of  work  done  by  it,  and  the  personnel 
of  the  faculty  would  be  radically  and  rapidly  altered.  The  institution  would  remain  in  name 
the  University  of  Wisconsin  but  in  substance  it  would  be  wholly  different  from  the  present 
university. 

The  faculty  and  the  administrative  officers  of  the  institution  have  not  been  ignorant  of 
defects  involved  in  the  methods  of  administration  which  have  been  followed  in  the  past.  An 
attempt  to  administer  an  educational  institution  in  a  democratic  spirit  and  a  democratic  way 
has  its  disadvantages  precisely  as  the  attempt  to  administer  a  state  in  the  same  way  has  its 
disadvantages.  The  university,  however,  has  believed  and  still  believes,  both  for  the  institu- 
tion and  for  the  state,  that  the  advantages  of  the  democratic  method  far  outweigh- its  dis- 
advantages. 

The  university  does  not  assert  that  the  criticisms  of  Dr.  Allen  do  not  touch  weak  points  in 
its  administration.  On  the  contrary,  some  of  the  criticisms  of  Dr.  Allen  contain  some  truth 
and  some  contain  much  truth.  But  they  are  all  underlaid  by  a  conception  of  university  govern- 
ment and  of  university  administration  radically  different  from  that  which  exists  here  and 
elsewhere. 

The  situation  is  similar  to  that  which  would  obtain  if  the  government  of  the  state  were  to 
be  criticised  by  a  man  whose  standard  of  state  government  was  that  of  a  Russian  province,  a 
German  district,  or  a  French  department.  Such  a  man  would  find  many  weak  points  in  the 
government  of  any  democratic  state.  But  his  standards  and  ideals  of  state  government  would 
be  so  diverse  from  those  which  obtain  here  that  he  could  not  appreciate  the  advantages  which 
we  find  in  democratic  methods,  and  he  would  judge  our  defects  by  standards  which  are  fun- 
damentally different  from  ours.  His  suggestions  would,  therefore,  have  little  value. 

An  important  corollary  of  Dr.  Allen's  theory  of  university  control  is  that  his  so-called 
"survey"  of  the  universitv  has  failed  to  be  a  survey  in  the  American  sense  of  the  word.  It  has 
been  an  attempt  by  an  advocate  of  an  untried  theory  of  university  government  to  find  in  the 
University  of  Wisconsin  reasons  why  his  theory  should  be  put  into  practice.  He  has  assumed 
that  every  difference  between  his  ideal  and  the  facts  is  a  "defect";  something  to  be  corrected. 
To  strengthen  his  case  he  has  not  only  pointed  out  real  defects  but  he  has  not  hesitated  to 
magnifv  the  differences  and  to  assert  the  presence  of  "defects"  which  have  no  existence.  The 
report  as  a  whole  has  as  much  (and  as  little)  value  as  a  "survey"  of  the  state  government  of 
\\  isconsin  would  have,  if  made  by  a  man  whose  real  purpose  was  to  find  reasons  for  convert- 
ing the  government  into  a  monarchy  of  the  continental  type. 


III.     IMPORTANT  POINTS  IN  DR.  ALLEN'S  SUMMARY  REPORT 
A.     POINTS  IN  WHICH  WE  DISAGREE  WITH  DR.  ALLEN 

The  quality  of  university  teaching 

The  defective  technique  of  Dr.  Allen  in  his  attempt  to  pass  upon  the  classroom  effective- 
ness of  universitv  teaching  will  be  taken  up  at  length  in  the  answer  to  the  instalment  on 
observation  of  classroom  exercises  (exhibit  3).  Here  we  shall  indicate  only  some  of  the  limi- 
tations of  the  results  presented  by  Dr.  Allen  and  point  out  the  opportunity  he  lost  to  throw 
light  upon  one  of  the  most  important  functions  of  the  university. 
^  The  scanty  and  disconnected  fragments  of  class  instruction  usfed  as  the  basis  of  criticism 
in  the  instalment  just  mentioned  do  not  embrace  enough  of  the  university  (only  a  part  of  the 
College  of  Letters  and  Science)  to  make  them  adequate  to  an  appraisal  of  university  teaching. 
The  observations,  as  reported  in  the  instalment,  relate  almost  exclusively  to  points  of  peda- 
gogical procedure.  These  observations  ignore  almost  entirely  these  very  important  questions: 

196 


University  Comment 

1.  Quality  of  subject  matter. 

2.  Organization  of  subject  matter. 

3.  Aim  of  each  course  as  a  whole. 

In  the  making  of  observations  Dr.  Allen  was  assisted  bv  normal  and  secondary  teachers 
and  administrators.  TJiese  observers,  whose  work  has  not  been  in  college  and  university 
teaching,  quite  naturally  and  properly  directed  their  attention  to  the  pedagogical  problems 
with  which  they  are  familiar — to  pedagogical  quality  rather  than  to  subject  matter. 

A  large  proportion  of  the  criticisms  recorded  in  the  instalment  are  based  upon  misconcep- 
tion as  to  the  aims  of  the  instructors. 

Dr.  Allen  claims  that  432  visits  were  made  to  the  classes  of  130  teachers  in  the  College  of 
Letters  and  Science  and  in  the  Wisconsin  High  School.  We  do  not  doubt  it.  The  university, 
however,  notwithstanding  its  formal  request  to  Dr.  Allen  for  copies  of  the  432  observations, 
has  received  but  287  of  them. 

The  287  observations  received  relate  to  the  work  of  19  professors,  8  associate  professors,  17 
assistant  professors,  27  instructors,  4  assistants,  and  8  high  school  teachers. 

The  limited  scope  of  the  observations  is  more  apparent  when  it  is  noted  that  of  the  287 
observations  39  relate  to  the  work  of  one  teacher  (a  full  professor)  and  31  to  the  work  of  an- 
other full  professor,  while  some  50  of  them  are  a  record  of  single  visits  to  the  classes  of  some 
50  teachers. 

If  the  inspection  of  university  teaching  had  been  intelligently  directed,  much  light  might 
have  been  usefully  thrown  on  the  actual  problems  of  university  teaching.  The  visits  might 
have  been  directed,  for  example,  to  ascertaining  the  quality  of  the  work  of  instructors  and 
assistants,  and  the  practical  value  of  the  aid  and  supervision  they  received  from  their  re- 
spective departments. 

Of  the  287  observations  5,  and  5  alone,  relate  to  the  work  of  4  assistants,  all  of  them  in  for- 
eign language  departments.  The  work  of  no  one  of  them  is  condemned,  and  one  receives 
praise,  in  the  instalment. 

Dr.  Allen,  with  propriety,  forcefully  disclaims,  in  this  instalment,  any  pretension  to  have 
attempted  to  appraise  the  teaching  of  the  university. 

And  yet  the  teaching  of  the  university  is  its  most  important  function. 

Dr.  Allen  has  not  been  effectively  interested  in  the  most  important  function  of  the  uni- 
versity. 

"183  bases  for  grading  students'  work" 

It  was  to  be  expected  that  an  efficiency  engineer  would  find  it  difficult  to  appreciate  tjie 
reasonableness,  let  alone  the  wisdom,  of  university  methods  of  grading  students'  work. 
Surely  here  is  where  organization  would  help!  And  so  we  have,  under  question  3  of  Part  IV, 
the  following:  "So  long  as  183  different  standards,  unchecked  and  unsupervised  administra- 
tively, are  employed  ...  in  judging  students'  work,  .  .  .  the  testing  of  work  .  .  . 
cannot  be  well  enough  done."  To  resort,  for  once,  to  the  Vernacular,  this  is  rot.  See  uni- 
versity comment  on  exhibit  13. 

So  too  Dr.  Allen  states  that  "The  University  does  not  accept  the  results  of  research  by 
its  own  department  of  education  in  its  system  of  grading".  Dr.  Allen  here  asserts  (1 )  that 
the  department  of  education  has  reached  certain  results  regarding  grading;  (2)  that  the 
university  fails  to  accept  these  results;  (3)  that  this  failure  of  the  university  "needs  to  be 
discouraged  or  eliminated".  The  truth  is  that  the  department  of  education,  as  such,  has 
never  investigated  grading.  A  member  of  that  department  studied  the  subject  and  published 
h'is  results,  but  he  did  not  urge  any  particular  system,  nor  advocate  any  standard  which 
the  university  might  have  adopted.  The  purpose  of  the  bulletin  was  not  to  set  up  standards 
but  to  call  attention  to  an  mportant  subject  and  to  give  the  results  of  investigations  in  that 
subject.    On  this  matter  also,  see  exhibit  13  and  the  university  comment  upon  it. 

"The  Courtis  Standard  Tests" 

Dr.  Allen  (Part  IV)  makes  much  ado  over  mistakes  made  by  commerce  students  in  the 
simplar  arithmetical  processes,  and  condemns  the  Course  in  Commerce  for  not  using  tests 
of  accuracy  and  speed.  The  fairness  of  his  criticism  may  be  judged  by  the  following  state- 
ment, prepared  by  Director  W\  A.  Scott  of  the  Course  in  Commerce. 

"The  statement  completely  misrepresents  the  beliefs,  attitude  and  practices  of  the 
administrative  officers  of  the  Commerce  Course.  We  not  only  believe  in  the  application 
of  tests  for  the  purpose  of  revealing  the  weaknesses  of  students  along  the  lines  which  this 
report  suggests,  but  we  are  constantly  applying  such  tests.  What  we  objected  to  was  the 
application  of  the  kind  of  tests  Mr.  Allen  proposed  and  of  any  tests  other  than  those  we 
are  applying  in  our  regular  courses.  In  the  course  in  accounting  which  every  student  in 
the  Course  in  Commerce  pursues  from  the  beginning  of  the  sophomore  to  the  end  of 
the  senior  year,  tests  in  addition,  subtraction,  multiplication,  etc.,  are  constantly  applied 
in  the  assignments  regularly  made.  In  the  very  first  weeks  we  learn  the  weaknesses  of 
each  student  in  all  of  these  particulars  and  his  attention  is  constantly  directed  oward 
them. 

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University  Survey  Report 

"We  do  not  believe  that  it  is  profitable  for  students  to  devote  any  large  amount  of  the 
time  at  their  disposal  during  their  university  course  to  acquiring  skill  in  the  rapid  per- 
formance of  these  simple  arithmetical  processes.  We  know  from  experience  that  such 
skill  is  speedily  lost  and  easily  acquired  whenever  needed.  We  believe  that  the  greater 
part  of  the  time  of  commerce  students  spent  at  the  university  can  be  much  more  profit- 
ai)ly  devoted  tu  more  important  matters. 

''Mr.  Allen  has  mistaken  our  objection  to  the  tests  he  proposed  for  objections  to  tests 
per  se.  Nothing  in  my  correspondence  with  him  or  conversations  with  him  justify  or 
furnish  grounds  for  such  misconception." 

Training    through    contact    with    "clinical    material" 

"Training  through  contact  with  what  in  medicine  is  called  clinical  material — actual  prob- 
lems that  need  to" be  solved — is  needed  in  all  .  .  .  courses."  Dr.  Allen's  dictum  would 
imply  that  Wisconsin  is  backward  in  the  use  of  the  "clinical"  method.  The  facts  do  not 
support  the  dictum.     Moreover  his  enthusiasm  for  the  Cincinnati  scheme  is  uncritical. 

This  question  is  discussed  at  length  in  the  comment  on  Allen  exhibit  15,  which  is  devoted 
to  the  College  of  luigineering.  The  following  is  Dean  Turneaure's  very  brief  statement  of 
some  of  the  points  involved: 

"1.  That  for  some  students  the  value  of  practical  experience  gained  at  one  or  more 

intervals  during  the  college  course  is  well  recognized  by  the  faculty. 
"2.  That  practical  experience  gained  in  this  way  is  preferable,  in  all  cases,  to  continuous 

practical  experience  gained  during  the  first  one  or  two  years  after  graduation,  or 

that   t  is  desirable  for  all  engineering  students,  is  denied. 
"3.  That  the  Cincinnati  scheme,  under  the  conditions  prevailing  at  this  institution,  is 

impracticable  and  undesirable,  owing,  in  part,  to  the  following: 

(a)  Cost  of  duplication  of  courses. 

(b)  Restriction  of  freedom  of  election  of  general  studies  by  engineering  students. 
Lack  of  variety  of  facilities  for  student  employment  in  Milwaukee  and 
Madison  to  accommodate  all  classes  of  students. 

(d)  Cost  of  transportation. 

(e)  The  fact  that  many  students  have  had  practical  experience  before  entering 

the  University." 

With  regard  to  Dr.  Allen's  recommendation  of  the  clinical  method  to  the  medical  school — 
which  on  the  face  of  it  resembles  shipping  hard  coal  to  Pennsylvania — Dr.  Bardeen  writes: 

"I  do  not  quite  understand  this  statement:  'The  need  for  it  is  strongly  felt  by  uni- 
versity officers  responsible  for  medical  extension.'  By  'medical  extension'  may  be 
meant  the  development  of  the  medical  school  and  the  clinical  department  up  to  the  pres- 
ent and  the  aims  and  ideals  which  we  have  for  the  future.  Clinical  problems  of  great  im- 
portance have  developed  in  connection  with  the  care  of  the  students'  health  and  the 
efliciency  of  the  work  done  along  these  lines  has  led  to  some  public  demand  for  an  ex- 
tension of  the  scientific  work  begun  in  connection  with  the  care  of  the  students'  health. 
The  members  of  the  faculty  of  the  medical  school  believe  that,  while  the  students  who 
get  the  first  two  years  of  the  medical  course  at  Wisconsin  can  get  good  clinical  training 
in  medical  schools  established  in  clinical  centers,  there  would  be  an  immense  public 
benefit  in  having  dynamic  clinical  centers  established  under  the  auspices  of  the  state 
university.  They  likewise  feel  that  the  closer  in  touch  they  keep  with  the  problems  of 
clinical  medicine  the  better  work  they  can  do  in  conducting  the  scientific  work  already 
undertaken,  and  would  therefore  welcome  the  development  of  clinical  centers.  There 
is  undoubtedly  ample  'clinical  material'  in  the  state  that  could  be  utilized  to  the  benefit 
of  the  patients,  the  public,  the  medical  students  and  the  medical  faculty  were  a  proper 
organization  effected  and  supported." 

Junior  colleges 

The  establishment  of  junior  college,  is  urged  by  Dr.  Allen,  but  he  nowhere  directs  attention 
to  the  junior  college  arrangements  already  available  for  students  who  intend  later  to  come  to 
the  University.  The  University  catalogue  lists  eight  colleges  in  Wisconsin  from  which,  by 
definite  arrangement,  students  may  enter  the  sophomore  class  of  the  university  after  one 
year,  or  the  junior  class  after  two  years.  One  of  them  is  for  men  (Marquette),  two  for  women 
(Milwaukee  Downer  and  Saint  Clara),  five  are  co-educational  Beloit,  Lawrence,  Ripon, 
Carroll,  and  the  German-American  Seminary). 

Besides  these,  the  legislature  of  1911  authorized  the  eight  normal  schools  to  establish  the 
first  two  years  of  the  college  course,  which  the  university  at  once  accepted.  These  normal 
schools  are  situated  at  La  Crosse,  Milwaukee,  Oshkosh,  Platteville,  River  Falls,  Stevens 
Point,  Superior,  and  Whitewater. 

There  were,  therefore,  a  year  ago  sixteen  institutions,  eight  private  and  eight  public,  which 
the  youth  of  Wisconsin  could  if  they  wished,  attend  as  junior  colleges.  These  were  situated 
in  every  section  of  the  state,  and  no  student  needed  to  go  far  from  home  to  find  one. 

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University  Comment 

Within  the  past  year  the  college  course  has  been  discontinued  in  the  normal  schools  of 
Platteville,  River  Falls,  and  Whitewater.  This  action  was  taken,  it  is  understood,  in  con- 
sequence of  the  study  of  the  normal  schools  made  by  the  survey  carried  on  under  the  author- 
ity of  the  Board  of  Public  Affairs.  Thus  three  "junior  colleges"  have  been  discontinued  and 
thirteen  institutions  remain  where  such  work  can  be  carried  on.  The  discontinuance  of  these 
junior  colleges  was  regrettable  but  the  thirteen  remaining  do  not  seem  an  inadequate  pro- 
vision for  such  work,  at  least  for  the  present.  The  very  fact  that  three  college  courses  were 
discontinued  indicates  that  there  was  felt  to  be  no  pressing  demand  for  them.  Yet  they 
were  in  districts  of  the  state  most  remote  from  public  provision  of  the  kind  and  two  of  them 
in  districts  remote  from  private  colleges. 

Th  '  university  would  be  glad  to  see  a  larger  number  of  junior  colleges.  Yet  it  appreciates, 
perhaps  better  than  some  of  those  who  urge  them,  the  cost  of  such  institutions  in  buildings, 
equipment,  and  salaries.  On  this  account  it  has  never  thought  it  righ  to  urge  the  cities  of 
the  state  to  establish  such  colleges,  fearing  that  the  demand  for  college  work  would  not  be 
sufllcient  to  warrant  the  cost.  It  welcomes  the  establishment  of  two-year  college  courses 
in  the  normal  schools  as  a  reasonable  solution  of  the  problem  for  the  present.  It  regrets  that 
any  of  these  courses  should  have  been  discontinued.  It  will  readily  enter  into  arrangements 
with  any  institution  of  Wisconsin,  public  or  private,  whose  equipment  is  adequate  and  whose 
faculty  is  able  to  carry  on  the  work  olTered.  It  insists  only  that  the  conditions  for  such 
work  must  be  not  inferior  to  those  of  the  standard  colleges. 

How  far  the  junior  college  will  relieve  the  university  of  elementary  work  is  quite  another 
question.  The  work  of  freshman  and  sophomore  years  must  and  will  be  offered  at  Madison 
for  a  long  time  to  come.  This  is  obvious  in  technical  courses,  like  agriculture  or  engineering, 
whose  expense,  if  carried  on  at  numerous  localities,  would  be  enormously  increased.  Ex- 
perience thus  far  shows  that  the  student  who  has  the  choice  will  prefer  to  share  the  life  of  a 
college  for  four  years  instead  of  dividing  his  time  between  two  institutions.  So  far,  junior 
colleges  have  served  to  decrease  the  rate  of  increase  of  freshman  work,  and  have  not  caused 
any  actual  decrease  in  this  work.  Nor  is  there  reason  to  expect  any  noteworthy  change  in 
the  immediate  future. 

Small  classes  and  research 

These  topics  are  treated  together  for  the  reason  that  they  are  essentially  related  in  the 
university,  however  they  may  be  separated  in  other  institutions. 

The  cost  of  research,  stated  by  Dr.  Allen,  is  obviously  much  exaggerated.  The  univer- 
sity's own  estimates,  made  during  years  of  study  of  the  problems  of  research,  are  much  less 
than  those  of  Dr.  Allen.  The  university,  unlike  Dr.  Allen,  realizes  the  complexity  of  the 
problem,  since  it  must  take  into  account  the  factors  of  research  applied  to  the  practical  needs 
of  the  state,  the  reaction  of  research  upon  teaching,  and  kindred  problems.  These  render  it 
difTicult  to  make  more  than  a  guarded  estimate  of  the  cost  of  research. 

Dr.  Allen  estimates  the  cost  of  small  classes  to  the  university  at  §200,000.  The  false  basis 
of  his  estimate  is  discussed  in  the  comment  on  exhibit  26  and  need  not  be  repeated  here.  He 
charges  all  salaries  to  instruction,  thus  greatly  increasing  cost  of  instruction  in  many  cases. 
He  assumes  that  a  class  of  one  costs  the  instructor  as  much  time  and  the  university  as  much 
money  as  a  class  of  50.  He  makes  no  allowance  when  an  instructor  takes  on  an  extra  class 
or  a  laboratory  man  takes  on  a  student  of  a  special  subject.  Thus  he  is  able  to  pile  up  an 
aggregate  cost  which  seems  very  great,  but  which  is  in  great  part  fictitious. 

If  Dr.  Allen's  different  computations  are  brought  together  their  worthlessness  appears. 
He  computes  the  cost  of  research  at  35%  of  the  salary  list  (exhibit  34).  1  le  estimates  the  cost 
of  small  classes  at  S200,000  (exhibit  26).  Apply  these  estimates  to  the  College  of  Letters 
and  Science.  About  54%  of  the  teaching  done  by  the  university  in  small  classes  was  done  in 
that  college,  if  Dr.  Allen's  figures  are  right,  and  the  teaching  so  done  represented  less  than 
one-tenth  of  the  teaching  done  in  the  college. 

The  salary  list  of  the  college  for  1913-14,  as  derived  from  the  budget,  was  in 

round  numbers §460,000 

Deduct  35%  for  research  (exhibit  34) $161,000 

Deduct  54 7o  of  $200,000  for  small  classes,  (exhibit  26) 108,000  269.000 

Balance  (from  which  cost  of  all  other  teaching  must  be  met) $191,000 

If  Dr.  Allen's  computations  are  correct  more  than  90' ;,  of  the  teaching  of  the  college  costs 
less  than  42%  of  the  salaries.  Such  a  result  is  manifestly  absurd,  and  even  Dr.  Allen  would 
not  directly  defend  it.  He  computes  one  cost  at  an  excessive  rate  in  one  exhibit,  another, 
also  excessive,  in  another  exhibit,  and  never  brings  his  computations  together  to  see  the  effect. 
Apparently  he  trusts  that  no  one  will  take  the  trouble  to  ascertain  the  results  of  such  computa- 
tions. Thus,  both  in  detail  and  in  general  results.  Dr.  Allen's  estimates  of  the  cost  of  small 
classes  are  so  far  from  the  truth  that  they  are  not  worth  discussion. 

In  commenting  on  exhibit  26  we  estimated  the  possible  saving  by  abandoning  small  classes 
at  a  sum  not  exceeding  $40,000-850.000,  one-fifth  to  one-fourth  of  Dr.  Allen's  estimates. 
A  more  careful  revision  of  the  facts  for  the  College  of  Letters  and  Science  shows  that  this 
estimate  was  too  high,  and  that  the  possible  saving — within  the  limits  of  any  action  that 
any  board  of  regents  would  approve — is  much  less  than  even  the  smaller  figure.  The  reader 
is  referred  to  the  university  comment  on  exhibit  26. 

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University  Survey  Report 

One  instance  may  be  given  of  which  Dr.  Allen  makes  much — a  class  of  a  single  student 
whose  cost  to  the  university  he  estimates  at  $1,192.56  per  year.  In  fact,  this  class  did 
not  cost  the  university  one  cent  for  instruction.  It  was  one  of  the  very  frequent  cases 
where  a  man  in  charge  of  a  laboratory  permitted  a  student  to  do  special  work  in  the  labo- 
ratory. In  this  case  the  student's  laboratory  hours  were  as  many  as  the  class  hours  of  larger 
classes.  Hence  Dr.  Allen  charged  the  single  student  with  half  the  teacher's  salary.  How 
much  moncv  would  the  university  have  saved,  if  the  teacher  had  refused  the  student  the 
chance  to  work  in  the  laboratory?  Obviously,  nothing,  since  the  teacher  was  needed  and 
his  salary  went  on  just  the  same.  It  is  by  such  devices  as  this  that  Dr.  Allen  is  able  to 
pile  up  the  cost  of  small  classes  and  the  worth  of  his  results  may  be  judged  by  this  case. 

Research  differentiates  the  institution  which  contributes  to  the  advance  of  knowledge  from 
the  institution  which  attempts  merely  to  communicate  what  others  have  accumulated. 

The  living  university  must  devote  itself  to  research  on  a  wide  scale,  for  the  vitality  of  its 
instructional  work,  in  the  long  run,  depends  upon  it. 

We  defend  research  as  indispensable,  and  Dr.  Allen's  effort  (by  implication)  to  represent  it 
as  a  species  of  luxury  or  embroidery,  as  something  which  may  be  largely  eliminated,  must  be 
defeated  if  the  university  is  to  be  what  it  has  become  during  and  since  the  days  of  President 
Chamberlin. 

After  all,  the  university  is  bound,  by  its  very  nature,  to  offer  the  capable  sons  and  daugh- 
ters of  the  state  an  opportunity  to  become  leaders  in  any  of  the  great  fields  of  knowledge.  We 
must — as  a  great  business  house  must — carry  "lines  of  goods"  which  are  not  in  constant 
demand. 

Foreign  languages 

The  recommendations  of  Dr.  Allen  against  foreign  language  requirements  could  not  be 
accepted  without  grave  injury'  to  education  in  Wisconsin.  The  following  statement,  sub- 
mitted on  behalf  of  language  departments  by  Professor  Hohlfeld,  Showerman,  and  H.  A. 
Smith,  makes  clear  some  of  the  grounds  of  the  university's  opposition  to  his  conclusions. 

In  Part  IV  of  the  Allen  report  the  recommendation  "that  compulsory  foreign  language 
requirements  should  be  discontinued  both  for  entrance  and  for  graduation"  is  based  exclu- 
sively on  "retiirns  from  faculty  and  students  and  from  experience  of  other  institutions."  The 
following  statement  comments  on  these  three  grounds  for  the  recommendation  made  and  then 
explains  and  accounts  for  the  present  practice  of  the  university. 

We,  of  course,  are  not  familiar  with  the  individual  replies  of  the  faculty  on  the  question  of 
the  educational  value  of  foreign  language.  But  the  foreign  language  requirement  has  been 
repeatedly  discussed  and  voted  on  in  our  faculties  in  recent  years  and  the  result  has  always 
been  that  the  majority  has  declared  itself  in  favor  of  foreign  language  not  only  in  the  college 
of  letters  and  science,  but  also  in  engineering  and  agriculture,  and  in  the  premedical,  chem- 
istry, and  commerce  courses.  It  is  not  likely,  therefore,  that  the  "returns"  of  the  faculty  re- 
ferred to  above,  represent,  as  the  statement  would  imply,  a  majority  of  the  faculty. 

As  to  returns  from  the  students,  they  should  be  weighed,  not  counted.  It  is  not  customary 
to  frame  courses  of  study  on  the  basis  of  the  votes  of  the  students,  for  it  is  a  well-known  char- 
acteristic of  the  average  student  to  question  or  deny  the  advantage  of  a  required  study  of 
which  he  is  not  personally  fond  and  the  discipline  which  he  feels  to  be  irksome.  Replies  on 
other  subjects  required  for  entrance  or  for  graduation  would  no  doubt  show  similar  results 
and  we  should  find  large  numbers  of  students  objecting  to  required  mathematics  or  Enghsh 
or  history  or  science. 

As  to  experience  of  other  institutions,  we  point  out  that  of  the  twenty-two  institutions 
forming  the  Association  of  American  Universities  only  three  (Leland  Stanford,  Michigan, 
and  Minnesota)  permit  of  admission  and  graduation  without  foreign  language.  All  of  the 
others,  according  to  their  latest  catalogues,  require  it  either  for  entrance  or  for  graduation  or, 
in  the  great  majority  of  cases,  for  both  entrance  and  graduation.  Of  the  three  exceptions, 
moreover,  Leland  Stanford  requires  no  specific  subject  except  English  and  thus  merely  places 
foreign  language  on  the  same  plane  as  mathematics  and  all  other  subjects  usually  required 
for  admission,  and  Minnesota  does  require  foreign  language  unless  four  units  of  English  are 
presented.  The  testimony  of  the  other  institutions  in  our  class  is  thus  overwhelmingly  in  favor 
of  a  requirement  in  foreign  language. 

As  to  our  own  practice,  it  should  be  noted  that  the  requirement  for  admission  is  as  low  as 
in  any  of  the  institutions  requiring  foreign  language  and  considerably  lower  than  in  most  of 
them.  Moreover,  students  are  not  debarred  from  entering  Wisconsin  on  account  of  lacking 
preparation  in  foreign  language;  they  are  allowed  to  make  up  their  deficiency  after  entering. 

To  judge  rightly  of  Wisconsin's  requirement  in  foreign  language,  it  is  further  necessary  to 
consider  the  general  educational  theory  on  which  our  entire  course  of  study  rests.  It  is  not 
based  on  the  idea  of  absolutely  free  election,  as  for  instance  in  Leland  Stanford  or  Michigan, 
but  on  the  principle  of  liberal  election  combined  with  a  certain  amount  of  prescription  in  the 
fundamental  fields  of  study.  To  eliminate  foreign  language  from  such  a  scheme  of  education 
would  neither  be  reasonable  nor  warranted  by  practice  of  other  institutions.  Moreover,  the 
total  amount  of  prescription  in  all  subjects  leaves  to  the  free  election  of  the  regular  L.  &  S. 
students  from  two-thirds  to  almost  three-fourths  of  their  entire  course. 

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University  Comment 

The  educational  grounds  on  which  the  university  bases  its  requirement  in  foreign  language 
are  not  challenged  in  the  recommendation  of  Dr.  Allen,  but  should  nevertheless  be  briefly 
stated  in  this  connection.  They  are  partly  disciplinary,  partly  cultural,  partly  practical. 

The  study  of  a  foreign  langauge  furnishes  an  excellent  discipline  in  the  basic  principles  of 
thought  and  language. 

It  improves  and  refines  enunciation,  and  furnishes  an  invaluable  aid  to  a  clearer  under- 
standing and  more  effective  use  of  English. 

It  has  a  broadening  and  humanizing  effect  which  tends  to  the  cultivation  of  taste  and  en- 
joyment in  literature,  counteracts  the  American  tendency  of  underrating  foreign  achieve- 
ment and,  by  conferring  a  certain  citizenship  of  the  world,  makes  for  cosmopolitanism,  prog- 
ress, and  peace. 

It  is  an  indispensable  tool  for  all  those  who  desire  to  attain  excellence  and  leadership  in  the 
professions,  in  scholarship,  and  in  industry  and  commerce. 

Americans  even  now  often  find  themselves  at  a  serious  disadvantage  in  many  fields  of  in- 
ternational competitive  activity  (witness  the  trade  relations  with  South  America)  on  account 
of  their  relative  unfamiliarity  with  foreign  tongues  as  compared  with  educated  Europeans. 

Of  the  opponents  of  foreign  language,  those  who  are  not  blind  to  its  advantages  generally 
claim  the  adequacy  of  English  as  a  disciplinary  substitute.  This  is,  however,  not  borne  out 
by  the  leading  teachers  of  English  themselves. 

In  the  high  school  and  especially  in  college  the  student's  use  of  English  has  become  too 
much  of  a  subconscious  process  to  be  a  suitable  tool  for  strict  discipline. 

The  immediate  appeal  of  the  literature  in  the  vernacular  should  not  be  deadened  by  a  de- 
gree of  analysis  no  longer  felt  to  be  helpful  and  stimulating. 

These  are  some  of  the  reasons  on  which  almost  all  important  colleges  and  universities  not 
having  an  absolutely  free  system  of  election  base  their  conviction  that  a  requirement  in  for- 
eign language  is  necessary  in  every  well-balanced  course  of  higher  education. 

"Foreign  languages  are  over-emphasized  in  the  entrance  and  graduation  require- 
ments although  ability  to  use  them  is  under-emphasized  in  actual  instruction  of  students 
who  are  required  to  take  the  courses  or  elect  them,  especially  of  those  who  are  preparing 
to  teach  them  (exhibit  12).  This  disproportion  in  emphasis  is  illustrated  by  the  com- 
paratively small  proportion  of  students  (911  of  3,646  registrations,  November,  1914)  who 
elect  advanced  courses  in  the  subjects  which  are  in  effect  or  actually  compulsory  for  the 
first  two  years.  (In  its  computations  the  university  counts  as  advanced  work  freshman 
and  sophomore  work  of  students  offering  foreign  language  for  admission).  There  is 
reason  to  believe  that  compulsion  is  emphasized  at  the  expense  of  personal  and  cultural 
advantage  in  the  present  treatment  of  foreign  languages." — Part  IV. 

It  is  difficult  to  understand  Dr.  Allen's  figures  regarding  foreign  languages.  It  is  character- 
istic for  him  to  announce  results  in  a  way  which  makes  it  impossible  to  check  their  accuracy 
or  to  know  exactly  what  they  mean.  In  this  case  he  does  not  tell  us  what  he  means  by 
"advanced  work."  The  university  does  not  count  "freshman  and  sophomore  work  of  students 
offering  foreign  language  for  admission"  as  advanced  work.  If  Dr.  Allen  does  so  his  figures 
are  grossly  wrong,  since  in  German  alone  there  were  in  November,  1914,  more  than  1.400 
registrations  of  students  in  work  above  the  grade  of  that  required  for  admission  from  students 
who  offered  German.  If  he  finds  911  registrations  in  foreign  language  and  about  25' c  of  the 
total  in  classes  above  work  of  freshman  and  sophomore  grade  (as  he  seems  to  assert),  then 
foreign  language  has  a  larger  percentage  of  advanced  work  than  many  other  departments. 
German,  for  instance,  had  a  registration  of  1,746  students,  of  whom  840  were  in  classes  above 
first  and  second  year  work.  Chemistry,  with  1,765  registrations,  had  499  above  first  year 
required  work  and  the  general  required  work  of  second  year.  Other  departments  show  similar 
facts.  Romance  languages  had  1,574  registrations,  of  which  728  were  above  first  year  French 
and  Spanish.  Botany  and  physics  together  had  1,325  registrations,  of  which  284  were  above 
first  yeaf.  History  had  1,483  registrations,  of  which  908  were  in  courses  open  to  freshmen  and 
therefore  of  the  type  described  by  Dr.  Allen  as  "in  efl'ect  or  actually  compulsory-." 

As  a  matter  of  fact,  neither  Dr.  Allen's  figures  nor  these  can  be  justly  used  as  the  basis 
for  many  conclusions.  The  questions  involved  are  too  complex  to  be  settled  by  any  offhand 
statistics  of  the  kind  which  Dr.  Allen  offers.  The  line  between  required  and  elective  studies 
is  not  hard  and  fast,  and  in  many  cases  the  question  as  to  whether  a  study  is  elective  or 
required  for  a  given  student  depends  on  his  intentions  rather  than  on  the  requirements  of 
the  university.  For  example,  all  students  are  required  to  take  a  major  study,  although  the 
nature  of  that  major  is  determined  by  the  student  himself.  Is  a  study  taken  as  part  of  a 
major  to  be  considered  as  required  or  elective?  Obviously  it  is  required  in  one  sense  and 
elective  in  another.  Are  studies  which  are  required  in  a  given  course,  like  the  commerce 
course,  to  be  considered  as  required  when  they  are  taken  by  a  student  who  elects  the  course? 
Such  considerations  enter  in  varying  degrees  and  from  many  directions,  so  that  a  study  of 
the  relation  of  registrations  in  a  course  as  affected  by  requirements  of  various  kinds  and  by 
free  electives,  is  a  work  requiring  much  time  and  investigation;  far  more  than  the  mere 
counting  of  registrations. 

It  may  also  be  added  that  Dr.  Allen's  method  of  counting  registrations  rather  than  com- 
puting credits  is  a  careless  one  which  leads  to  erroneous  results.  For  instance,  chemistn,-  has 
1,765  registrations;  German  1,746;  and  political  economy  1,760;  numbers  which  are  almost 
identical,  but  the  number  of  hours  taken  by  each  student  differs  in  the  several  departments 
so  that  chemistry  gives  an  amount  of  teaching  equal  to  7,412  credits;    German  5,583,  and 

201 


University  Survey  Report 

political  economy  4,612.  Thus  with  the  same  number  of  students  the  teaching  done  by  the 
department  of  chemistry  is  about  60%  greater  than  that  done  by  the  department  of  political 
economv. 

All  such  considerations  are  overlooked  by  Dr.  Allen,  owing  to  the  "short  and  easy"  methods 
which  he  follows. 

"153  of  323  faculty  members  replied  that  no  foreign  language  was  necessary  for  successful 
work  in  their  courses." — Part  IV. 

This  is  one  out  of  many  illustrations  of  the  way  in  which  Dr.  Allen  frames  his  cjuestion- 
naires  so  that  the  answers  may  be  used  to  produce  the  effect  which  he  has  predetermined. 
No  one  believes  and  no  one  has  asserted  that  the  knowledge  of  foreign  language  is  necessary 
for  the  study  of,  say,  elementary  physics,  or  mathematics,  or  history,  or  similar  course  in  a 
university.  'The  reasons  for  the  study  of  foreign  language  are,  and  always  have  been,  w^holly 
dilTerent  from  these.  Dr.  Allen,  however,  desiring  to  attack  foreign  languages,  asks  a  question 
which  will  be  answered  in  one  sense,  and  which  he  can  employ  for  purposes  not  known  or 
suspected  by  those  who  reply  to  it. 

Relations  of  the  university  and  the  high  schools 

We  are,  of  course,  in  agreement  with  Dr.  Allen  as  to  the  desirability  of  "high  school  visit- 
ing for  the  purpose  of  helping  the  university  keep  in  touch  with  state  needs,  of  checking  up 
the  eiliciency  of  its  training  for  teachers,  of  assisting  its  graduates  through  what  might  be 
called  continuation  school  work  for  teachers  and  of  giving  helpful  suggestions.  .  .  ."  (Re- 
port, Part  IV.)  These  various  obvious  responsibilities  the  university  has  carried  on  for 
very  many  years,  as  far  as  opportunities  and  resources  have  permitted. 

The  university  defiies  the  correctness  of  Dr.  Allen's  judgment  that  we  should  give  up 
inspecting  the  high  schools  for  the  purpose,  among  other  things,  of  accrediting  them. 

The  university  should  not  give  up  the  small  leverage  it  now  has  through  the  power  to 
withhold  from  a  high  school,  for  cause,  the  title  "Accredited  to  the  University." 

The  university  for  years  has  given  much  consideration  to  this  question  of  inspection  and 
accrediting,  and  as  recently  as  November  30,  1914,  the  university  faculty  voted  unani- 
mously in  favor  of  the  present  system,  recommending  that  it  be  farther  improved. 

The  unanimous  judgment  of  the  faculty  on  this  question  is  of  superior  weight  to  that  of 
Dr.  Allen. 

The  recommendation  of  Dr.  Allen  that  the  university  should  "shift  opportunity  and 
load"  of  elementary  work  on  the  high  schools  is  immature.  There  are  few  cities  in  the  state 
whose  schools  ought  to  be  extended  so  as  to  include  one  or  two  years  of  college  work.  Several 
of  the  normal  schools  are  already  undertaking  this  junior  college  work. 

Dr.  Allen  has  not  adequately  digested  the  opinions  which  he  has  collected  upon  the  rela- 
tions of  the  university  and  the  high  schools. 

Wisconsin  High  School 

In  his  treatment  of  the  Wisconsin  High  School  Dr.  Allen's  instinct  for  autocratic  efTi- 
ciency  appears  to  desert  him.  He  recommends  that  the  school  should  be  turned  over  to  the 
Madison  Board  of  Education ;  that  we  should  rely  on  the  Madison  High  School  as  a  laboratory 
for  the  practical  training  of  teachers. 

Where  this  plan  would  land  us  in  the  matter  of  leadership  in  the  demonstration  of  the 
latest  teaching  methods  we  shall  not  attempt  to  indicate.  One  finds  it  difficult  to  imagine 
a  business  concern  attempting  to  produce  its  wares  under  analogous  conditions. 

Moreover,  it  is  equally  difficult  to  imagine  a  high-minded,  high-spirited  city  turning  over 
its  schools  to  the  university  for  laboratory  purposes.  The  reality  of  this  difficulty,  in  regard  to 
the  Madison  school  system,  has  long  been  known  to  Dr.  Allen,  but  apparently  Madison  and  its 
responsible  board  of  education  are  not  regarded  as  serious  impediments  to  the  Allen  plans. 
It  is,  therefore,  necessary  to  quote,  in  this  place,  the  authoritative  statement  of  the  board  of 
education,  omitted  by  Dr.  Allen  from  his  report  upon  this  issue  (exhibit  23).  This  statement 
was  secured,  we  are  informed  by  Professor  Elliott,  to  controvert  the  earlier  repeated  declara- 
tions of  Dr.  Allen  that  the  university  had  made  no  efforts  to  secure  consideration  of  this  ques- 
tion by  the  board  of  education. 

The  Board  of  Public  Affairs  is  requested  to  note  the  last  sentence  of  the  letter,  which  fol- 
lows: 

"The  Madison  High  School, 
Madison,  Wisconsin. 

July  8,    1914. 
"Prof.  Edward  C.  Elliqtt,  Director  School  of  Eclucaiion, 

University  of  Wisconsin,  Madison,  Wisconsin. 
"My  Dear  Mr.  Elliott: 

Your  letter  of  June  27th,  1914,  in  the  matter  of  the  university  relation  to  our  city  schools, 
received  and  contents  noted.  In  reply  I  will  say  that  your  letter  was  presented  by  me  to  the 
Board  of  Education  at  its  meeting  of  July  7th,  1914,  and  that  the  question  of  greater  use  of 

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University  Comment 

the  schools  of  the  city  of  Madison  by  students  of  the  University  of  Wisconsin  in  furtherance 
of  their  instructional  work  in  teaching  was  generally  discussed.  By  the  unanimous  vote  of 
the  members  of  the  Board  of  Education,  I  am  instructed  to  inform  you  that  the  board  re- 
affirms the  position  heretofore  taken  by  it  and  from  time  to  time  reported  to  ijou,  that  it  is 
willing  to  allow  the  existing  agreement  to  continue,  l)ut  that  it  is  not  wilhng  to  consider  any 
extensions  of  these  privileges." 

"Respectfully  yours, 

(Signed)  GEORGE  KRONCKE, 
President  Board  of  Education,  Madison,  Wisconsin." 

We  are  satisfied  as  to  the  performance  and  the  promise  of  the  Wisconsin  High  School, 
which  has  just  got  into  its  permanent  quarters. 

The  persistent  and  repelitious  criticisms  as  to  the  inefficiency  of  the  ventilation,  inade- 
quacy of  toilets,  inadequacy  of  system  of  records,  are  completely  refuted  by  the  reports  of 
our  engineers,  actual  experience,  and  successful  use,  respectively. 

We  assert  that  the  principal  Allen  criticisms  of  the  High  School  are  captious. 

They  would  not  be  upheld  by  any  jury  made  up  of  men  personally  competent  in  the  fields 
of  teacher-training  and  secondary  education. 

Out-of-state  students 

The  fame  of  the  university  has  made  it  easy  to  attract  to  Wisconsin  professorships  teachers 
and  scholars  of  high  capacity,  who  have  worked  and  stayed  here  in  spite  of  the  fact  that 
Wisconsin  salaries  are  lower  than  those  of  her  half-dozen  equals.  These  men  have  drawn 
around  them  students  from  every  state  and  from  many  foreign  countries,  thus  giving  to  the 
student  body  a  wide  outlook,  and  giving  to  Wisconsin  students  the  chance  to  meet  other  points 
of  view  than  those  of  their  own  community.  These  out-of-state  students  are  now  charged 
fees  more  heavy  than  Wisconsin  students  are  charged  at  Michigan,  or  Illinois,  or  Minnesota, 
or  at  any  state  university  at  home  or  abroad.  Reciprocity  demands  generous  treatment  to 
the  out-of-state  students.  The  variety  and  breadth  that  they  give  to  Wisconsin  more  than 
compensate  the  state  for  any  cost  they  may  place  upon  it.  And  the  most  careful  accounting 
that  the  university  can  make  indicates  that  if  the  out-of-state  students  were  excluded  from 
the  university,  the  saving  would  be  much  less  than  the  aggregate  of  their  present  fees.  Most 
of  the  present  activities  of  the  university  would  cost  as  much  without  them  as  with  them 
and  the  university  without  them  would  fose  its  place  as  an  institution  of  national  standing, 
and  would  tend  to  become  provincial,  self-centered,  and  stagnant. 

Rooms  and  buildings 

Dr.  Allen's  criticism  of  the  use  of  space  and  of  the  need  of  additional  space  at  the  univer- 
sity have  been  objected  to  by  the  university  committee  on  rooms  and  time-tables,  and  by  the 
College  of  Agriculture  on  the  ground  of  the  inaccuracy  and  incompleteness  of  the  data  used 
by  Dr.  Allen  (and  Mr.  Hitchcock). 

These  committees  have  also  advanced  other  strong  arguments  against  the  acceptance  of 
Dr.  Allen's  conclusions  in  this  matter. 

One  of  the  leading  defects  in  the  Allen  exhibit  on  rooms  and  buildings  is  its  unwilling- 
ness to  recognize  the  validity  of  "mere  educational"  arguments.  These  arguments  appear 
to  us,  on  the  contrarj%  to  be  vital  in  the  matter. 

Departmental  solidarity  is  a  great  asset,  and  it  sometimes  requires  for  its  attainment, 
what  the  survey  regards  as  a  waste  of  space.  If  the  German  department  is  commended  by 
Dr.  Allen  for  establishing  the  "German  House" — established,  of  course,  in  the  interests  of 
departmental  solidarity — it  is  difficult  to  see  the  logic  of  his  refusal  to  recognize  the  value 
of  departmental  solidarity  in  lecture  rooms  and  offices. 

Similarly  with  professional  solidarity.  The  professional  schools  of  the  university,  and  of 
other  rqinking  institutions,  recognize  that  the  best  interests  of  their  students  require  the 
development  of  professional  esprit  de  corps.  This  cannot  be  fostered  when  the  professional 
students  have  no  scholastic  home,  but  merely  several  places  in  which  to  have  lectures  when 
the  rooms  are  not  in  use  by  other  departments. 

Among  the  arguments  against  Dr.  Allen's  conclusions  which  will  doubtless  be  recognized 
as  .strictly  practical  are  these: 

1.  A  room  equipped  for  one  purpose  is  not  thereby  equipped  for  another  purpose.  A 
biological  lecture-room,  for  example,  at  Wisconsin  may  be  admirably  adapted  to  the  needs 
of  students  of  biology,  but  in  practice  it  is  demonstrably  defective  for  history  lectures. 
Dr.  Allen's  idea  that'any  subject  may  be  taught  at  any  time  in  any  place  ignores  important 
educational  ends. 

2.  The  regular  use  of  Saturday  mornings  for  three-credit  courses  would  interfere  seriously 
with  the  self-sustaining  student  at  Wisconsin,  who  earns  a  considerable  portion  of  his  main- 
tenance by  having  Saturday  free  for  gainful  work,  and  would  interfere  also  with  the  plans 
of  colleges  and  departments  for  field  work. 

Our  efficiency  in  the  use  of  space  is  up  to  the  standards  of  the  best  universities. 
We  place  the  human  factor  before  the  "mechanical"  factor. 

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The  office  of  president 


Throughout  his  report  Dr.  Allen  indicates  a  discontent  with  the  office  of  president  as  it 
exists  at  Wisconsin  and  at  other  American  Universities. 

Today  the  president  is  the  guide  and  correlating  center  of  the  whole  university. 

The  abolition  of  the  president,  or  its  complete  alteration  would  prevent  the  development 
of  a  Wayland,  a  Hddley,  an  Eliot,  a  Oilman,  an  Angell,  a  Northrup,  a  White,  or  a  Harper. 

These  arc  the  men  who  have  made  the  American  system. 

The  dean  of  the  group  has  more  than  once  gone  on  record  to  the  effect  that  his  leadership, 
so  far  as  it  existed,  was  due  in  great  part  to  the  long  period  in  which  he  as  president  of  Harvard 
was  able  through  continuity  of  experience  to  work  out  and  perfect  his  plans.  The  suggestion 
for  a  seven-year  presidency  strikes  at  the  whole  idea  of  expert  educational  leadership. 

Dr.  Allen  would  substitute  expert  business  domination. 

He  believes  that  Wisconsin  ranks  high  among  the  great  universities. 

If  this  praise  (Allen  report.  Part  II)  is  at  all  deserved  it  is  largely  to  the  credit  of  Bascom, 
Chamberlin,  Adams,  and  Van  Hise,  under  whom  a  democratic  faculty — one  of  the  most 
democratic  among  the  American  universities — has  been  entrusted  with  the  control  of  the 
educational  policies  of  the  University. 

Anyone  knowing  and  valuing  the  history  of  the  past  would  surely  refuse  to  commend  a 
scheme  of  university  administration,  not  only  untried,  but  emphasizing,  as  Dr.  Allen  has 
sketched  it,  "the  business  organization  of  the  university  which  must  be  regarded  as  'impedi- 
menta that  facilitate'  its  educational  work." 

Supervision  of  instruction  by  president  and  deans 

A  subject  to  which  Dr.  Allen  constantly  returns  is  the  failure  9f  president  and  deans  to 
supervise  instruction  by  visiting  classes.  This  he  regards  as  their  duty, — as  if  they  were 
masters  of  all  the  fields  of  knowledge, — and  as  one  of  their  chief  functions.  One  would 
never  gather  from  his  remarks  that  American  universities  have  other  duties  for  their  presi- 
dents and  deans,  or  that  his  views  are  held  by  no  great  university  administrator. 

The  subject  of  supervision  of  instruction  in  the  University  of  Wisconsin  is  treated  with 
some  fulness  in  the  university  comments  upon  Allen  exhibit  2.  Here  we  wish  only  to  bring 
forward  the  views  of  an  authority  on  university  organization  at  least  equal  to  Dr.  Allen. 

While  Dr.  Allen  was  surveying  the  University,  Arthur  Lefevre's  The  Organization  and 
Management  of  a  State's  Institutions  of  Higher  Education  was  published.  (Austin:  Von 
Boeckmann-Jones  Co.,  1914.  524  pp.)  The  book  was  prepared  for  the  "Organization  for 
the  Enlargement  by  the  State  of  Texas  of  its  Institutions  of  Higher  Education,"  and  is  the 
result  of  a  study  occupying  several  years. 

On  the  matter  of  supervision  and  scrutiny  of  university  and  college  instruction  and  teachers, 
Mr.  Lefevre  says:  "Any  notion  of  an  inspector  of  class-room  work,  or  of  time-card  records 
in  the  iDusiness  office,  is  absurd  in  its  futility  and  utter  inapplicability  to  the  real  thing." 
"If  a  president  attempts  to  control  the  details  of  all  work  in  the  institution,  he  will  do  all  of 
that  badly  .  .  .  ;  a  competent  president  may  easily  form  just  estimates  of  every  member 
of  the  faculty  in  ways  far  more  reliable  than  the  crass  method  of  a  supervising  inspector." 
Mr.  Lefevre  discusses  the  views  of  the  young  president  of  an  aspiring  college  who  got  the 
idea  that  "the  president  should  supervise  the  teaching,"  and  said  "It  is  reasonable  to  expect 
him  [the  president]  to  supervise  the  teaching  until  that  duty  is  definitely  assigned  to  another 
person."  Mr.  Lefevre's  comment  is:  "May  we  not  assure  the  young  man  that  no  such  burden 
rests  upon  him?  I  also  entreat  him  not  to  assign  'that  duty'  to  'another  person,'  and  especially 
not  to  his  deans.  The  young  instructors  will  be  sufficiently  (perhaps  too  much)  supervised 
by  their  departmental  colleagues;  the  professors  are  past  such  supervision.  And  who  of 
mortal  men  could  supervise  the  teaching  of  a  university  faculty,  even  if  it  were  desirable'? 
Men  must  stand  on  their  own  feet  in  a  college  or  university — both  teachers  and  taught,  or  lo! 
no  'higher  education'  will  be  found  in  the  place"  (pp.  217-222,  passim). 

In  Part  IV  of  his  report  Dr.  Allen  also  says:  "Of  77  [persons!  ranking  as  instructors  none 
had  interviewed  the  president  regarding  courses;   64  of  77  had  not  interviewed  the  dean." 

Here  a  fact  is  stated  in  such  a  way  as  to  have  the  effect  of  a  hostile  criticism  without  defi- 
nitely making  the  criticism.  It  is  clearly  implied  by  Dr.  Allen  that  instructors  ought  to 
interview  president  or  dean  regarding  courses.  Dr.  Allen  knows,  however,  that  instructors 
are  under  the  immediate  direction  of  the  department  to  which  they  belong,  or  of  one  of  its 
professors.  They  are  not  giving  independent  courses.  There  is,  therefore,  no  reason  for 
their  consulting  president  or  dean  with  regard  to  courses,  unless  some  unusual  personal  ques- 
tion arises.  If  such  a  question  does  arise,  it  should  go  to  the  dean,  who  is  primarily  responsible 
for  the  internal  affairs  of  the  college,  rather  than  to  the  president.  Dr.  Allen's  statistics  show 
that  this  has  been  the  case.  All  of  these  facts  are  well  known  to  him.  However,  he  does  not 
state  the  facts  but  prefers  to  insinuate  a  criticism. 

Abolition  of  military  drill 

The  proposal  to  abolish  military  drill,  which  is  accompanied  by  a  misleading  calculation 
as  to  the  amount  of   scholastic  work  which  could  be  accomplished  in  the  time  now  spent  on 

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University  Comment 

drill  (as  if  a  student  would  be  studying  if  he  were  not  drilling),  comes  with  peculiar  inap- 
propriateness  at  this  time  of  world  war  and  national  concern  over  our  military  and  naval 
position. 

There  is  no  way  of  developing  a  citizen  soldiery  with  so  little  expense,  inconvenience,  or 
injury  to  civic  ideals  (through  overemphasis  on  the  military  spirit),  as  the  way  this  and  other 
universities  now  follow. 

The  men  who  serve  for  four  years  fit  themselves  so  well  that  they  now  secure  commissions 
in  the  national  guard,  and  thus  form  a  valuable  reserve,  always  ready  for  the  call  of  duty. 

The  rank  of  universitj-  students,  who  have  completed  their  drill,  are  rightly  relied  upon, 
because  of  their  intellectual  capacity,  to  provide  a  recruiting  class  for  the  officers  who  would 
be  required  if  the  United  States  should  be  drawn  into  war. 

In  requiring  military  drill  the  university  is  following  the  wishes  of  the  national  government 
partly  embodied  in  the  law  passed  at  the  time  of  the  civil  war,  which  had  revealed  the  entire 
inadequacy  of  the  military  preparation  of  the  nation. 

The  recommendation  of  Dr.  Allen,  made  at  this  time  of  crisis,  would,  if  accepted,  expose 
us  to  national  contempt. 


Summer  session  salaries  and  usury 

"Among  the  principal  causes  of  unnecessary  expense,"  according  to  Part  IV,  is  "Usurious 
interest  paid  on  summer  session  salaries  in  leaves  of  absence  when  not  paid  in  cash." 

It  is  demonstrable  that  less  than  $6,000  per  annum  of  deferred  payments  is  taken  in  the 
form  of  leave  of  absence. 

The  university  must  maintain  a  sabbatical  or  other  leave  of  absence  system;  the  expense 
thereof  is  properly  charged  to  the  departments  because  they  receive  directly  the  year  through 
the  benefit  of  the  increased  efficiency  of  the  men  who  take  leave.  It  would  be  entirely  unjust 
to  put  the  entire  burden  of  all  leaves  of  absence  upon  the  summer  session.  At  most  that 
part  of  the  expense  represented  by  service  rendered  in  summer  session  upon  the  cash  salary 
basis  might  be  fairly  charged  to  it. 

Dr.  Allen  knows  perfectly  well  that  no  usurious  interest  is  paid.  He  knows  that  the 
arrangement  of  leave  of  absence  for  work  in  summer  session  has  provided  a  "sabbatical 
year"  for  members  of  the  faculty,  at  less  cost  to  the  university  than  any  sabbatical  arrange- 
ment in  any  other  university.  It  is  open  to  Dr.  Allen,  if  he  wishes  to  do  so,  to  condemn  the 
whole  plan  of  a  sabbatical  year,  or  leave  of  absence  for  study,  and  to  give  his  reason  for  such 
conclusions.  It  is  neither  fair  nor  right  for  him  to  avoid  investigating  or  discussing  the  matter 
on  its  merits,  but  to  dismiss  the  whole  subject  in  two  words  as  "usurious  interest". 


"Advertising  for  out-of-state  students" 

Dr.  Allen  recommends,  in  Part  IV,  that  "advertisement  for  or  special  encouragement  of 
out  of  state  sudents  (30  per  cent  of  total  in  regular  session,  53  per  cent  in  summer  session. 
1914)  should  be  discontinued  until  after  a  definite  policy  has  been  decided  upon  with  regard 
to  the  portion  of  the  entire  cost  of  giving  instruction  and  providing  buildings  and  equipment 
which  it  is  found  to  the  interest  of  the  university  and  the  state  to  ask  out  of  state  students  to 
bear." 

The  scientific  caution  which  Dr.  Allen  does  not  employ  is  well  exemplified  by  the  above. 
Concerning  it  Director  Goodnight  on  the  Summer  Session  writes: 

"Since  there  is  no  advertising  except  brief  notices  of  the  summer  session  in  teachers' 
journals,  the  passage  can  only  mean:  such  notices  should  be  discontinued.  In  refutation 
the  following  data  are  submitted : 

"This  year  (1911)  there  were  1,208  Wisconsin  students  in  attendance  at  the  summer 
session.  Were  non-residents  to  be  cut  oil,  this  would  be  the  size  of  our  summer  session. 
Going  back  in  the  history  of  the  session  to  1909  when  the  total  enrollment  was  1,128,  and 
comparing  the  net  cost  (difference  between  expenditures  and  receipts)  of  that  session 
with  that  of  1914,  we  find: 

1909* 

1914 


Colleges 

Faculty 

Courses 

Net  Cost 

3 

92 

130 

511,069 

4 

193 

320 

$11,814 

"That  is  to  say,  at  an  almost  negligible  additional  expense  of  S7 16  we  can  now  offer 
our  Wisconsin  students  more  than  double  the  facilities  which  we  could  afford  them  if  our 
non-resident  attendance  were  cut  off  and  if  we  were  obliged  to  return  to  the  status  of 
1909.  Besides  this  direct  gain  to  our  Wisconsin  students  in  courses  available,  the 
desirability  of  having  2,600  students  (half  of  them  teachers)  in  attendance  rather  than 
1,200,  and  of  utilizing  our  buildings  and  equipment  which  would  in  part  be  idle  is  obvious. 
Yet  this  costs  the  state  practically  nothing  additional.  The  net  cost  of  the  summer 
session  has  not  varied  more  than  S2,"500  in  the  la&t  six  years,  while  by  reason  of  the  rapidly 

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University  Survey  Report 


incrcasine  attendance,  the  average  net  cost  per  student  has  steadily  decreased,  as 
follows:  in  1909,  $9.81;  in  1910,  S9.16;  in  1911,  S8.17;  in  1912,  $8;  in  1913,  $5.73;  and 
in  19M,  S1.55. 

"It  is  thus  perfectly  clear  that  the  out  of  state  students  are  not  only  paying  their  own 
way  here,  but  are  enabling  us  to  work  more  widely  and  more  efTiciently  than  we  could 
pos'sibly  do  without  them.  This,  too,  entirely  aside  from  the  consideration  that  1,400 
out  of  state  students  bring  into  the  state  and  spend  in  six  weeks  a  great  deal  of  money, 
and  thus  represent  an  economic  factor  of  very  considerable  importance." 


The  state  laboratory  of  hygiene 

"The  state  laboratory  of  hygiene  might  from  now  on  be  more  effective  if  an  integral 
part  of  the  state  department  of  health,  always  available  to  the  university  for  instructional 
purposes,  instead  of  being  provided  for  in  the  university  budget  under  conditions  which 
greatlv  restrict  its  use  by  the  state's  responsible  sanitary  officers." — Allen  Report,  Part 
IV. 

In  answer  to  this  assertion.  Dean  Bardeen  of  the  Medical  School  writes: 

"There  is  no  justification  for  the  statement  'under  conditions  which  greatly  restrict 
its  use  by  the  state's  responsible  sanitary  officers'.  During  the  past  few  years  the  work 
of  the  laboratory  has  greatly  expanded.  The  executive  officer  of  the  state  board  of 
health  came  to  feel,  however,  that  although  the  work  of  the  laboratory  was  being  C9n- 
ductcd  efficiently,  it  was  being  conducted  not  in  sufficient  cooperation  with  the  executive 
officers  of  the  state  board  of  health. 

"On  May  2,  1914,  a  conference  concerning  the  state  laboratory  of  hygiene  was  held 
between  Dr.  Gilbert  E.  Seaman,  Dr.  C.  R.""  Bardeen  and  President  C.  R.  Van  Hise, 
representing  the  University  of  Wisconsin,  and  Dr.  C.  A.  Harper  and  Dr.  C.  A.  Suther- 
land, representing  the  state  board  of  health.  As  a  result  of  this  conference  regulations 
were  adopted  designed  to  place  the  work  of  the  laboratory  more  directly  under  the  con- 
trol of  the  state  board  of  health.  These  regulations  were  approved  by  the  executive 
ofiicer  of  the  state  board  of  health  and  have  been  carefully  followed.  Since  they  went 
into  effect  no  complaints  concerning  lack  of  cooperation  have  been  made  to  the  officers 
of  the  state  university.  Those  in  charge  of  the  laboratory  have  felt  themselves  directly 
responsible  to  the  officers  of  the  state  board  of  health,  and  have  exerted  themselves 
to  conduct  their  work  in  such  a  way  as  to  be  of  the  greatest  value  to  the  state  board  of 
health.  The  state's  responsible  sanitary  officers  are  in  no  way  restricted  in  the  use  of  the 
laboratory." 

This  information  was  available  for  Dr.  Allen  if  he  had  cared  to  use  it. 


B.  POINTS  OF  AGREEMENT,  MORE  OR  LESS,  WITH  DR.  ALLEN 

Among  the  topics  on  most  of  which  the  university  has  already  reached  an  affirmative 
opinion,  and  on  which  it  welcomes  the  suggestions  of  the  survey  are  the  following: 

1.  The  teaching  of  the  fine  arts  (Allen  report.  Part  IV),  the  university  has  desired  to  en- 

courage.    It  is  checked  by  the  difficulty  of  finding  the  right  man. 

2.  Cheap  dormitories — cheap  in  rent  but  not  in  architecture — represent  a  university 

policy  already  settled. 

3.  More  convocations  are  desirable,  and  the  university  has  ways  and  means  under 

consideration. 

4.  The  "clinical  method"  in  teaching  accords  with  the  method  now  developing  rapidly 

in  the  university,  although  it  is  not  so  applicable  to  our  engineering  situation,  in 
the  Cincinnati  sense  of  the  term,  as  Dr.  Allen  makes  bold  to  affirm. 

5.  The  university  would  welcome  effective  methods  for  lowering  the  price  of  land,  and 

the  cost  of  living,  and  for  providing  good  inexpensive  board  at  a  profit.  Dr.  Allen 
appears  more  confident  on  these  topics  than  the  world  at  large.  Despite  the 
"specialists"  the  "disease"  remains. 

6.  Administration  done  by  the  faculty  is  burdensome.    Dr.  Allen  recommends  a  lessening 

of  this  sort  of  work.  Yet  he  proposes  to  increase  the  duties  of  the  faculty  to  a  point 
at  which  it  would  become  difficult  for  that  body  to  perform-  its  teaching    duties. 

7.  The  indexing  of  the  faculty  minutes,  the  improvement  of  the  catalogue,  the  institu- 

tion of  more  flexible  systems  of  records,  are  matters  of  no  great  importance,  although 
long  desired. 

8.  The  forty-eight  week  year  has  long  been  under  consideration.     It  has  advantages, 

and  other  disadvantages  besides  the  present  insuperable  financial  one. 

9.  The  full  medical  course. 

206 


University  Comment 


CONXLUSIOX 


The  defects  of  method  which  we  have  pointed  out  in  the  first  part  of  this  comment  are 
fundamental.  They  are  found  in  a  greater  or  less  degree  in  every  exhibit  and  in  the  report 
of  Dr.  Allen.  They  are  not  incidental  or  infrequent,  hut  are  part  and  parcel  of  the  entire 
Allen  survey.  They  are  not  accidental  errors,  such  as  must  occur  in  any  report  dealing 
with  thousands  of  facts  and  hundreds  of  conclusions.  The  university  would  make  no 
criticism  even  though  many  such  accidental  errors  were  found  in  the  report.  But  the 
defects  specified  are  fundamental  to  the  methods  by  which  Dr.  Allen  has  handled  his  evidence, 
reached  his  conclusions,  and  presented  his  results. 

The  demoralizing  conception  of  the  organization  of  a  university  which  has  underlain 
all  the  work  of  Dr.  Allen  has  been  amply  shown  in  the  second  part  of  this  comment. 

The  defective  results  which  these  methods  and  this  conception  have  led  to  are  fairly  well 
illustrated  in  our  Part  III,  and  arc  abundantly  set  forth  in  the  university  comments  on 
Dr.  Allen's  exhibits. 

The  university  therefore  submits  the  following  requests: 

1.  It  formally  requests  that  the  Board  of  Public  Affairs  do  not  accept  the  Allen  report 

and  exhibits  in  whole  or  in  part. 

The  university  is  anxious  that  this  request  should  not  be  misunderstood.  It  makes 
no  categorical  denial  of  all  of  Dr.  Allen's  criticisms.  Some  of  the  criticisms  are 
just  and  the  matters  should  be  corrected;  some  are  half-true  and  ought  to  be 
considered.  But  the  good  recommendations  are  not  seldom  mingled  with  others 
whose  only  support  is  evidence  that  is  partial  or  even  warped.  The  sound 
criticisms  are  so  mingled  ^vilh  incorrect  statements,  half  truths,  improper  in- 
sinuations and  unworthy  iniiendoes  that  no  exhibit  ought  to  be  accepted  in  the 
lump. 

The  Board  of  Public  Affairs  ought  not  to  take  any  action  or  draw  any  conclusions 
from  report  or  exhibits  without  a  careful  independent  review  of  the  evidence 
for  and  against  the  Allen  recommendations. 

2.  The  university  also  asks  that  the  Board  of  Public  Affairs,  in  case  it  acceptsany  part 

of  the  Allen  report  or  exhibits,  accept  also  in  the  same  manner  and  degree  the 
comment  or  reply  which  the  university  may  make  to  the  part  in  question.  This 
request  does  nol  relate  to  any  statements  or  recommendations  of  Dr.  Allen 
which  the  Board  may  make  its  own. 

3.  The  university  further  asks  that  if  any  part  of  the  Allen  report  or  exhibits  is  ordered 

printed  (though  not  accepted  by  the  Board),  the  university  may  have  the  time 
necessary  to  prepare  an  adequate  reply,  and  that  this  reply  also  be  printed, 
section  by  section,  along  with  the  Allen  material. 

(Signed)     E.  A.  BIRGE, 

G.  C.  SELLERY. 


207 


EXHIBIT  1 


ILLUSTRATIVE   REPLIES   BY   305   FACULTY   MEMBERS   AND   200   EDITORS, 
SCHOOL   SUPERINTENDENTS   AND    OTHERS   TO   THE    12   GENERAL 
QUESTIONS  ASKED  BY  THE  UNIVERSITY  SURVEY  USED  AS 
GUIDES  TO  STUDY  BY  THE  SURVEY 


1.   What  if  anything  is  the  University  of  Wisconsin  undertaking  that  the  state  as 
a  whole  does  not  wish  it  to  do? 


Answers  by  faculty. 

Nothing. 

Undertaking  to  control  and  direct  legislation  directly. 

Graduate    work. 

Research  work. 

Instruction  in  Greek. 

Too  much  freedom  in  electing  courses. 

Too  much  emphasis  on  work  of  Extension  Division. 

Faculty  members  should  not  be  permitted  to  charge  for  lectures. 

University  instructors  should  not  be  used  for  inspection  of  insecticides,  orchards,  etc. 

Teaching  non-resident  students  for  only  small  fee. 

Too  much  inter-university  athletics. 
Too  much  money  spent  on  athletics. 
Employing  a  coach  to  instruct  women  in  archery. 
Extra-university  activities  hard  to  justify. 
University  expanding  too  rapidly. 

School  of  music. 

Extensive  building  program. 

Too  much  attention  to  ancient  and  modern  languages. 

"Farmers'  institutes"  should  be  changed  to  "farmers'  schools." 

Excessive  emphasis  on  purely  vocational  work. 

Highly  specialized  courses  or  departments. 


Answers  by  editors,  school  superintendents  and  principals,  etc. 

Dictating  in  educational  matters. 

Too  much  activity  in  politics. 

Attempting  to  control  legislation. 

Entertainment  features  of  Extension  Division  arc  foolish  and  unnecessary:  extension 

work  of  questional)le  value. 
Running  the  state. 

Too  much  in  advance  of  people  of  slate. 

Trying  to  shape  courses  of  study  for  high  schools. 

Benefits  the  few  rather  than  the  many. 

Too  much  time  on  higher  education  and  too  little  on  undergraduates. 

Making  high  schools  preparatory  school  for  university. 

Encouragement  of  research  along  unprofitable  lines. 

Education  of  non-residents  below  cost. 

Too  much  research  work: 

Too  much  instruction  by  student  instructors. 

Monopolizing  the  educational  industry. 


Too  many  teachers  doing  work  other  than  teaching. 

Duplication  of  work. 

Training  a  few  specialists  at  too  great  expense. 

209 


Univ'ersity  Survey  Report 

2.   What,  if  anything,  is  the  university  failing  to  undertake  which  the  state  wishes 
it  to  do? 

Answers  by  faculty. 

Nothing. 

Correspondence  courses  in  agriculture. 

Courses  in  fine  arts. 

Courses  in  architecture. 

Short  course  in  pharmacy. 

Specific  short  courses  for  housewife. 

Two  year  courses  in  industrial  education. 

Public  health  work  in  prevention  of  disease. 

Course  in  farm  bookkeeping. 

More  effective  work  in  household  economics. 

Instruction  to  tradesmen  and  mechanics. 

Inland  biological  laboratory  on  lake. 

College  of  dentistry. 

Engineering  experiment  station. 

More  practical  work  in  first  two  years  of  agriculture  course. 

Work  in  child  welfare. 

Further  expansion  of  extension  work. 

Two  year  course  in  elementary  engineering. 

Further  emphasis  on  agricultural  subjects. 

Course  for  veterinarians. 

More  emphasis  on  training  students  to  earn  a  living. 

More  emphasis  on  developing  good  citizens. 

Better  supervision  of  students  (finances,  etc.) 

Better  living  conditions  for  students  (less  expensive,  etc.). 

Dean  of  men. 

More  emphasis  on  character-building  of  students. 

Fostering  of  real  democracy  among  students. 
Closer  association  between  faculty  and  students. 
Training  students  not  to  take  short  cuts  across  campus. 
Tendency  to  crowd  into  professions  should  be  discouraged. 
Wiser  use  of  beauty-improvement  funds. 

More  adequate  preparation  of  teachers. 
Scientific  investigations  at  request  of  citizens. 
Emphasis  on  productive  scholarship  (among  students). 
Association  with  other  state  activities,  public  utilities,  etc. 
Payment  of  adequate  salaries  so  as  to  retain  good  men. 

Answers  by  editors,  school  superintendents  and  principals,  etc. 

Developing  character  in  students. 

Closer  supervision  over  students. 

Looking  after  freshmen  during  first  semester. 

Furnishing  dormitories  for  men. 

Attention  to  personal  habits  and  moral  welfare  of  students  inadequate. 

Daily  convocations  to  develop  higher  ideals. 

Easier  entrance  requirements. 

Basing  entrance  requirements  on  power,  not  attainment. 

Not  enough  attention  to  elementary  education. 

Ideals  and  education  of  graduates  too  low. 

Free  election  of  any  course  by  adult  special  students. 
Closer  contact  with  people  of  state  needed. 
Greater  economy  needed. 
Establishment  of  forestry  course. 
Instruction  in  fine  arts. 

Practical  and  popular  course  in  astronomy. 
Making  education  in  some  fields  more  practical. 

210 


Exhibit  1 

Making  press  bulletins  more  helpful  to  farmers. 

More  emphasis  on  extension  work  in  rural  communities. 

Training  more  people  for  country  life. 

Course  for  teachers  sadly  neglected. 

Should  put  best  teachers  in  classrooms. 

More  teaching  of  underclassmen  by  instructors  of  higher  rank. 

Longer  summer  session. 

Detailed  study  needed  of  graduate  school,  teachers  courses,  facilities  of  demonstra- 
tion school,  character  and  extent,  of  high  school  inspection,  efTect  of  admission  by 
certificate  instead  of  examination,  unit  cost  of  extension  work,  time  distribution 
of  faculty  members. 

Should  make  interests  of  resident  students  predominant. 

Analysis  of  student  attendance  by  departments  as  basis  of  adjustment  of  non-resident 
fees. 

Comparison  of  research  work  by  different  departments  to  compute  unit  costs. 

Training  students  to  take  an  active  part  in  affairs  of  state  and  of  communities  in 
which  they  live. 

Offering  to  every  young  man  and  woman  in  the  state  an  opportunity  to  get  an  edu- 
cation at  a  reasonable  cost. 


3.  Is  the  university  doing  well  enough  what  it  does? 

Answers  by  faculty. 

Yes. 

No,  because  too  much  is  attempted. 
Teaching  efficiency  lowered  by  too  low  salaries. 
Coordination  of  departments  needed. 
Supervision  of  teaching  needed. 

Purely  academic  work  below  standard  of  eastern  colleges. 

Spirit  of  scientific  research  should  be  encouraged. 

No,  standards  are  too  low. 

No,  too  much  specialization. 

No,  the  useful  is  emphasized  at  the  expense  of  liberal  education. 

No,  advisory  system  should  be  strengthened. 

No,  too  many  instructors  and  assistants. 

No,  too  few  instructors  and  assistants  (in  some  departments). 

Classes  too  large. 

Elective  system  in  letters  and  science  should  be  modified. 

More  rigid  enforcement  of  entrance  requirements  needed. 
More  weak,  ill-prepared  students  should  be  dropped. 
Too  many  "snap"  courses. 
More  out-door  instruction  needed. 

Some  extension  work  not  up  to  standard. 

"Manufactured"  education  should  be  eliminated. 

Architecture  of  buildings  open  to  criticism. 

Survey  of  state  needed  to  indicate  opportunities  for  graduates. 

More  effort  needed  to  influence  social  and  spiritual  life  of  students. 

Department  of  pharmacy. 

Answers  by  editors,  school  superintendents  and  principals,  etc. 

Attempts  too  much  to  do  all  well. 

Yes,  except  in  instruction  of  underclassmen. 

More  attention  to  quality  of  instruction  to  underclassmen. 

Freshmen  are  not  given  proper  faculty  advisers. 

Too  many  young,  inexperienced  instructors. 

Academic  work  should  not  be  in  hands  of  underlings. 

Assistants  do  too  much  unsupervised  work. 

Head  professors  should  do  more  work. 

Some  incomj)etent  instructors. 

More  gradual  change  from  high  school  to  college — less  lecturing  in  first  two  years. 

211 


University  Survey  Report 

University  graduates  often  fail  in  tests  of  academic  training. 
Failure  to  turn  out  highest  type  of  man  and  woman. 
Improvement  in  music  department  needed. 
Certain  work  in  soil  testing  not  thorough. 
Training  of  teachers  should  be  improved. 

Ability  to  teach  not  always  considered  in  appointing  instructors. 
Extension  field  workers  lack  experience. 

4.  Is  university  doing  inexpensiv'Cly  enough  what  it  does? 
Answers  by  faculty. 

Too  inexpensively. 
Yes. 

Adequate  business  organization  needed. 

Too  much  spent  for  administration. 

Waste  caused  by  obliging  faculty  to  do  clerical  and  routine  work. 

Wasteful  methods  in  repair  work  (lack  of  follow  up). 

Not  enough  spent  on  care  of  grounds  and  buildings. 

Low-grade  work  performed  by  high  grade  men. 

Inadequate  supervision  of  employes. 

Duplication  of  courses,  books,  apparatus,  buildings. 

Lack  of  building  plan  causes  waste  and  duplication. 

Farmers'  institutes  should  not  be  given  by  both  state  and  university. 

Too  much  spent  on  work  that  should  be  done  in  high  schools. 

Too  much  spent  on  Extension  Division. 

Wasteful  carbon  lights  used. 

Poor  economy  to  pay  such  low  salaries. 

Too  much  spent  on  athletics. 

Method  of  getting  books  from  other  libraries  too  expensive. 

Farmers  get  service  from  university  at  lower  rate  than  they  could  procure  it  elsewhere. 

Answers  by  editors,  school  superintendents  and  principals,  etc. 

No;  should  avoid  duplications,  unnecessary  fellowships,  unnecessary  clerkships. 
Duplication  in  Extension  Division  operating  in  large  cities  where  there  are  continua- 
tion schools. 
Too  classes  a  day  not  enough  for  professors. 
Instructional  force  too  large  for  actual  needs. 
Should  have  fewer  and  better  instructors. 

Too  much  money  spent  on  things  other  than  teaching. 

Too  much  spent  for  research  work. 

Paid  too  much  for  land  purchased  several  years  ago. 

Attempts  too  broad  a  field  of  operation. 

High  school  inspection  too  expensive. 

Too  much  apparatus  is  being  bought. 

Poor  policy  to  advertise  for  non-resident  students  when  their  fees  do  not  pay  expenses. 

5.  What  parts  of  the  university's  work,  if  any,  are  inadequately  supported? 

Answers  by  faculty. 

All  departments  supported  generously^ 
Most  of  the  work  could  use  more  funds. 
Research  work. 

Teaching  slighted  at  expense  of  research. 
Bureau  of  statistical  research  needed. 

College  of  letters  and  science. 

Cultural  studies — in  money,  intelligent  appreciation,  and  adequate  classroom  space. 

Fine  arts. 

Music. 

Fundamental  sciences  and  humanities. 

212 


Exhibit  1 

Teacher-training  courses. 

Wisconsin  high  school. 

More  scholarships  needed. 

More  instructors  needed  in  many  departments. 

Salaries  too  low. 

Biologj^  department  (station  on  lake). 

More  equipment  needed. 

More  office  space  needed. 

More  clerical  help  needed  in  registrar's  office. 

More  attention  to  standards  of  living  needed. 

Medical  college. 

School  of  commerce  (building). 

Course  in  journalism. 

College  of  engineering. 

Extension  Division  (especially  in  agriculture). 

Military  department. 

Public  health  work. 

University  waterworks  (poorly  built). 

More  adequate  book-fund  should  be  provided. 

More  eminent  professors  secured. 

Traveling  expenses  of  faculty  to  conferences  should  be  paid  by  university. 

Facilities  for  out-door  exercise  inadequate. 
Vocational  guidance  of  women  students. 
Instruction  in  national  and  state  government. 
Conference  with  students  should  be  encouraged. 
Religious  and  ethical  life  of  students  neglected. 
Social  life  of  students  neglected  (aristocratic  tendency). 
Emphasis  on  culture,  scholarship — individuality  lacking. 

Work  relating  to  child  welfare. 

Work  in  sociology. 

Economic  entomology-  and  plant  pathology. 

Agronomy  department. 

Course  for  training  professional  church  organists  needed. 

Answers  by  editors,  school  superintendents  and  principals,  etc. 

All  parts  pertaining  to  housing  of  men. 

Foreign  language  courses. 

Extension  work. 

Dairy  work. 

Spreading  of  culture. 

More  liberal  studies,  less  vocational. 

Academic  work. 

Practical  work. 

High  school  inspection. 

Assistance  to  secondary  and  rural  schools. 

Education  department,  course  for  teachers. 

Summer  school. 

Commerce  course. 

Medical  course. 

Instruction  and  supervision  of  undergraduate  classes. 

Agricultural  extension. 
Marketing  agricultural  products. 
Development  of  unimproved  land. 
Salaries  of  instructors. 

Educational  publicity  as  to  work  of  university. 
Conservation  of  soil. 

6.   What  parts  of  the  university's  work  are  out  of  proportion — too  large,  too  small — 
to  its  program  as  a  whole? 

Answers  by  faculty. 

None. 

21*. 


University  Survey  Report 

Too  small,  in  following  respects: 
Research  work. 
Summer  session. 
Fine  arts. 
Music. 
Teacher-training  courses. 

Medical  school. 
Biology  department. 
Engineering  college. 
Agricultural  college. 
Archaeology. 

Humanities. 

Physical  welfare  of  men. 

Too  little  attention  to  resident  students. 

Vocational  and  home  economic  courses. 

Courses  in  citizenship. 

Manual  arts. 

Department  of  pharmacy. 

Too  large,  in  following  respects: 
Extension  work. 

College  of  Agriculture  (out  of  proportion  to  letters  and  science). 
Vocational  subjects  (at  expense  of  cultural). 
Attention  to  poor  students. 
Outside  activities  of  students  should  be  curtailed. 

Mathematics  and  modern  language  (for  agricultural  students) 
"Tendency  to  emphasize  things  that  make  a  show." 
Required  work  in  modern  languages. 
Lecture  courses. 
Too  much  theory. 

"DifTusion  of  knowledge  out  of  proportion  to  acquisition  of  knowledge." 

Physical  training. 

Military  training. 

Athletics  (especially  inter-university). 

Work  of  high  school  grade. 

Too  much  emphasis  on  industrial  efTiciency,  (at  expense  of  developing  "high  minded' 

men). 
Too  much  attention  given  to  specialized  courses. 
Graduate  school  (especially  in  cultural  subjects). 

Answers  by  editors,  school  superintendents  and  principals,  etc. 

Too  large. 

Research  work  over-emphasized. 

Graduate  work  in  some  departments  too  large. 

Too  much  work  for  higher  degrees. 

Dairy  department  too  small 

Extension  work  too  small. 

Extension  work  forcing  the  field. 
Not  enough  attention  to  training  of  teachers- 
Adequate  practice  teaching  needed. 
Too  much  work  required  in  foreign  languages. 
Military  department  too  large. 
College  of  Letters  and  Science  should  be  strengthened. 

High  school  inspection  is  weak. 

University  should  inspect  graded  and  rural  schools. 

Rural  betterment  work  not  large  enough. 

University  should  not  attempt  to  supplement  normal  schools. 

Medical  course  should  be  cut  or  lengthened. 

Too  little  attention  to  teaching  of  freshmen. 
Too  little  emphasis  on  practical  side. 
Expenditures  for  athletics  too  large. 

214 


Exhibit  1 

Organic  chemistry  too  difTicult. 

Too  little  distribution  of  material  on  debating  and  public  speaking. 
Danger  in  present  trend  away  from  scholarly  to  utilitarian  and  commercial. 
Building  is  pushed  too  rapidly. 

7.  Is  the  state's  support  of  the  university  proportionate  or  disproportionate  to  state 

support  of  other  public  educational  activities? 

Answers  by  faculty. 

Proportionate. 

Disproportionate,  in  following  respects: 

University  receives  too  little  support. 

Vocational  education  receives  too  little  support. 

Normal  schools  receive  too  much  support. 

Rural  and  elementary  schools  receive  too  little  support. 

Answers  by  editors,  school  superintendents  and  principals,  etc. 

Proportionate. 

Not  university  less,  but  other  educational  activities  more. 

Disproportionate  to  rural  schools;  too  few  attend  university. 

Very  liberal. 

Favored  above  other  activities. 

Do  not  see  the  necessity  of  eight  normal  schools. 
Disproportionate  to  state  support  of  common  and  graded  schools. 
Disproportionately  large. 

Rather  smaller  than  support  of  some  of  the  other  schools. 
University  spends  more  than  other  institutions. 

Support  of  university  should  be  doubled. 

Would  be  proportionate  if  benefits  to  people  of  state  were  greater;  common  schools 
do  more  in  proportion. 

8.  Is  the  university's  business  management  in  policy,  planning,  purchasing,  super- 

vising, checking  and  reporting  adequate  and  efficient? 

Answers  by  faculty. 

Yes. 

Too  much  "red  tape,"  too  slow. 

Too  cumbersome. 

Too  much  authority  concentrated  in  single  oflice. 

Better  follow-up  system  needed  (bills,  purchasing  orders). 

Delay  in  receiving  goods  ordered. 

Mail  distribution  inadequate. 

University  suffers  from  overcharge  by  union  laborers. 

Methods  of  purchasing,  checking,  filing  inefficient. 

How  are  laboratory  fees  accounted  for? 

Systematic  financial  publicity  needed. 

Payment  of  salaries  delayed. 

Payment  of  salaries  on  eighth  of  month  inconvenient. 

Traveling  expenses  should  be  advanced. 

Reports  on  laboratory  fees  neither  accurate  nor  prompt. 

Affidavits  on  out  of  state  purchases  "a  great  evil." 

Architecture  department  very  bad. 

Traveling  accountant  suggested  to  relieve  department  heads  of  business  detail. 

Answers  by  editors,  school  superintendents  and  principals,  etc." 

Yes. 

Adequacv  of  reporting  doubtful. 

System  should  be  made  known  to  public,  to  avoid  misunderstanding. 

215 


University  Survey  Report 


Too  expensive. 

An  example  to  other  state  departments. 

Supervisioa  of  work  of  faculty  not  adequate. 


9.   Does  the  legislative  policy  in  dealing  with  the  university  and  other  educational 
activities  reflect  adequate  information  and  eflficient  use  of  information? 

Answers  by  faculty. 

Yes. 

No. 

Occasionally  narrow-minded  (increasing  non-resident  fees). 
Legislature  must  rely  on  judgment  of  deans  and  president. 
More  careful  investigation  needed. 

Many  legislatures  not  fully  informed  re  educational  matters. 

Too  much  emphasis  on  the  practical  to  neglect  of  intellect  and  character  develop- 
ment (due  to  influence  of  university). 

Should  not  be  necessary  for  university  to  ask  for  funds. 

Members  of  faculty,  as  citizens,  have  right  to  legislative  hearings  to  influence  tax- 
spending. 

University  ideals  and  aims  not  understood  or  appreciated  by  people. 

Politics  rather  than  information  often  influences  legislature. 

Information  inadequate  regraduate  and  intramural  work. 

Budgetary  information  inadequate. 

Appropriations  for  buildings  too  large — for  instruction,  too  small. 

Legislature  should  make  survey  to  ascertain  needs  of  state. 

Not  adequately  informed  re  fraternities  (elimination  unjustified). 

Answers  by  editors,  school  superintendents  and  principals,  etc. 

Yes. 

No. 

Legislature  influenced  too  much  by  university. 

Policy  wise  in  spite  of  lack  of  information. 

Motives  of  policy  are  questionable. 

Too  much  wool  is  being  pulled  over  the  eyes  of  the  legislature. 

Often  merely  common  sense  lacking. 

No  study  of  this  subject  by  any  competent  legislative  committee. 

Legislature  partial  to  university. 

Legislators  amazingly  ignorant  of  work  of  university. 

Too  much  information  of  university's  needs. 
Legislature  guided  by  political  pressure  and  sentiment. 
Insufficient  time  to  examine  university  budget. 


10.   What  is  the  university's  relation  with,  and  influence  upon  the  rest  of  the  state's 
system  of  public  education? 

Answers  by  faculty. 

Beneficial,  helpful,  inspiring,  well-balanced,  harmonious,  suggestive,  stimulating. 

Cordial  cooperation. 

Relationship  not  sufficiently  close. 

High  school  inspection  inefficient  and  unnecessary. 

University's  relation  with  high  school's  good. 

University  trying  to  please  the  high  schools. 

University  dominates  high  school  curriculum. 

Tendency  to  make  high  schools  "feeders"  for  university. 

Berreficial  in  maintaining  standards  of  high  schools. 

Lax  entrance  requirements;  lower  standards  of  high  schools. 

High  school  curriculum  should  be  made  uniform. 

Better  equipment  in  accredited  schools  due  to  university's  influence. 

216 


Exhibit  1 

More  freedom  should  be  allowed  high  schools. 

Too  overshadowing. 

In  many  instances  influence  restricted  by  other  agencies,  over  which  university  has  no 

control. 
Acceptance  of  vocational  work  for  entrance  credit  laudable. 
No  cooperation  between  university  and  state  high  school  inspection. 
High  school  preparation  inadequate  as  shown  by  varied  quality  of  entering  students. 

Sets  standards  for  secondary  schools. 

Friction  caused  by  university  being  highest  factor  of  system. 

University  has  done  little  for  grade  and  rural  schools. 

Should  establish  vocational  high  schools. 

Tendency  to  bring  standard  down  to  poorest  high  school. 

Influence  of  university  beneficial  in  establishing  industrial  schools. 

High  schools  should  be  made  to  feel  that  university  wants  to  aid  rather  than  to 

critici-e. 
University  regulates  state's  system  of  public  education. 
University  does  not  greatly  influence  public  education. 
University  is  capstone  supplementing  all  public  education. 
University's  influence  hampered  by  state  superintendent's  attitude. 

Closer  cooperation  with  normal  schools  needed. 

More  undergraduate  work  by  normals  recommended. 

Teachers  should  be  encouraged  to  attend  summer  school,  by  scholarships  and  lower 

fees. 
University's  influence  lessened  by  unqualified  inspectors. 
Junior  "proms"  have  bad  effect  on  schools. 


Answers  by  editors,  school  superintendents  and  principals,  etc. 

Very  good. 

Topheavy;  lack  of  cohesion. 

Very  little  influence. 

Somewhat  domineering;  scholastically  good. 

Forces  its  views  to  be  accepted  unconditionally. 

Helpful. 

None  on  elementary  education;  some  on  high  schools. 

Only  interested  in  high  school  work;  ignores  elementary  work. 

Out  of  touch  and  sympathy  with  common  schools. 

University  has  done  more  than  any  other  department. 

Schools  are  forced  to  keep  up  courses  not  suited  to  needs  of  pupils. 

Opinion  is  strong  that  the  university  does  not  care  to  ser\e  where  it  cannot  control. 

Demands  too  much  that  high  schools  be  "feeders"  to  the  university. 

Not  yet  able  to  reach  greater  part  of  state's  school  system. 

Very  uneven. 

Beneficial  except  for  over-emphasis  on  language  requirements. 

Sets  pace  for  rest  of  schools  to  create  expense. 

Evidently  has  no  connection  with  system  since  it  is  never  mentioned  in  state  super- 
intendent's news  bulletins. 
Tends  to  make  high  schools  of  less  practical  value. 
Not  close  enough  with  normals;  too  much  influence  on  high  schools. 

University  is  center  of  state  system. 
More  cooperation  needed. 
Rather  superficial. 
High  school  bulletins  beneficial. 

High  school  graduates  are  not  fit  to  teach  because  of  necessity  of  meeting  entrance 
requirements. 

Many  heads  of  university  departments  have  never  entered  a  normal  school  or  a  high 
school. 


21: 


University  Survey  Report 


11.   What  are  the  standards  of  living — social  and  economic — in  the  university? 

Answers  by  faculty 

Moderate,  good,  "high  in  best  sense  of  the  word." 

Democratic,  reasonable. 

Compare  favorably  with  other  similar  institutions. 

Too  much  social  activity  among  students  (due  to  lax  scholastic  standards). 

Student  honors  not  influenced  by  money. 

Social  life  over-emphasized — should  be  standardized. 

Too  much  money  spent  on  clothes. 

Smoking  and  drinking  among  faculty  and  students  should  be  curtailed. 

Faculty  members  belong  to  too  many  clubs. 

Living  conditions  should  be  standardized. 

Faculty  and  students  should  "mix." 

Dean  of  men  needed. 


Outside  activities  consume  too  much  of  students'  time. 
Standards  are  set  by  community,  not  by  university. 
Union  rooms  at  Y.  M.  C.  A.  inadequate  for  recreation. 
Economic  pressure  causes  low  birthrate  among  faculty. 


Cost  of  living  high,  caused  by 

Lack  of  men's  dormitories. 

Inadequate  rooming  facilities. 

Co-education  leads  to  extravagance. 

Lack  of  cooperation. 

Too  much  extravagance  and  ostentation  (among  fraternity  men). 

Rental  exorbitant. 

Lack  of  university  commons. 

Standard  of  living  too  low,  because  of 

Low  salaries  of  faculty 

Answers  by  editors,  school  superintendents  and  principals,  etc. 

Needs  investigation — prices  too  high. 

Conditions  right  except  need  for  men's  dormitories. 

Social  standards  too  high  for  average  student. 

Use  of  tobacco  and  liquor  by  faculty  and  student  harmful. 

More  faculty  and  less  student  control  desirable. 

Standards  not  as  high  as  they  should  be. 

Too  high  in  fraternities  (cost). 

Reasonably  democratic. 

Too  many  social  activities. 

Non-fraternity  students  not  afforded  social  training. 

Too  much  snobbishness — aristocratic  and  extravagant  tendencies. 

Too  high  for  salaries. 

Dominating  influence  of  fraternities  objectionable. 

Social  standard  in  fraternities  not  high  enough. 

Class  and  athletic  honors  determined  by  fraternities. 

No  supervision  of  students'  social  life. 
Athletics  over-emphasized. 

12.  What  not-yet-met  needs  of  the  state  which  the  university  might  meet  and  what 
opportunities  for  retrenchment  or  increased  eflficiency  should  be  reported 
to  the  next  legislature? 

Answers  by  faculty. 

Only  retrenchment  should  be  in  expansion,  not  maintenance. 
New  buildings  not  necessary  if  classrooms  are  used  efficiently. 
More  laboratory  equipment  needed  (especially  agronomy). 

218 


Exhibit  1 

Space  assigned  to  pharmacology  and  physiology  inadequate  for  teaching  and  research. 

Retrenchment  should  be  through  less  material  equipment. 

Chemical  equipment  should  be  in  one  building. 

More  office  room  for  letters  and  science. 

Engineering  shops  and  buildings  should  be  placed  together  near  heating  plant. 

College  of  Agriculture  needs  more  equipment  and  more  land. 

Concentration  of  similar  or  identical  subjects  in  one  building. 

Better  coordination  between  departments  (combination  of  departments). 

Establish  biology'  station  on  lake. 

Improve  present  lines  of  instruction  before  adding  new  departments. 

School  of  dentistry. 

School  of  architecture. 

School  of  engineering  (and  experiment  station). 

School  of  art. 

Short  course  in  home  economics. 

School  of  veterinary  medicine. 

Department  of  preventive  medicine  (public  health  work). 

Either  enlarge  or  abandon  medical  school. 

Correspondence  course  in  agriculture. 
Department  of  anthropology. 
Building  for  school  of  commerce. 
Chapel — non-sectarian. 
More  community  institutes. 
University  press. 
More  funds  for  library. 
Hospital. 

Graduate  School  should  be  more  generously  supported   (devoted  to  research  and 

investigation). 
More  direct  provision  for  research. 

Professors  should  be  classified  as  to  teaching  and  research. 
Have  professors  do  more  teaching  and  less  writing. 
Provision  for  more  clerical  assistance  so  that  professors  will  be  left  free  for  productive 

scholarship. 

One  semester  of  pure  research;  one  semester  for  pure  teaching  should  be  the  rule. 
Original  writing  should  not  be  demanded  of  good  teachers. 

Increase  in  instructional  force  needed. 
Higher  salaries  necessary  to  hold  best  men. 
Low  salaries  curtail  social  activities  of  faculty  members. 
Salaries  of  instructors  should  be  increased  to  insure  productive  work. 
Professor's  salary  should  increase  according  to  his  usefulness. 

Regular  state  pension  system  for  university  (unless  Carnegie  Foundation  becomes 
more  of  a  force). 

Wisconsin  high  school  should  be  adequately  supported. 

Training  of  teachers  should  be  extended  by  sending  expert  teachers  to  visit  and  advise 

high  schools. 
Teachers'  course  in  each  department  needed. 
High  school  inspection  commission  should  be  appointed. 

Agricultural  extension  work  should  be  developed  (demonstration  farms). 

Extension  Division  too  expensive  and  too  extensive. 

Library  should  have  messenger  ser\ice. 

Library  index  should  be  kept  up  to  date. 

Longer  summer  session  needed  (should  be  integral  part  of  regular  session). 

More  extension  work  needed. 

Amusement  features  of  extension  work  not  worthy  of  university. 

Hostile  criticism  should  be  met  by  official  publicity  (preventive). 

Study  of  needs  throughout  the  state. 

Statistical  bureau  needed  for  information  of  citizens. 

Administrative  and   civic  work  should  receive  more  emphasis  in   Department   of 

Political  Economy. 
University  should  develop  and  train  men  for  public  service. 
Closer  cooperation  between  university  and  industries  of  state. 

Department  heads  should  conduct  experiments  to  eliminate  waste. 
Department  heads  should  be  relieved  of  detail. 
Take  university  out  of  politics. 
Establish  thorough  accounting  system. 

219 


University  Survey  Report 

Segregate  men  and  women  in  larger  courses  of  freshman  and  sophomore  years. 

Substitute  instructors  for  assistants. 

"Freak"  courses  should  be  eliminated. 

Biology  I  should  be  made  more  practical. 

Quarter  system  would  prevent  non-use  of  university  for  large  part  of  year. 

Fund  for  educational  lantern  slides  recommended. 

Outside  pressure  should  be  removed  so  that  university  might  develop  from  within. 

Scholastic  record  of  freshmen  should  be  sent  to  high  schools  within  first  six  weeks. 

Final  examinations  should  cover  entire  course. 

Entrance  examination  should  be  required  of  all  students. 

Chief  of  Legislative  Reference  Library  should  sever  his  connection  with  the  university. 

University  should  consist  of  a,  senior  college,  graduate  school  and  professional  schools; 

work  of  first  two  years  should  be  done  by  small  junior  colleges  throughout  state. 
More  scholarships  for  brilliant  students. 
Antagonism  between  university  and  state  superintendent  of  public  instruction,  and 

normal  schools  should  be  removed. 
Increase  instructional  staff. 

Tuition  should  be  charged  of  all  students  able  to  pay. 
Raise  standards,  and  so  reduce  cost  by  reducing  attendance. 
University  should  operate  a  cooperative  bookstore. 
University  should  investigate  and  reduce  high  cost  of  living. 
Vocational  courses  should  be  further  developed  (especially  for  women). 

Appropriation  for  new  dormitories  unnecessary. 

Dormitories  for  men  needed  (also  for  women). 

University  commons  needed. 

Larger  armory. 

Large  auditorium  for  music  festival. 

An  adequate  organ. 

Properly  equipped  theater. 

Museum  for  permanent  display  of  art  objects. 

Larger  lecture  room. 

More  social  contact  between  faculty  and  students. 

Further  provision  for  out-door  athletics  (tennis  courts,  etc.). 

Student  living  conditions  should  be  improved. 

Social  life  of  some  students  should  be  curtailed. 

Better  supervision  of  students  needed. 

Suppression  of  fraternities. 

Answers  by  editors,  school  superintendents  and  principals,  etc. 

More  information  about  work  of  university. 

Need  for  men's  dormitories. 

Better  instructors  for  undergraduates. 

Retrenchment  in  clerical  force. 

Abolition  of  double  high  school  inspection  (state  and  university). 

More  extension  work  in  agriculture. 

Improvement  of  present  activities  before  further  extension. 

Combination  of  some  departments. 

Need  for  dormitories  and  cheap  eating  halls. 

Increasing  opportunities  to  serve  non-resident  students  in  the  state. 

Every  professor  should  tea'ch. 

Thorough  investigation  of  all  expenditures. 

Report  all  university  expenses  to  legislature  during  first  week  of  session. 

Increase  non-resident  tuition  fee. 

Increase  appropriation  for  extension  work. 

Decrease  number  of  student  instructors,  especially  for  underclassmen. 
Too  many  suggestions  to  legislature  by  university. 
Monthly  reports  of  expenditures  to  people  of  state. 
Closer  relation  between  agricultural  work  and  the  farmer. 
Abolish  Extension  Division. 

University  should  not  dominate  public  school  system.  , 

Remove  foreign  language  requirements. 

Attention  to  disease  prevention  and  children's  health. 

Less  money  for  graduate  instruction. 

Aid  to  students  in  choosing  a  vocation. 

220 


Exhibit  1 

Publicity  campaign  to  show  results  of  university's  work. 
More  good  teachers  needed  in  every  department. 
More  human  instruction — less  mechanical. 
More  supervision  of  unprogressive  students. 
Too  much  research  work. 

Men  of  ability  should  be  given  opportunity  to  add  to  realm  of  knowledge. 

Stop  building  and  buying  land  so  extensively. 

More  emphasis  on  social  center  work,  and  departments  of  education  and  commerce. 

Eliminate  advertising  for  students. 

All  of  president's  time  should  be  given  to  educational  matters. 

Completion  of  university  high  school  desirable. 
Elimination  of  fraternities. 
Investigation  of  work  of  assistants. 
Course  requirements  not  uniform. 

Reseatch  work  should  be  confined  to  professors,  scholars,  and  graduate  students  to 
prevent  neglect  of  teaching. 

Credit  should  be  given  for  new  courses  in  high  schools. 
Faculty  should  not  be  allowed  long  vacations  with  pay. 
Supervision  by  department  heads  desirable. 

Additional  miscellaneous  suggestions  by  faculty 

University  needs  more  strong  men  on  faculty. 

Faculty  should  be  increased  and  lecture  system  greatly  curtailed. 

Library  management  unsatisfactory. 

Credits  should  be  given  in  proportion  to  grade  received. 

Freshmen  should  not  be  dropped  at  mid-term. 

Greater  care  should  be  taken  by  faculty  to  keep  ofTice  hours. 

"All  socialists  and  bigots  on  faculty  should  be  dismissed." 

Department  heads  should  be  kept  in  closer  touch  with  subordinates. 

"An  effort  should  be  made  to  convince  electorate  that  they  are  not  competent  to 

judge  certain  matters." 
Cost  of  university  would  be  reduced  if  we  abandoned  the  "finishing  school"  idea. 


UNIVERSITY  COMMENT  ON  ALLEN  EXHIBIT  1,  ENTITLED  "ILLUSTRATIVE 
REPLIES   *  *  *  TO  THE  TWELVE  GENERAL  QUESTIONS,"  ETC. 

The  twelve  questions  (designed  "as  guides  to  study  by  the  survey")  are  so  general  in  scope 
that  the  miscellaneous  criticism  of  defects,  citation  of  neglects,  suggestion  for  improvement, 
indication  of  things  desired,  can  not  be  summarized,  or  even  a  dominant  trend  or  temper 
found.  The  two  groups  of  answers  (by  members  of  the  faculty  and  by  "editors,  school 
superintendents  and  principals,  etc.")  are  in  accord  as  commnnly  as  they  are  opposed  in 
opinion,  but  they  are  far  more  commonly  wholly  incomparable,  in  that  they  direct  attention 
to  different  and  unrelated  matters. 

No  substantial  conclusions  can  be  drawn  from  such  divergent  opinions.  The  criticisms 
and  statements  of  needs  may  have  value  as  suggestions;  but  such  value  cannot  be  determined 
until  the  recommendations  or  objections  are  considered  in  their  several  relations  to  a  sound 
and  permanent  policy  and  a  feasible  programme.  Benefit  in  one  respect  may  mean  loss 
in  another;  energy'  directed  to  one  interest  withdraws  it  from  another;  not  all  desirable  things 
are  of  equal  importance. 

A  consistent  and  undisturbed  policy  is  more  important  than  haphazard  and  casual  reme- 
dies or  spurts  of  improvement.  Response  to  a  pressure  from  without,  which,  however 
justifiable,  arises  from  a  partial  view,  often  interferes  with  a  wholesome  growth  from  within. 
Security  of  support  to  carry  out  long-range  policies  is  endangered  when  minor  and  trivial 
defects  intrude  for  immediate  correction. 

Members  of  the  faculty  may  be  found  who  think  that  there  is  too  much  research,  graduate 
work,  Greek,  "Extension,"  archery,  music,  charge  for  lectures,  athletics,  building  operations, 
agriculture,  vocational  work,  attention  to  poor  students,  to  things  that  make  a  show,  to 
special  courses,  to  practical  work,  to  theory,  to  so-called  efriciency.  Among  the  editors,  etc., 
may  be  found  men  who  think  that  there  "is  too  much  |)olilics  in  the  university,  too  much 
domination  of  the  State,  entertainment  features  in  extension  work,  unprofitable  research, 
teaching  by  immature  men,  duplication  of  work,  military  activity,  training  of  specialists,  etc., 
etc. 

221 


University  Survey  Report 

Similarly  one  or  another  of  the  former  group  thinks  that  there  is  too  little  fine  arts,  public 
health  teaching,  dentistrj',  extension  work,  training  for  earning  living,  character  building, 
democracy,  salaries,  beauty  in  grounds,  employment  in  State  activities,  correspondence 
courses  in  agriculture,  child  welfare,  productive  scholarship,  good  living  conditions;  and  in 
the  latter  group,  that  there  is  too  little  developing  of  character,  supervision  of  students, 
dormitories  for  men,  fine  arts,  summer-session  work,  convocation  exercises,  attention  to 
personal  habits,  easy  entrance  requirements,  etc.,  etc. 

When  the  question  of  quality  of  work  and  wisdom  of  expenditure  is  added,  opinions  among 
the  faculty  may  be  found  that  standards,  like  salaries,  are  low;  and  many  students  as  weU 
as  some  courses,  weak;  and  among  those  "outside,"  that  there  is  too  much  teaching  by  the 
younger  men  and  not  enough  attention  to  freshmen.  Here  as  elsewhere  the  dropping  of 
freshmen  leaves  a  trail  of  grievances  which  those  affected  interpret  as  a  fault  of  young  in- 
structors, and  those  responsible  look  upon  as  a  desirable  selection  of  the  fittest.  To  judge 
wisdon  of  expenditure  apart  from  its  relation  to  the  budget  as  a  whole  is  itself  unwise,  and  is 
not  attempted.     Details  of  unwise  expenditure  are  suggested. 

Opinions  that  the  university  is  treated  fairly,  in  consideration  of  the  other  educational 
interests,  are  as  common  as  opinion  that  it  is  treated  too  generously  or  not  generously  enough. 
Similarly,  there  is  much  complaint  that  legislative  action  is  uninformed,  as  there  is  assertion 
that  it  is  adequately  informed. 

The  faculty  on  the  whole  regards  the  relations  to  other  educational  interests  as  wholesome; 
dissent  is  confined  to  details.     The  same  is  substantially  true  of  the  "outside"  opinion. 

The  standards  of  living  are  as  commonly  regarded  as  too  low  as  too  high.  Complaints 
of  extravagance  are  offset  by  examples  of  simplicity  and  democratic  aid  to  the  struggling. 
Too  great  dominance  of  the  social  life  among  students  is  a  common  comment  within  and  with- 
out the  university.     The  existence  of  fraternities  always  leads  to  charges  of  cliques. 

The  suggestions  for  desirable  facilities  and  expansions  are  too  varied  to  be  capable 
of  summary. 

The  questions,  considered  as  bids  for  suggestions,  may  moderately  succeed  in  their  pur- 
pose. On  the  other  hand,  the  detachment  and  casual  character  of  the  answers  deprives  them 
of  the  serious  consideration  that  goes  out  to  a  carefully  arranged  conference  on  the  state  of  the 
university  in  this  or  that  regard,  in  which  men  especially  interested  and  informed  are  alone 
invited  to  participate.  Almost  every  department  of  the  university  is  cited  as  inadequately 
supported,  the  opinion  in  most  cases  doubtless  emanating  from  some  one  connected  with  the 
department  cited,  or  especially  interested  in  it.  The  needs  indicated  are  for  the  most  part 
well  understood  by  those  responsible  for  the  conduct  of  the  university.  No  university  can 
pursue  its  course  without  a  far-reaching  plan;  harmonious  development  of  the  manifold 
purposes  and  interests  requires  a  sympathetic  adjustment  of  what  is  desirable  to  what  is 
possible. 

The  formulation  of  a  university  "idea"  and  ideal,  and  the  adoption  of  measures  to  carry 
it  out,  are  far  more  likely  to  be  furthered  by  definite  and  competent  conference  than  by  the 
method  of  the  miscellaneous  question-sheet.  The  wise  management  of  large  issues  demands 
competent  insight,  and  does  not  yield  to  the  casual  inquiry  however  direct,  well  intentioned, 
or  shrewd. 

(Signed)  JOSEPH  JASTROW. 


222 


EXHIBIT  2 
Section  1 

SUPERVISION  OF  INSTRUCTION 

From  no  university  source  has  the  university  survey  received  indication  of  personal 
attention,  either  to  classroom  instruction  or  to  research  of  young  instructors,  as  is  described 
in  the  following  letter  to  the  university  survey  from  Professor  B.  F.  Shambaugh,  head  of  the 
Department  of  Political  Science  of  the  University  of  Iowa: 

June  10.  1914. 

In  reply  to  your  request  for  a  brief  statement  concerning  the  method  which  I  have 
followed  in  starting  new  and  inexperienced  instructors  in  their  university  work,  I  would 
submit  the  following: 

First.  Instead  of  attempting  to  "buy"  instructors,  I  endeavor  to  "breed"  them.  That 
is  to  say,  when  the  Department  of  Political  Science  is  in  need  of  additional  instructors 
I  select  promising  young  men  who  have  good  graduate  and  undergraduate  preparation 
in  political  science,  history,  economics,  and  sociology',  and  at  the  outset  give  them  special 
training  in  the  work  which  they  are  expected  to  execute.  Such  men  usually  have  an 
abundance  of  knowledge  and  information,  but  they  are  without  effective  methods  of 
presentation — that  is,  they  do  not  know  how  to  teach.    .    . 

Second.  The  instructor  is  requested  to  outline  the  course,  which  outline  is  submitted 
for  criticism,  revision,  and  approval.  Throughout,  the  instructor  is  expected  to  take  the 
initiative:  I  merely  guide  and  direct.  Thus  the  instructor  is  allowed  the  greatest  possible 
freedom  in  arranging  his  work.    .    . 

Third.  I  go  mto  the  classroom  with  the  instructor  and  organize  the  class  for  the 
semester.  Possible  the  first  two  or  three  talks  or  lectures  will  be  given  by  myself.  Then 
the  instructor  is  introduced  and  asked  to  lead  in  the  discussions.  But  for  several  weeks 
I  continue  in  charge  of  the  class,  calling  the  roll,  keeping  the  records,  and  reviewing  and 
outlining  the  progress  of  the  work. 

Fourth.  Whenjin  the  course  of  a  few  days  or  a  few  weeks  the  instructor  is  given  charge 
of  the  class,  I  take  a  seat  among  the  students  and  become  the  instructor's  critic  and  the 
students'  companion.  I  follow  carefully  every  phase  of  the  instructor's  work,  from  the 
collecting  and  organizing  of  materials  to  their  presentation  to  the  class.  Nor  do  I 
hesitate  from  my  seat  among  the  students  to  interrupt  the  instructor  at  any  time  to  add 
or  emphasize  an  important  point  or  to  draw  forth  additional  illustrative  information.  .  . 

Fifth.  After  each  class  period  I  hold  a  brief  conference  with  the  instructor  on  the 
progress  of  his  work.  In  these  conferences  I  criticise  or  praise  frankly  every  phase  of 
his  work.  His  selection  of  material  is  reviewed.  His  methods  of  presentation  are 
discussed.  His  attitude  toward  the  class  is  commented  upon.  His  questions  are  criti- 
cised. And  observations  are  made  upon  the  spirit  in  which  he  meets  the  students — 
especially  upon  his  enthusiasm  and  moral  earnestness.    .    . 

Finally.  I  aim  to  encourage  the  members  of  the  instructional  staff  of  the  department 
to  engage  in  research  work  along  lines  in  which  they  are  interested.  And  it  is  my  custom 
to  enter  into  the  research  work  of  the  instructors  in  the  same  way  in  which  I  enter  into 
their  classroom  work.  I  am  always  ready  to  suggest,  advise,  and  criticise  with  regard  to 
their  investigations.  Articles,  monographs,  and  textbooks  prepared  by  the  instructors 
in  the  department  are  invariably  carefully  read  and  edited  by  me. 

As  to  results  under  these  methods,  I  find  that  the  young  instructor  acquires  in  one 
semester  what  it  would  take  him  several  years  to  learn  if  left  to  his  own  resources.  More- 
over, the  presence  of  the  head  of  the  department  in  the  instructor's  classroom  lends 
dignity  to  the  work  and  inspires  confidence  in  the  students  at  the  very  outset.  The 
head  of  the  department  becomes  a  real  factor  in  all  the  work  of  the  department.  Having 
once  trained  an  instructor  for  a  semester,  or  for  a  part  of  a  semester,  he  is  ever  after  in  a 
position  to  discuss  frankly  the  work  of  that  instructor  without  offense  and  without 
misunderstanding.  The  head  of  the  department,  professors,  assistant  professors,  and 
instructors  thus  become  a  body  of  colleagues  working  together  and  helpmg  each  other. 

May  I  conclude  by  saying  that  I  find  the  training  of  instructors  the  source  of  the  keen- 
est pleasure  which  I  experience  in  my  university  work.    .    . 

The  description  of  the  beginnings  of  Professor  Shambaugh's  method  will  help  furnish  a 
background  for  the  detailed  description  of  methods  employed  at  the  University  of  Wisconsin. 

An  East  Indian  student,  who  for  several  years  had  attended  American  universities,  went 
to  Iowa  for  advanced  work  in  history.  He  seemed  available  to  conduct  a  course  in  oriental 
politics  and  civilization.  When  it  was  suggested  that  he  give  such  a  course  he  was  quite 
reluctant  and  expressed  fear  that  he  could  not  do  it  satisfactorily.  Professor  Shambaugh's 
personal  help  was  assured.  Together  the  instructor-to-be  and  his  department  head  outlined 
the  course  in  detail. 

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Because  the  instructor  lacked  confidence  and  had  stage  fright,  on  the  first  day  the  depart- 
ment head  called  the  class  to  order  and  gave  the  first  lecture  outlining  what  the  course  would 
cover. 

The  second  day  the  department  head  called  the  class  to  order  and  took  a  seat  in  the  rear  of 
the  room,    .\fter  the  class  he  suggested  a  black  board  outline  for  the  next  day. 

The  third  day  he  again  called  the  class  to  order  and  called  the  roll  and  took  his  seat  among 
the  students.  At  the  close  of  the  lecture  he  helped  the  new  instructor  see  that  the  black 
board  outline  was  too  detailed  and  in  too  fine  script,  and  also  suggested  where  this  or  that 
point  would  have  been  better  for  elaboration  or  condensation. 

Practically  every  day  during  the  first  semester  the  department  head  visited  the  class.  The 
young  instructor  was  grateful  for  suggestions  about  inilection,  whether  he  spoke  too  loudly 
or  too  softly,  whether  he  was  too  detailed  or  too  general,  where  questioning  or  assigned  read- 
ing would  help. 

Without  having  planned  this  cooperation  the  department  chairman  had  found  himself 
interested  and  the  instructor  grateful.  By  the  end  of  the  semester  he  also  found  his  East 
Indian  student  one  of  the  most  efl'ective  lecturers  and  instructors  in  the  university. 

A  second  new  young  instructor  was  taken  into  the  department.  The  department  head 
again  took  charge  of  the  class  the  first  time  and  outlined  the  course.  This  second  man  was 
an  American  student  who  had  been  prominent  in  student  activities.  He  too  was  grateful 
for  the  fact  that  the  department  head  identified  himself  with  the  course  and  expressed  interest 
by  continuing  attendance,  now  and  then  sitting  among  students,  sometimes  asking  questions, 
sometimes  emphasizing  a  point.  Accustomed  as  the  instructor  was  to  signals  in  athletics, 
public  debating,  etc.,  they  both  enjoyed  working  out  a  system  of  signals  to  be  made  by  the 
department  head  so  that  the  young  instructor  would  receive  during  the  progress  of  a  lecture 
encouragement,  suggestion  and  caution  as  to  whether  he  was  putting  the  right  emphasis, 
whether  he  had  "lost"  his  class,  what  to  repeat  or  illustrate,  etc.,  from  the  more  experienced 
instructor  signaling  from  the  rear  of  the  room. 

After  the  second  experience  with  helping  instructors  through  classroom  supervision.  Pro- 
fessor Shambaugh  decided  thenceforth  to  continue  the  method  and  to  announce  all  new 
courses  by  inexperienced  instructors  as  courses  to  be  given  by  the  department  head  and  the 
young  instructor  jointly.  Instead  of  being  unwelcome  this  help  has  been  so  welcome  that 
knowledge  of  benefits  to  young  instructors  has  gone  to  other  instructors,  who  have  asked  the 
department  head  if  he  will  visit  their  classes  and  give  them  similar  interest,  encouragement 
and  definite  assistance. 

A  University  of  Wisconsin  contrast 

While  the  detailed  reports  from  instructors  disclose  several  instances  approximating  in 
attitude,  method  and  result  the  Iowa  instance  above  mentioned,  there  is  much  testimony  in 
striking  contrast  to  the  Iowa  experience. 

First,  the  concrete  instance  is  cited  of  a  young  instructor  who  has  felt  the  lack  of  just  the 
kind  of  assistance  which  Professor  Shambaugh  has  given  his  young  colleagues.  Later  this 
contrast  will  be  further  illustrated  by  direct  quotations  from  University  of  Wisconsin  faculty 
members. 

A  young  instructor  carrying  an  important  subject  was  visited  about  20  times  by  different 
representatives  of  the  university  survey.  His  scholastic  record  was  creditable,  even  brilliant. 
His  personality  showed  earnest  desire  to  live  up  to  his  opportunity  as  an  instructor  of  students 
who  in  turn  would  go  out  as  teachers.  The  first  visit  to  him  was  paid  by  a  survey  observer 
and  his  department  chairman.  After  the  recitation  the  chairman  said:  "You  do  not  need  to 
tell  me  what  your  report  about  that  work  will  be.    It  is  simply  rotten." 

As  successive  visits  were  paid  successive  reports  came  in  conceding  the  instructor's  earnest- 
ness and  his  scholarship,  but  describing  one  lecture  after  another,  one  period  of  questioning 
after  another  in  specific  terms  showing  that  this  young  instructor  had  little  conception  of  how 
matter  should  be  presented  and  facts  related,  or  how  students  learn.  He  stated  to  the  survey 
that  no  colleague  or  superior  officer  had  made  one  definite  criticism  of  his  work  or  one  definite 
suggestion  as  to  finding  out  whether  his  work  was  hitting  or  missing  the  mark  and  how  he 
might  improve  it  so  as  to  express  in  his  technique  his  earnestness  and  his  desire  to  help 
students. 

To  illustrate  how  this  instructor  might  have  been  helped  and  should  have  been  helped  by 
classroom  supervision,  one  observer  for  the  survey,  a  successful  city  superintendent  of  broad 
experience,  reported  the  following  as  typical  of  several  instances  when  as  superintendent  of 
schools  he  had  "to  break  in  green  teachers." 

Mr.  Blank  came  to  us  fresh  from  the  University  of  Wisconsin  without  experience  in 
teaching.  I  sat  down  with  him  before  he  went  into  his  first  class  and  told  him  how  I 
would  proceed  if  I  were  in  his  place.  W^e  discussed  class  management  together  for  an 
hour  or  two. 

Then  I  went  with  him  into  his  class  and,  having  introduced  him  to  his  pupils,  sat  back 
to  watch  what  he  might  do.  At  the  close  of  the  period  we  talked  it  all  over  and  I  pointed 
out  to  him  mistakes  which  he  had  made  and  suggested  how  he  might  improve  his 
method. 

Two  days  later  I  went  back  and  observed  the  same  class.  He  was  doing  better,  but 
still  was  making  some  mistakes.  I  pointed  these  out  to  him  and  he  accepted  my  criticism 
gratefully.  * 

224 


Exhibit  2 

Again  four  or  five  days  later  I  visited  him  and  found  him  doing  still  better  work.  Again 
wc  discussed  methods  of  class  management.  In  two  weeks  I  went  back  again  and  found 
him  teaching  like  a  veteran. 

With  reference  to  the  University  of  Wisconsin  instructor  whose  easily  correctable  mistakes 
had  suggested  the  University  of  Wisconsin  student  whose  mistakes  had  been  corrected  by 
classroom  supervision  and  conference  during  the  first  days  of  instruction,  this  superintendent 
wrote  as  follows:  "It  occurs  to  me  that  if  an  older  person  skilled  in  the  technique  of  teaching 
had  taken  this  young  man  in  hand  during  his  first  two  weeks  of  teaching,  there  need  have 
been  no  such  helplessness  in  his  work  as  is  observed.  Mr.  A  is  evidently  brilliant  mentally 
and  anxious  to  succeed.  All  that  he  needed  was  a  little  help  and  advice  from  someone  whose 
opinion  he  would  respect.  This  lack  of  supervision  of  a  young  instructor  would  have  been  a 
weakness  anywhere,  but  the  one  place  where  it  should  never  have  been  permitted  to  occur 
is  in  a  department  for  training  teachers." 

Before  reading  comments  upon  supervision  by  60  instructors  of  different  rank  and  before 
summarizing  the  faculty  answers  re  supervision  of  instruction  at  the  University  of  Wisconsin, 
the  French  method  of  supervising  instructors  is  briefly  summarized: 

In  France  there  is  a  Minister  of  Public  Instruction  who  is  officially  the  head  of  the 
whole  educational  system.  The  minister  works  through  three  rectors  independent  of 
each  other,  each  virtually  supreme  in  his  own  field,  of  whom  one  is  rector  of  superior 
education,  (i.  e.,  what  in  America  is  called  higher  education).  This  central  organization 
obtains  its  information  regarding  higher  education  and  exercises  its  control  over  higher 
education  through  reports  supplemented  by  field  visits  and  classroom  observations. 

A  considerable  corps  of  official  inspectors  are  always  engaged  in  visiting  universities 
throughout  France.  They  have  the  right  of  access  everywhere.  .  .their  visitations  are 
naturally  objects  of  a  certain  terror.  For  each  visit  results  in  an  official  report,  duly 
filed  at  the  Ministry;  and  on  these  reports,  taken  in  conjunction  with  those  of  the 
rectors,  hang  the  professional  prospects  of  every  teacher  from  Flanders  to  Spain,  and 
from  the  Atlantic  to  the  Alps.  Incidentally,  it  seems  probable  that  the  rectors  themselves 
are  objects  of  a  supervision  as  close  as  any  applied  to  their  subordinates,  of  whatever 
rank. 

Everybody  who  has  ever  taught  anything  in  France,  in  whatever  grade,  has  his 
[detailed  record]  duly  on  file  at  the  Ministry.  And  whenever  any  question  arises, 
especially  concerning  promotion,  these  exhaustive  records  are  pitilessly  scrutinized. 

The  ground  on  which  promotions  are  made  are  undoubtedly  complicated.  Sound 
scholarship,  brilliant  publication,  efficient  teaching,  count  for  much.  Personal  qualities 
count  for  something;  and  so,  at  times,  do  political  and  religious  considerations. 

Until  one  fully  understands  the  centralization  it  is  not  quite  easy  to  explain  two  re- 
remarkable  features  of  French  provincial  universities:  the  surprisingly  high  quality  of 
the  instruction,  and  the  benumbing  lack  of  local  tradition  or  sentiment. 

Under  a  system  so  strongly  competitive  as  that  which  prevails  in  France,  a  man  who 
attains  the  dignity  of  membership  in  any  faculty  of  the  higher  education  must  not  only 
possess  a  vigorous  mind  highly  trained,  but  also  must  exert  his  powers  unremittingly. 

The  intense,  centralized,  competitive  system  by  which  all  instructors  are  selected,  and 

to  which  all  the  students  are  submitting  themselves,  maintains  meanwhile  professional 

standards  higher  than  [America's]. 

Quotation  marks  were  omitted  from  the  above  description  in  order  that  attention  should 

not  be  diverted  from  the  subject  matter.    The  words  are  those  of  Professor  Barrett  Wendell 

of  Harvard,  who,  in  his  book  The  France  of  Today,  discusses  French  universities  and  France 

as  seen  by  a  Hyde  Foundation  lecturer  at  the  Sorbonne  and  other  French  universities. 


UNIVERSITY  COMMENT  ON  ALLEN  EXHIBIT  2,  ENTITLED  "SUPERVISION 

OF  INSTRUCTION" 

The  problem  as  it  is  and  as  Dr.  Allen  sees  it 

There  are  few  more  important  questions  in  university  administration  than  that  of  super- 
vision of  teaching;  few  more  complex;  few  more  diificult  of  practical  solution.  One  central 
aim  of  a  university — perhaps  the  central  aim — is  the  development  of  personality  in  both 
teacher  and  students,  and  this  aim  renders  impossible  the  kind  of  supervision  and  control 
which  makes  the  person  controlled  an  effective  wheel  in  a  machine,  or  a  unit  in  an  educational 
army.  Personality  can  not  be  developed  without  freedom  and  part  of  the  price  of  freedom  in' 
a  university,  as  in  a  state,  is  a  lack  of  some  part  of  that  immediate  efl'iciency  attained  by  an 
intelligent  and  benevolent  despotism.  It  is  the  constant  and  ever  varying  problem  of  the 
university  to  secure  as  much  individual  freedom  for  every  one  of  its  members  from  freshman 
to  president,  as  can  be  granted  without  paying  too  high  a  cost  in  efljciency;  and,  equally, 
to  secure  as  much  "efficiency"  from  every  member  as  can  be  had  without  paying  too  high 
a  cost  in  freedom. 

Every  wise  college  administrator,  of  whatever  rank,  knows  that  if  he  should  follow,  toward 
the  persons  under  his  charge,  the  methods  successfully  followed  in  an  army  or  in  a  great 
factor>%  he  could  secure  better  results  of  a  sort;  but  he  knows  also  that  he  would  secure  them 

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University  Survey  Report 

by  methods  which  in  the  end  would  destroy  the  very  thing  which  he  is  trying  to  accomplish — 
the  maintenance  and  development  of  a  university. 

Thus  in  university  government,  as  in  that  of  a  city  or  stale,  there  is  always  present  a 
problem  to  which  no  single  general  solution  is  possible — that  of  so  combining  liberty  and  con- 
trol as  to  secure  the  maximum  of  beneficent  results  possible  under  the  given  conditions. 

Several  questions,  therefore,  must  be  investigated  and  answered  by  one  making  a  survey 
of  sui)ervision  of  teaching  in  a  university.  Is  the  complex  nature  of  the  problem  fully  recog- 
nized? How  intelligently,  how  far,  and  how  successfully  is  the  institution  meeting  this 
oroblem?  Is  the  institution  sacrificing  too  much  to  liberty  or  too  much  to  control?  Is  it 
sui^ervising  too  much  or  too  little?  Is  the  measure  of  supervision  in  the  several  departments 
correlated  with  their  size,  the  complexity  of  their  task,  and  the  accompanying  possibility  for 
individual  freedom  or  the  necessity  for  "team  work?"  Above  all,  are  liberty  and  personality 
ends  sought  at  least  as  definitely  and  as  eagerly  as  controlled  "efTiciency?" 

The  fundamental  fault  which  the  university  finds  in  Dr.  Allen's  study  and  reports  on  super- 
vision is  that  he  not  only  ignores  these  cjuestions,  but  also  that  he  apparently  does  not  know 
that  they  exist.  For  him  "administrative  encouragement  or  elimination"  is  the  solution  of 
all  diiliculties,  the  "panacea  for  all  ills."  If  a  visitor  thinks  a  lecture  "unorganized,"  the 
administration  should  "eliminate"  this  "defect."  Standard  methods  of  grading  recitations, 
of  marking  papers,  should  be  established  and  enforced.  The  extent  of  the  use  of  "oral 
English"  should  be  prescribed.  The  amount  of  foreign  language  to  be  used  should  be  pre- 
scribed. Everything  and  everybody  should  be  regulated  and  "supervised."  The  professors 
should  supervise  the  instructors,  the  deans  should  supervise  the  professors  and  the  instructors, 
the  j)resident  should  supervise  the  deans,  the  professors  and  the  instructors;  and  above  all, 
with  a  "bureau  of  reference  and  research"  to  aid  him,  should  be  the  business  manager,  a  sort 
of  super-supervisor. 

Thus  Dr.  Allen's  "survey"  yields  little  of  consequence  to  the  university  respecting  super- 
vision because  it  ignores  those  principles  that  any  real  university  regards  as  fundamental  to 
supervision.  Especially  is  it  true  that  he  ignores  the  side  of  liberty.  He  invokes  adminis- 
trative interference  and  control  at  every  point,  ignorant  that  such  interference  may  easily 
cost  the  university  far  more  in  personality  that  it  secures  in  "efficiency." 

The  methods  of  Dr.  Allen's  investigation  are  correlated  with  his  ideas  and  they  render 
even  the  record  of  his  observations  almost  valueless.  Many  illustritioiis  could  be  given; 
two  will  suffice.  No  better  one  can  be  found  than  that  of  exhibit  3,  section  2.  A  man  who  was 
familiar  with  university  problems  and  desired  to  study  supervision  in  relation  to  instruction 
in  a  university  would  give  much  of  his  attention  to  the  work  of  the  younger  members  of  the 
faculty-,  where  supervision  is  needed  and  may  be  useful.  Yet  Dr.  Allen's  observers  of  teach- 
ing, under  his  direction,  gave  ten  times  as  much  attention  to  the  teaching  of  the  oldest  group 
of  faculty  members — full  professors — as  to  that  of  the  youngest — assistants.  The  reason 
is  obvious.  To  Dr.  Allen  a  teacher  is  a  teacher;  i.e.,  a  person  who  needs  supervision;  and 
whether  professor  or  assistant,  he  equally  needs  the  reins  of  authority  or  the  leading  strings 
of  guidance.  The  report  on  instructors  (exhibit  2,  section  5)  shows  the  same  characteristics. 
When  Dr.  Allen  investigated  the  help  which  instructors  get  from  their  departments,  he  makes 
no  account  of  the  length  of  service  or  the  experience  of  the  individual  instructor.  He  pre- 
sumes that  an  instructor  needs  help  and  guidance  equally  whether  he  has  just  begun  his  work, 
or  whether  he  has  been  in  the  department  two  or  three  years  and  is  thoroughly  acquainted 
with  his  duties  and  competent  to  perform  them. 

In  no  case  does  Dr.  Allen  recognize,  either  in  statement  of  fact  or  in  conclusion,  the  great 
ditYerence  between  the  problems  of  small  departments,  all  of  whose  teaching  is  done  in  classes 
relatively  (though  not  wholly)  independent  of  each  other,  and  departments  like  mathematics, 
German,  or  English,  whose  numerous  instructors  must  teach  sections  of  single  classes  number- 
ing perhaps  several  hundred  students.  Still  less,  does  he  recognize  or  try  to  evaluate  such 
methods  as  that  of  lecture  and  quiz,  by  which  departments  like  nistory  and  political  economy 
try  to  secure  both  unity  and  freedom  for  large  classes. 

Dr.  Allen  has  collected  and  summarized  his  facts  under  the  influence  of  his  theory  of 
university  government.  If  he  had  been  able  to  work  objectively,  his  facts  might  have  formed 
a  solid  contribution  to  the  university,  even  though  his  conslusions  might  not  be  accepted. 
But  where  the  facts  are  investigated,  selected,  and  grouped  without  regard  to  the  real  nature 
of  the  problems  involved,  the  record  has  little  value. 

The  university  deeply  regrets  that  Dr.  Allen  directed  this  part  of  his  investigation  in  a 
way  which  it  can  only  regard  as  unwise  and  unintelligent.  He  had  a  great  opportunity  to 
help  the  university  in  one  of  its  most  complex  and  difficult  tasks.  But  an  administrative 
officer  who  reads  Dr.  Allen's  reports  on  this  subject  will  derive  little  reliable  information 
from  them,  and  still  less  assistance.  He  will  find  that  he  cannot  secure  from  them  a  picture 
of  the  kind  or  degree  of  supervision  that  the  university  is  giving.  He  cannot  tell  whetfier 
the  university  is,  or  is  not,  applying  supervision  where  it  is  needed  and  valuable,  and  refrain- 
ing from  supervision  where  it  is  unnecessary,  or  useless,  or  pernicious.  He  cannot  secure 
an  idea  either  of  the  strength  or  the  weakness  of  the  university's  methods. 

Still  less  can  he  learn  whether,  or  not,  the  university  and  its  officers  rightly  appreciate  the 
double  necessity  for  liberty  and  control  of  teaching,  and  how  far  administrative  methpds  are 
adapted  to  secure  both  of  "these  ends.  Dr.  Allen's  reports  give  no  hint  even  of  the  existence 
of  this  problem,  incomparably  the  most  fundamental  one  in  the  supervision  of  instruction  in 
an  institution  of  higher  learning. 

(Signed)  E.  A.  BIRGE. 
226 


Exhibit  2 

UNIVERSITY  COMMENT  ON  ALLEN  EXHIBIT  2,  SECTION  1,  ENTITLED 
"SUPERVISION  OF  INSTRUCTION" 

Wrong  impression  conveyed  by  this  section  of  exhibit  2 

Paragraph  1  of  exhibit  2,  section  1  contains  an  implied  criticism  on  the  teaching  staff 
of  the  university.  This  criticism  is  absolutely  discredited  by  the  evidence  which  Mr.  Allen 
himself  presents  in  exhibit  2,  sections  2  and  '.],  but  does  not  use. 

The  criticism  lies  in  the  statement:  "From  no  university  source  has  the  University  Survey 
[Dr.  Allen]  received  indications  of  personal  attention,  either  to  classroom  instruction 
or  to  research  of  young  instructors,  as  is  described  in  the  following  letter,"  etc. : 

In  the  interest  of  fairness  we  asked  Dr.  Allen,  when  his  report  was  first  presented  to  us, 
to  change  this  statement  to  a  positive  declaration  of  the  facts  about  supervision  in  the 
university,  somewhat  as  follows: 

"Of  the instructors  and assistants  reporting  definitely, did  not 

have  their  classes  visited  either  by  the  chairman  or  other  members  of  the  department. 
About per  cent,  then,  were  so  inspected." 

Dr.  Allen  has  not  seen  fit  to  state  his  conclusions  in  such  a  tangible  and  positive  form. 
By  emphasizing  the  negative  side  he  has  left  an  impression  which  the  actual  statistics  upon 
classroom  inspection  and  other  efTicient  methods  of  training  and  guiding  instructors,  prove 
to  be  incorrect  and  unfair. 

The  implied  criticism  in  this  section  of  exhibit  2  is  based  on  a  false  comparison 

1.  The  criticism  of  the  university's  supervision  of  instruction  implied  in  the  exhibit  is 
based  upon  a  letter  from  Professor  Shambaugh  of  the  University  of  Iowa  in  which  he  relates 
his  method  of  preparing  untrained  men  as  instructors  in  his  department  in  the  University 
of  Iowa.  As  a  contrast  to  this,  Dr.  Allen  cites  a  concrete  instance  of  poor  teaching  on  the 
part  of  one  instructor  in  the  University  of  Wisconsin  who  had  had  no  assistance  of  the  type 
accorded  by  Professor  Shambaugh  to  the  young  instructors  in  his  department.  This  method 
of  presenting  the  matter  is  wrong  and  unwarranted  and  the  impression  which  Dr.  Allen 
seeks  to  convey  is  a  false  one. 

The  only  fair  method  of  procedure  would  have  been  to  compare  the  results  of  the  instruc- 
tion in  the  political  science  department  of  the  University  of  Wisconsin  ■with  those  obtained 
under  Professor  Shambaugh  at  Iowa. 

The  two  instructors,  whose  preparation  by  Professor  Shambaugh  is  set  up  as  a  model, 
were  apparently  totally  inexperienced.  One  was  a  foreigner,  certainly  not  fully  acquainted 
with  American  needs  and  methods,  "an  East  Indian  student,  who  for  several  years  had 
attended  American  universities." 

2.  The  one  case  dealing  with  supervision  at  the  University  of  Wisconsin  is  that  of  an 
instructor  who,  according  to  the  exhibit  did  not  receive  any  effective  supervision  from 
his  department.  It  is  mentioned  as  showing  "a  LTniversity  of  Wisconsin  Contrast."  Al- 
though it  is  the  only  case  mentioned,  it  will  perhaps  be  assumed  that  it  is  typical  of  the 
condition  that  exists  here.  This  assumption  would  be  erroneous  and  the  case  is  excep- 
tional. 

The  effectiveness  of  teaching  in  a  university  should  be  judged  by  results  and  not  on  the 
theoretical  statement  of  the  work  of  a  man  who  has  not,  so  far  as  we  are  informed,  obtained 
results  comparable  to  those  attained  by  the  men  in  the  department  of  i)olitical  science  in 
this  university.  In  spite  of  the  inference  one  might  draw  from  his  letter,  the  Iowa  professor 
has  not  trained  many  instructors.  His  department  at  present  consists 'only  of  himself, 
one  assistant  professor,  and  one  or  two  assistants  who  teach  six  hours.  The  only  assurance 
that  his  method  is  successful  is  that  given  by  himself.  We  do  not  assert  that  his  method 
is  not  successful,  but  Dr.  Allen  has  produced  no  evidence  that  it  is.  The  only  fair  test  of 
efficiency  or  inefficiency  is  not  method  but  results,  and  the  conclusion  implied  by 
Dr.  Allen  is  unscientific  and  unfair  because  it  is  not  based  upon  results. 

Proof  that  the  implication  of  the  Allen  exhibit   regardinj^   supervision    of  instruc- 
tion is  a  false  one 

Dr.  Allen  has  so  arranged  his  material  as  to  fix  in  the  minds  of  incautious  readers  of  his 
report,  in  the  opening  paragraph  of  exhibit  2,  section  L  the  impresssion  of  University  super- 
vision of  instruction  which  he  desires  to  convey.     Here  is  the  oi)ening  paragraph: 

"From  no  university  source  has  the  L^niversity  Survey  [Dr.  Allen]  received  indication 
of  personal  attention,  either  to  classroom  instruction  or  to  research  of  young  instructors, 
as  is  described  in  the  following  letter  of  Professor  B.  F.  Shambaugh." 

We  append  at  the  conclusion  of  this  comment  evidence  upon  supervision  of  instruction 
in  the  University  of  Wisconsin  similar  to  that  which  Dr.  Allen  had  at  his  disposal  through 
the  answers  to  his  questionnaire.     This  evidence  we  called  to  Dr.  Allen's  attention  in  criti- 

227 


University  Survey  Report 

cizing  his  conclusions  upon  supervision  of  instruction.  The  only  effect  it  had  upon  that 
portion  of  his  report  devoted  to  conveying  an  impression  concerning  our  supervision  of 
voung  instructors,  was  the  addition  of  the  words  "approximating  in  attitude,  method  and 
result  the  Iowa  instance"  in  the  following  sentence  of  exhibit  2,  section  1 :  "While  the  detailed 
reports  from  instructors  disclose  several  instances  approximating  in  attitude,  method  and 
result  the  Iowa  method  above  mentioned,  there  is  much  testimony  in  striking  contrast 
to  the  Iowa  experience." 

The  truth  is  that  the  evidence  which  we  append  and  which  was  known  to  Dr.  Allen  en- 
tirely discredits  the  statement  quoted  above  from  the  opening  paragraph  of  his  exhibit  2, 
section  1.  The  addition  of  the  few  words  (mentioned  above)  by  Dr.  Allen  in  no  way  nulli- 
fies our  objection  that  his  method  of  presenting  his  material  in  exhibit  2,  section  1,  is  un- 
scientific and  leads  to  conclusions  which  are  incorrect. 

The  system  of  supervision  used  in  the  German  department  of  the  University  of  Wisconsin 
is  hereby  summarized  as  being  fairly  typical  of  that  employed  in  the  language  courses. 
The  following  statement  is  taken  from  the  summary  of  the  reports  of  chairmen  of  depart- 
ments to  Dean  Birge  which  were  known  to  Dr.  Allen  and  will  be  found  at  the  end  of  this 
comment. 


German   (29   members  in   department   in   1913-14) 

"Supervision  under  professor  chosen  for  that  purpose.  At  opening  conference  all  work 
of  firstsemester  discussed  and  detailed  outline  given  each  of  amount  and  method.  Other 
conferences  called  frequently.  Inspection  of  classes  done  by  two  men — four  of  five  times 
each  the  first  semester  for  new  men — and  continued  throughout  the  year.  Inspection 
followed  by  private  conference.  Uniform  examination  in  elementary  work.  Very  few 
inexperienced  teachers  chosen." 

There  are  many  such  systems  of  supervision  in  the  difYerent  departments  of  the  Uni- 
versity which  are  quite  as  efTicient  and  immensely  more  economical  of  time  than  the  system 
of  Professor  Shambaugh  set  up  by  Dr.  Allen  as  a  model.  Another  of  these,  shown  in  the 
organization  of  Professor  Dennis's  course  in  History  5,  is  hereby  presented. 

History   5 

"Two  assistants,  AIcGrane  and  Joranson,  both  with  experience,  supervised  by  regular 
visits  into  their  sections.     Conference  after  the  visit,  etc. 

Other  methods  of  supervision: 

"1.  Taking  the  classes  of  assistants  by  experienced  men.  Quiz  section  man  usually  com- 
pelled to  exchange  sections  with  these  men. 

"Supervision  consists  of  conferences  after  the  class  has  been  handled  by  the  experienced 
teacher.  This  touches  upon  spirit  of  class,  methods  of  preparation  on  part  of  class  of  their 
work;  frequently  on  individual  problems  of  separate  students  who  are  weak. 

"2.  Without  exception,  a  conference  is  held  with  assistants  every  week  before  the  class 
in  preparation  for  work.     Mr.  Smith  reports  no  exception  to  this  in  three  years. 

"Emphasis  for  week's  work  is  determined  and  methods  of  presentation  suggested. 

"3.  Supervision.  When  map  work  or  outlines  or  special  reports  are  called  for — methods 
of  marking  or  valuation  are  always  discussed  beforehand." 

The  following  quotation  from  "Assistant's  Comments  on  Supervision",  which  is  found 
reproduced  at  the  end  of  Allen  exhibit  2,  section  3,  is  taken  from  the  report  made  to  Dr. 
Allen  by  an  assistant  in  History  5: 

"Professor  Smith,  by  exchanging  sections  with  me  was  enabled  to  gain  some  idea 
of  the  efficiency  of  my  classroom  work.  The  examination  papers  (both  midsemester 
and  final)  were  read  in  part  by  Professor  Dennis  and  Professor  Smith.  Those  of  my 
students  who  did  not  pass  the  midsemester  examination  were  given  a  special  confer- 
ence by  Professor  Dennis.  Weekly  conferences  have  been  held  by  Professor  Dennis, 
Professor  Smith  and  the  Assistants.  At  these  meetings  the  efficiency  of  the  classroom 
work  has  also  to  some  extent  been  tested." 

Both  of  the  assistants  in  History  5  were  experienced  teachers.  Their  teaching  was  closely 
directed  in  the  manner  shown  above,  and,  in  addition  to  this,  by  classroom  super- 
vision. 

It  is  perfectly  clear  from  the  report  of  the  chairman  of  the  German  department,  cited 
above,  that  the  system  of  classroom  supervision  is  highly  organized  in  that  department: 
"Inspection  of  classes  done  by  two  men — four  or  five  times  each  the  first  semester  for  new 
men — and  continued  throughout  the  year.     Inspection  followed  by  private  conference." 

For  similar  examples  of  careful  supervision  of  young  instructors  in  other  departments, 
we  refer  to  the  summaries  given  at  the  conclusion  oi  this  comment. 

We  again  call  attention  to  the  fact  that  Professor  Shambaugh's, instructors  were  men  ap- 
parently untrained  in  teaching  and  that  one  of  them  was  a  foreigner  in  addition.  We 
submit,  therefore: 

228 


Exhibit  2 

1.  That  a  fair  comparison  by  Dr.  Allen  would  have  left  a  ver>-  different  impression  and 
a  much  more  accurate  impression  of  University  supervision  of  its  teaching; 

2.  That  Dr.  Allen's  statement  at  the  beginning  of  exhibit  2,  section  1,  "P>om  no  uni- 
versity source  has  the  University  Survey  [Dr.  Allen]  received  indications  of  personal  atten- 
tion  as  is  described  in  the  letter  of  Professor  Shambaugh,"  gives  an  impression  that 

is  false  to  the  facts. 

80%  of  the  instructors  and  assistants  in   the  University  of  Wisconsin  receive  class- 
room   supervision 

On  October  10th,  in  a  personal  conference,  we  furnished  Dr.  Allen  with  notes  in  answer 
to  instalments  now  known  as  sections  1,  2,  and  3  of  exhibit  2.  Our  first  request  was  that 
exact  statements  from  statistics  in  his  hands  should  be  given  showing  exactly  how  manv 
instructors  and  assistants,  teaching  in  Wisconsin,  were  not  exi)erienced  teachers,  and  the 
number  of  these  who  were  receiving  supervision  and  the  number  who  were  not.  We  con- 
sidered these  figures  essential  for  any  intelligent  discussion  of  the  situation  in  the  universitv, 
and  absolutely  necessary  if  any  implication  is  to  be  made  concerning  supervision  in  the 
university.  This  information  is  now  appended  at  the  end  of  Allen  exhibit  2,  section  2, 
but  in  the  following  form:  "Of  the  15  instructors  and  9  assistants  whose  classrooms  had 
never  been  visited  for  purposes  of  supervision,  10  instructors  and  5  assistants  had  had  pre- 
vious teaching  experience;  5  instructors  and   1  assistants  had  not." 

If  this  information  be  analyzed  in  connection  with  other  matter  presented  in  exhibit  2, 
section  2,  we  find  that  out  of  125  instructors  and  assistants  who  reported  definitely  21  were 
not  visited  at  all  in  classrooms.  This  is  approximately  20%.  Stated  positively,  80% 
were  visited  in  classrooms  and  their  work  thus  supervised  in  addition  to  the  other  methods 
of  organizing  and   directing  their  work  which  are  prevalent  in  the  University. 

Of  this  20%  whose  work  was  not  directly  supervised  in  the  classroon,  only  8%  were, 
inexperienced  teachers.  The  8%  undoubtedly  were  directed  and  trained  under  the  other 
methods  of  supervision  which  we  have  already  presented. 

It  is  clear,  then,  that  the  percentage  of  inexperienced  teachers  whose  work  is  not 
directly  supervised  or  else  carefully  guided  by  other  eiTective  methods  is  almost 
negligible. 


162^     hours   devoted    to   supervision   of  instruction   by   men   of    professorial    rank 
in  a  typical    week 

From  the  figures  presented  by  Dr.  Allen  in  exhibit  2,  section  4,  we  learn  that  77  men  of 
professorial  rank  in  the  university,  on  whom  the  task  of  supervision  of  instruction  falls, 
spend  162A  hours  in  a  typical  week  at  this  work.  We  obtain  these  figures  by  subtracting 
(see  Dr.  Allen's  tables)  the  107  instructors  and  the  hours  they  report  for  supervision  work, 
since  such  work  seldom  is  assigned  to  men  of  that  grade.  160  members  of  the  faculty  of 
professorial  rank  reported  definitely  on  the  question  of  supervision.  Of  these  83  report 
no  supervision.  This  leaves  the  77  men  of  professorial  rank  who  are  to  be  considered. 
The  average  amount  per  man  among  these  77  is  2  plus  hours  per  week.  Counting  32  weeks 
of  actual  class-room  work  during  the  year  these  77  men  of  jirofessorial  rank  who  attend 
to  supervising  instruction  spend  about  5,202  hours  at  this  work  during  a  college  year. 

If  this  work  were  done  by  "supervisors  of  instruction",  who  spent  their  entire  time  at 
such  work,  we  could  estimate  for  each  supervisor  only  30  hours  in  a  week  which  he  could 
devote  to  the  actual  task  of  supervision,  or  five  hours  per  day.  The  remainder  of  his  time 
would  necessarily  be  occupied  in  conference,  framing  reports  and  criticisms,  etc.  Trans- 
ferring the  time  spent  by  the  77  men  of  professorial  grade  into  the  time  of  such  supervisors 
we  find  that  the  University  of  Wisconsin  provides  for  supervision  of  instruction  which  is 
equivalent  to  the  time  of  5  plus  "supervisors  of  instruction"  who  would  do  nothing  else 
than  this  work.  Undoubtedly  the  University  obtains  better  results  from  its  77  specialists, 
whose  attention  is  devoted  to  the  work  in  which  they  are  vitally  interested,  than  it  would 
from  the  equivalent  of  5  plus  exclusive  "supervisors."    The  university  is  not  a  high  school. 

We  present  this  interpretation  of  Dr.  Allen's  figures  because  they  nmst,  for  every  fair- 
minded  person,  materially  change  the  impression  created  by  the  misleading  opening  para- 
graph of  the  section  we  are  commenting  upon. 

Dr.  Allen  recognizes  only  one  particular  form  of  supervision  of  instruction 

A  fundamental  objection  to  exhibit  2,  sections  1  and  2,  as  a  fair  and  adequate  presentation 
of  the  situation  at  Wisconsin  with  regard  to  supervision  of  instruction  is  to  be  found  in  the 
fact  that  nothing  is  said  in  either  of  these  two  sections  about  other  methods  than  class-room 
visiting.  Since  the  work  of  instructors  in  dilTcrent  departments  ditTers  greatly,  being  that 
of  laboratory  assistants,  quiz-masters,  regular  teachers.etc,  it  is  clear  that  dilTerent  methods 
must  be  employed  to  obtain  successful  results  in  dilTerent  lines  of  work.  We  call  attention 
to  some  of  the  methods,  other  than  class-room  supervision,  employed  by  chairmen  of  de- 

229 


University  Survey  Report 

partments  in  the  University  of  Wisconsin  "for  assisting  the  new  instrui-tor  to  (a)  acquaint 
himself;  (bj  to  discover  difliculties  peculiar  to  class  or  to  himself",  which  Dr.  Allen  prints 
in  exhibit  2,  section  6  and  virtually  ignores  in  section  1. 

1.  Weekly  conferences  concerning  the  contents  of  the  courses  and  methods  of  instruc- 

tion. 

2.  Double  advisory  and  supervisory  scheme. 

3.  Watching  and  examining  work  done  by  students  (in  the  instructor's  classes). 

4.  Frequent  personal  consultation. 

5.  Informal  discussions  by  department  of  instructional  work,  final  grades,  quiz  papers, 

examination  papers,  etc. 

6.  (Instructor  is;  requested  to  visit  classes  of  older  members  of  department  before 

he  takes  charge  of  class  of  his  own. 

There  can  be  no  doubt  that  these  are  all  methods  of  supervising  instruction  and  that 
any  one  of  them  may  be  as  efficient  in  training  the  new  instructor  as  the  plan  of  class-room 
supervision. 

No  reference,  we  repeat,  is  made  to  these  methods  by  Dr.  Allen  in  exhibit  2,  section  1, 
which  contains  the  drastic  and  unfair  implication  to  which  we  object.  It  is  obviously 
misleading  to  make  no  mention  of  them  under  this  heading.  If  the  efficacy  of  these  other 
methods  is  not  admitted,  the  obligation  lay  upon  Dr.  Allen  of  stating  these  methods,  at 
least,  and  of  proving  that  they  are  worthless  and  do  not  result  in  efficient  teaching.  The 
fact  that  the  graduate  assistants  and  instructors  of  the  University  of  Wisconsin  find  teach- 
ing positions  and  become  successful  instructors  in  many  different  colleges  and  universities 
of  the  United  States,  is  the  best  proof  of  the  efficiency  of  its  supervision  of  assistants  and 
instructors.  Has  Dr.  Allen  made  any  statement  of  the  efficiency  of  our  system  on  this  basis 
of  real  results? 

Our  other  most  important  request  made  at  the  conference  with  Dr.  Alien  on  October 
10th  was  that,  since  the  chairmen  of  departments  had  furnished  Dr.  Allen  with  a  descrip- 
tion of  several  methods  of  supervision  of  work,  in  addition  to  class-room  visiting,  which 
are  being  constantly  used  in  this  university,  as  well  as  in  most  others.  Dr.  Allen  should 
in  his  report,  describe  these  methods  and  indicate  the  extent  to  which  they  are  employed. 

This  information  is  now  briefly  tabulated  in  Allen  exhibit  2,  section  6,  number  5.  (How- 
ever, Dr.  Allen  still  seems  to  regard  classroom  visiting  and  supervision  as  the  only  effective 
kind.  To  this  implication  we  object  absolutely.)  In  order  that  a  better  knowledge  may 
be  had  of  these  additional  forms  of  supervision  than  is  supplied  by  the  Allen  exhibit,  we 
indicate  in  the  briefest  manner  the  practice  of  some  of  the  departments  with  large  numbers 
of  instructors.  These  facts  are  drawn  mostly  from  the  1912  reports,  made  by  chairmen 
to  Dean  Birge.  supplemented  by  personal  reports  from  members  of  departments  concerned. 
For  1912  reports  see  appendix  to  university  comment  on  exhibit  35.  The  figures  for  de- 
partmental membership  are  for  1914-15. 

Botany   (22  members  in  teaching  force;  most  of  the  teaching  done  in  laboratory 
sections) 

All  instructors  and  professors  meet  for  weekly  conferences.  Work  for  ensuing  week 
gone  over.  All  laboratory  and  quiz  work  under  supervision  of  one  of  older  members.  The 
sections  are  visited  frequently.  In  almost  every  case  assistants  had  experience  before 
coming  to  Wisconsin. 

Chemistry   (32  members) 

Each  basal  course  in  charge  of  responsible  professor.  All  laboratory  work  planned  by 
professors  and  conducted  under  their  personal  direction.  Not  until  a  person  has  had  proper 
experience  is  he  permitted  to  take  charge  of  students  in  both  laboratory  and  recitation 
room.  All  laboratory  or  quiz  instructors  meet  with  professors  in  charge  each  week,  and 
consider  methods  and  work  for  coming  week.  The  work  of  all  these  assistants  is 
frequently  visited.      Teachers  serving  for  first  year  are  specially  observed. 

English  (29  members) 

Work  of  instructors  and  assistants  is  supervised  and  criticised  in  many  ways.  Large 
courses,  each  in  charge  of  professor  who  supervises  the  work  of  instructors  in  the  course. 
Departmental  conferences  held  as  often  as  necessary.  Definite  assignment  of  work  for 
each  class  exercise  of  year.  Instructions  issued  concerning  method  of  treatment.  Classes 
are  visited. 

German   (29  members) 

Supervision  under  professor  chosen  for  that  purpose.  At  opening  conference  all  work 
of  first  semester  discussed  and  detailed  outline  given  each  of  amount  and  method.  Other 
conferences   called   frequently.      Inspection  of  classes  done  by  two  men — four   or   five 

230 


Exhibit  2 

times  each  the  first  semester  for  new  men — and  continued  throuj^hout  the  year. 
Inspection  followed  by  private  conference.  Uniform  examination  in  elementary  work. 
Very  few  inexperienced  teachers  chosen. 

Latin  (8  members) 

No  on.e  is  selected  as  teaching  assistant  without  having  had  successful  experience  as  a 
teacher.  Regular  freshman  classes  are  not  given  to  assistants.  Supervision  by  chairman 
or  professor  has  always  prevailed. 

Mathematics    (20   members) 

Professor  in  personal  charge  of  freshmen  and  sophomore  sections.  Lays  out  work  and 
supervises  teachers.  All  instructors  met  in  conference  by  chairman  once  per  week. 
Work  outlined  for  coming  week,  etc.  Classes  of  new  instructors  visited  by  chairman  and 
others.  New  instructors  visit  classes  of  experienced  teachers.  New  men  have  usually 
had  experience. 

Political   economy    (23   members) 

Weekly  conference  held  with  professor  in  charge  and  work  carefully  gone  over.  Instructors 
and  assistants  are  quite  regularly  experienced  teachers. 

Romance  languages    (21    members) 

Instructors  do  mostly  first  and  second  year  work.  Programme  along  broad  lines  agreed 
on  in  departmental  meeting  at  first  of  year.  The  work  of  each  course  in  charge  of  com- 
mittee which  orders  texts,  assigns  amounts,  and  describes  methods.  A  copy  (of  instruc- 
tions] furnished  each  instructor.  As  a  rule  all  instructors  are  visited  by  two  or  more 
members  of  committee.  New  men  are  visited  at  once,  and  themselves  visit  other  classes. 
Evening  meetings  of  entire  department  held  once  or  twice  per  month,  where  work  is 
brought  up  for  discussion. 

No  instructor  taken  without  successful  teaching  experience  before  coming  here.  Out  of 
twenty-six  assistants  brought  in  in  six  years  only  two  without  experience. 

History    (21    members) 

Large  courses  under  professor  or  committee:  History  5:  Two  assistants,  McGrane  and 
Joranson,  both  with  experience,  supervised  by  regular  visits  to  their  sections.  Confer- 
ence after  the  visit,  etc. 

Other  methods  of  supervision  in  History  5: 

1.  Taking  the  classes  of  assistants  by  experienced  men.    Quiz  section  men  usually  com- 

pelled to  exchange  sections  with  these  men. 
Supervision  consists  of  conferences  after  the  class  has  been  handled  by  the  experienced 
teacher.    This  touches  upon  spirit  of  class,  methods  of  preparation  on  part  of  class 
of  their  work;  frequently  on  individual  problems  of  separate  students  who  are  weak^ 

2.  Without  exception,  a  conference  is  held  with  assistants  every  week  before  the  class 

in  preparation  for  work.     Mr.  Smith  reports  no  exception  to  this  in  three  years. 
Emphasis  for  week's  work  is  determined  and  methods  of  presentation  suggested. 

3.  Supervision.     When  map  work  or  outlines  or  special  reports  are  called  for — methods 

of  marking  or  valuation  are  always  discussed  beforehand. 

4.  Topics.     Subjects  always  made  out  by  the  two  experienced  head-teachers.  Professor 

Dennis  and  Assistant  Professor  Smith. 
Supervision  of  Instructors 

1.  Method  of  getting  up  report. 

2.  Method  of  individual  conferences  with  each  student  on  work  of  his  re()ort. 

3.  Evaluation  of  work  of  report  always  gone  over  with  assistants  in  conference. 

5.  Examinations.     Supervision.     Questions  made  out  by  two  head-teachers.     Submitted 

to  assistants  for  suggestions  and  changes. 
Before  correction  of  papers,  question  of  grading  is  carefully  discussed  and  supervised 
"What  ought  to  be  a  good  answer?"     "What  should  a  fair  answer  contain?"  etc- 

History  10.  Professor  Westermann.  Assistants:  \.  Mr.  Van  Cleve.  several  years 
experience  in  Missouri  Normal  Schools  and  University  of  Missouri.  2.  Mr.  Knaplund> 
no  experience.  The  supervision  is  identical  with  that  in  History  .")  except  that  there  is 
no  actual  supervision  by  visiting  a  quiz  section  while  it  is  being  taught  by  an  assistant. 

History  1.  In  addition  to  supervision  of  the  assistants  while  teaching  quiz-sections,  the 
five  additional  elements  of  supervision  quoted  under  History  5  are  all  employed. 

(Signed)     W.  L.  WESTERMANN- 
231 


University  Survey  Report 


Section   2 


Supervision  of  iiislniolion  by  visits  to  classrooms  as  reported  by  letters  and  science 
faculty   members 

Of  303  faculty  members  in  the  College  of  Letters  and  Science,  128  reported  no  visits  to 
classes  by  chairman  of  department;  and  108  no  visits  by  other  members  of  department 
than  the  chairman. 

Of  20  professors  answering  definitely,  16  reported  that  they  were  not  visited  by  the  chair- 
man of  the  department  last  year;  and  of  33  answering  definitely  22  that  they  were  not 
visited  by  other  members. 

Of  22  associate  professors  answering  definitely  20  reported  that  they  had  been  visited  by 
the  chairman.  Of  18  reporting  definitely,  15  had  not  been  visited  by  other  members  of 
the  department.  Of  9  visited  either  by  chairman  or  other  department  member,  1  re- 
ported 1  visit;  2  reported  2;  1  reported  4;  1  reported  5;  and  4  reported  "many." 

Of  53  assistant  jirofessors  answering  definitely,  39  were  not  visited,  and  14  were  visited 
by  the  chairman;  31  were  not  visited  by  other  members  of  the  department.  Of  14  vis- 
ited by  the  chairman,  5  reported  more  than  6  visits;  1  reported  1  visit;  1  reported  2; 
1  reported  4;  1  reported  5;  3  reported  3;  and  3  reported  6.  Of  23  visited  by  other  members 
of  the  department  9  reported  more  than  6  visits;  3  reported  1;  2  reported  2;  3  reported  3; 

4  reported  4;  2  reported  6;  1  reported  100;  4  reported  "many." 

Of  70  instructors  answering  definitely,  19  visited  by  other  department  members  were 
not  visited  by  the  chairman;  13  visited  by  the  chairman  were  not  visited  by  other  depart- 
ment members;  while  15  were  never  visited  by  either.  Of  38  visited  by  chairman  16  were 
visited  from  1  to  6  times;  17  report  "many"  or  "several"  visits;  1  reports  10;  1  reports 
15;  1  reports  30;  and  1  reports  50.  Of  42  visited  by  other  members  of  the  department, 
24  were  visited  from  1  to  6  times;  17  report  "many"  or  "several"  visits,  2  report  10; 
1  reports  12;  1  reports  20;  and  1  reports  200. 

Of  55  assistants  answering  definitely,  10  visited  by  other  department  members  had  not 
been  visited  by  the  chairman;  1  visited  by  the  chairman  had  not  been  visited  by  other 
members;  while  9  slated  that  they  had  never  been  visited  by  either.  Of  36  visited  by 
chairman,  11  had  been  visited  from  1  to  6  times;  21  "many"  or  "several"  times;  1  reports 
9  visits;  2  report  20;  1  reports  25.  Of  39  visited  by  other  members  of  the  department, 
13  were  visited  from  1  to  6  times;  22  "many"  or  "several"  times;  1  reports  8  visits; 
1  reports  9;  1  reports  10;  and  1  reports  100. 

Indefinite  answers  as  to  visits  by  chairman  were  made  by  28  out  of  48  professors;  5  out 
of  27  associate  proiessors;  8  out  of  61  assistant  professors;  17  out  of  87  instructors; 
17  out  of  72  assistants. 

Of  the  15  instructors  and  9  assistants  whose  classrooms  had  never  been  visited  for  purposes 
of  supervision,  10  instructors  and  5  assistants  had  had  previous  teaching  experience; 

5  instructors  and  4  assistants  had  not. 

For  University  Comment  on  Allen  Exhibit  2,  Section  2,  see  concluding  portion  of  comment 
[on  Allen  Exhibit  2,  Section  1.] 


Section  3 

Comments  of  faculty   members  upon  supervision  of  classroom  instruction 

Several  questions  were  asked  faculty  members  which  either  called  for  directly,  or  indirectly 
invited,  statements  ot  fact  and  comment  regarding  supervision  and  efficiency  of  class- 
room instruction. 

Excerpts  from  answers  are  here  submitted  to  show,  through  the  words  of  faculty  members 
themselves,  different  points  of  view  regarding  efforts  to  ascertain  by  examination  of  the 
teaching  itself  whether  teaching  is  efficient  or  inefficient. 

The  excerpts  which  follow  are  taken  from  nine  different  questions  in  different  parts  of  the 
questionnaire.  After  each  quotation  will  be  given  the  key  number  which  will  show  to 
which  of  the  following  questions  the  excerpt  is  an  answer: 

1.  How  often  has  your  classroom  work  been  observed  since  October  1913 — including 

laboratory  work,  seminary,  etc.,  by  the  regents? 

2.  Who,  not  mentioned  above  (chairman  of  your  department,  other  members  of  your 

department,  representatives  of  the  State  Department  of  Public  Instruction,  repre- 
sentatives of  the  Board  of  Visitors,  Regents)  exercise  supervisory  authority  over 
your  work? 

3.  State  under  what  circumstances,  by  whom,  when,  and  with  what  results,  the  efliciency 

of  your  classroom  or  seminary  teaching  has  been  ascertained  other  than  by  obser- 
vation of  classroom  work. 

232 


Exhibit  2 

4.  State  briefly  the  purposes  and  general  results  of  personal  interviews  regarding  your 

courses  which  you  have  had  this  university  year  (since  October  1913)  with  president, 
dean  (upon  his  initiative,  upon  your  initiative,  accidental),  instructor  in  charge, 
chairman  of  your  department. 

5.  State  specifically  to  what  extent,  and  in  what  courses,  you  are  prevented  from  giving 

and  requiring  the  kind  of  work  you  believe  your  students  ought  to  do  because  of 
poor  preparation  in  the  fundamentals  upon  which  your  work  is  based. 

6.  What  do  you  believe  to  be  the  most  important  measure  of  the  efficiency  of  university 

teaching? 

7.  By  what  "product"  or  "results"  do  you  feel  that  your  university  work  should  be 

"judged? 

8.  Miscellaneous  suggestions  as  to  efficiency  of  teaching,  etc. 

9.  Do  freshman  and  sophomores  see  enough  of  the  instructors  of  higher  rank? 

Illustrative,  not  all,  comments  are  given.  The  usefulness  of  an  excerpt  to  the  admin- 
istrator or  to  the  student  of  education  depends  not  upon  who  said  it,  not  upon  the  number 
who  feel  the  same  way.  but  upon  the  opportunity  which  each  excerpt  presents. 

19  Professors'  comments  on  supervision 

1.  Any  trouble  here  is  usually  due  to  mental  flabbiness,  whose  results  may  be  magnified 

by  poor  secondary  teaching  [5]. 

2.  In  judging  teachers  through  their  students,  however,  it  must  be  borne  in  mind  that 

no  teacher  can  transcend  the  limits  set  by  nature.  He  cannot  make  brains. 
No  university  system  can  create  ability;  it  can  only  alTord  opportunities  and  stimuli 
for  developing  the  inborn  capacities  of  its  charges.  Nor  can  any  body  of  teachers, 
no  matter  how  efficient,  compel  the  frivolous-minded  student  against  his  will  to 
profit  by  such  opportunities.  'Though  thou*  shouldst  bray  a  fool  in  a  mortar  with 
a  pestle  yet  will  not  his  foolishness  depart  from  him.' 
In  my  experience  the  university  teacher  is  not  only  willing  but  glad  to  do  a  reasonable 
amount  of  teaching  in  the  sense  of  giving  direct  instruction,  for  he  realizes  better 
than  anyone  that  the  profits  of  such  work  are  twofold;  he  not  only  bestows  benefit 
but  at  the  same  time  enhances  his  own  efficiency.  Such  elTorts  keep  him  in  touch 
with  the  broader  aspects  of  his  work  and  prevent  him  from  becoming  narrow.  They 
clarify  his  ability  to  express  ideas  and  describe  facts.  And  often  he  receives  stimulus 
from  contact  with  younger  and  fresher  minds  [8]. 

3.  As  chairman  I  have  determined  the  efficiency  of  work  of  this  department.     (Manner 

unspecified.     Chairman  has  no  such  power)  [3]. 

4.  I  have  made  it  a  practice  to  keep  Dean  Turneaure  in  touch  with  the  results  secured  in 

my  department.  We  have  had  frequent  conferences  concerning  teaching  methods, 
etc.    His  suggestions  have  been  very  helpful  [3]. 

5.  This  medical  school,  as  other  medical  schools,  is  examined  by  representatives  of  the 

Carnegie  Foundation.  The  medical  school  is  classified  in  Class  A,  the  highest 
classification  of  the  Foundation  [3].  (Carnegie  rating  is  on  equipment  not  in  teach- 
ing.) 

6.  Our  students  are  obliged  to  go  elsewhere  to  finish  the  medical  course.    At  all  univer- 

sities to  which  they  have  gone.  Rush  and  Northwestern  in  Chicago,  the  Johns 
Hopkins,  Pennsylvania,  Columbia  and  Harvard,  for  instance,  the  work  in  the  medical 
school  at  Wisconsin,  including  that  in  anatomy  is  rated  as  of  high  grade.  I  was  in 
consequence  of  this,  in  part  at  least,  made  chairman  of  the  subcommittee  on  anatomy 
of  the  committee  of  100  appointed  by  the  American  Medical  Association  to  consider 
the  medical  curriculum  [3]. 

7.  I  cannot  say.    The  efficiency  of  my  work  has  not  been  questioned,  so  far  as  I  am  aware. 

In  my  opinion  your  committee  should  ask  graduate  students  of  agriculture  (etc.) 
for  their  opinions  of  the  qualifications,  abilities  and  efficiency  of  their  instructors 
by  name.    Surely  they  should  be  good  judges  of  such  matters  [3]. 

8.  The  deans  in  those  colleges  where  research  work  is  conducted  could,  in  my  opinion, 

profitably  call  the  younger  men  together  each  year  and  instruct  them  as  to  the  ideals 
of  and  best  methods  to  follow  in  pursuing  work  of  a  strictly  research  nature. 
In  my  opinion  it  is  highly  desirable  to  have  a  uniform  system  of  grading.  It  should  be 
required  of  all  faculty  members  and  the  grades  posted  publicly  so  that  the  extremes 
may  be  seen.  In  this  way  "snap"  courses  are  brought  up  to  standard,  while  "stiff" 
course  teachers  will  find  it  easier  to  handle  their  classes  [8]. 

9.  It  is  not  necessary  or  suitable  to  use  the  elementary  school  methods  of  teaching  super- 

vision for  advanced  professional  work  [3). 

10.  I  do  not  know  that  it  has  been  ascertained  by  anyone.    I  think  no  one  but  a  student 

in  my  field  or  a  cognate  field  could  pass  a  judgment  on  my  teaching  which  I  should 
value  highly.  My  pedagogy-  might  be  passed  on  by  most  any  good  secondary 
teacher,  my  general  attitude  by  any  intelligent  person,  but  the  efficiency  of  my 
teaching  is  something  which  my  students  can  best  certify  to  after  they  have  re- 

233 


University  Survey  Report 

llecled,  after  some  years,  on  what  they  got  out  of  their  college  course.  To  be  sure, 
I  have' opinions  from  old  graduates  but  they  are  not  on  file  although  I  remember 
some  with  satisfaction  [3]. 

11.  I  should  resent  interference  of  the  kind  above  suggested,  believing  myself  more  com- 

petent to  organize  and  conduct  courses  in  Astronomy  than  are  any  of  the  visitors 
suggested  above  [3]. 

12.  No  one.    A  full  professor  in  charge  of  a  course  has  a  free  hand  to  follow  his  own  judg- 

ment. As  a  matter  of  fact,  however,  the  members  of  the  department  often  get 
together  and  talk  over  the  different  methods  of  handling  a  course  and  the  different 
distribution  of  emphasis  on  the  different  parts  of  the  material  which  should  properly 
be  included  in  the  course.  I  shouldn't  teach  in  the  university  where  my  movements 
were  subject  to  the  authority  of  someone  who  told  me  what  to  teach  and  how  to 
teach  it,  not  that  I  feel  that  I  know  all  about  this,  but  I  feel  that  it  is  a  serious 
problem  to  know  what  to  do  and  that  one  must  ever  be  alert  to  the  needs  of  his 
students  and  gradually  by  experience  find  out  what  to  do  and  what  not  to  do.  A 
university  is  not  a  machine  shop,  neither  is  it  a  military  camp  [2]. 

13.  To  judge  of  the  efficiency  of  a  teacher,  it  is  not  always  necessary  to  observe  his  work 

in  the  classroom.  I  should  myself  not  think  of  drawing  unfavorable  conclusions 
from  a  number  of  observations,  unless  the  personality  of  the  teacher  also  gave 
unfavorable  impressions  [3]. 

14.  I  am  sure  that  when  I  first  came  to  the  university,  the  dean  took  his  measures  for 

sizing  up  my  work.    That  was  twelve  years  ago  [3]. 

15.  It  is  under  indirect  observation  by  the  dean  all  the  time  and  has  been  for  21  years. 

But  bv  this  time  the  dean  probably  has  formed  a  definite  opinion  as  to  my  teaching 
ability  and  therefore,  I  presume,  does  not  carry  me  on  his  mind  [3]. 
IB.  The  matter  of  supervision  in  the  department  with  which  I  have  been  connected  has 
never  been  a  practical  problem.  The  classes  in  Greek  have  never  been  large  and 
the  instructional  force  has  al\vays  been  able  by  informal  discussion  and  by  a  spirit 
of  cooperation  to  render  unnecessary  any  strict  system  of  accountability  of  one 
instructor  to  another  or  of  the  department  to  the  executive  head  so  far  as  the 
arrangement  of  courses  or  the  conduct  of  classes  has  been  concerned.  In  this 
department,  because  of  the  conditions  surrounding  it  which  in  the  nature  of  things 
could  not  obtain  in  departments  having  greater  numbers  of  students,  the  most 
satisfactory  results  have  been  obtained  without  special  direction  from  the  outside. 
During  the  forty  years  of  my  connection  with  the  department  of  Greek,  no  supervision 
of  any  value  was  ever  given  by  anyone  outside  of  the  department  with  the  exception 
of  one  or  two  members  of  the  Board  of  Visitors  [3]. 

17.  I  regard  freedom  from  dictation  and  supervision  as  one  of  the  commendable  features 

of  the  University,  for  experienced  men  certainly.  Supervision  of  inexperienced 
men,  with  a  view  to  increasing  efficiency  in  teaching,  would  be  valuable;  but  one 
man  should  not  have  control  over  any  other  man's  freedom  of  teaching  in  the  Uni- 
versity [31. 

18.  In  general  a  professor  is  not  appointed  until  his  reputation  makes  it  probable  that  he 

will  do  his  work  with  conscience  and  skill.  So  far  as  I  know  no  university  has  any 
machinery  for  inspecting  or  grading  professorial  efficiency.  The  younger  men  are 
often  under  close  observation,  and  are  often  dismissed  because  of  inefficiency. 
There  is  a  professional  esprit  that  holds  most  professors  up  to  average  standards  [3] . 

19.  Too  much  of  the  instructional  work  is  now  being  done  by  young  men  of  little  exper- 

ience. This  condition  is  doubtless  the  result  of  the  rapid  increase  in  the  numbers  of 
students  requiring  additional  numbers  of  instructors  and  assistants  who  are  largely 
selected  from  graduates  of  but  one  or  two  years  standing.  It  is  also  probably 
due  to  an  effort  at  economy  in  the  cost  of  instruction  [8]. 

2  Associate  professors"   comments  on  supervision 

1.     The  work  of  teaching  is  more  highly  organized  and  better  developed — also  much  more 
exactly — than  in  any  of  the  three  other  universities  in  which  I  have  taught. 

The  large  freshman  courses  are  organized  as  follows: 

1.  Lectures  (2  each  week).     Personally  I  doubt  that  the  lecture  system  is  justified, 

in  freshman  work,  by  anything  but  its  economy  to  the  state.    We  handle  large 
groups  at  fairly  low  cost  for  instruction. 

2.  I  teach  several  cjuiz  sections  myself  and  go  into  each  section  of  my  assistants 

about  twice,  in  some  cases  oftener.  in  a  semester. 
I  do  not  inspect  my  assistants'  teaching  for  the  very  sound  reason,  as  I  think,  that  it 

hampers  them  in  their  work  and  puts  them  in  a  false  attitude  t)efore  the  students 

and  distracts  the  attention  of  the  students. 
The  assistants  go  into  each  quiz  section  with  a  definite  plan  of  work,  written  out 

and  organized.    They  are  instructed,  however,  if  the  students  bring  up  some  point 

which  they  do  not  understand,  to  feel  entirely  free  to  follow  this  up  and  drop  the 

234 


Exhibit  2 

outlined  plan.  This  frequently  occurs.  The  idea,  of  course,  is  that  the  students  are 
better  judges  of  what  they  do  not  get  clearly  than  we  are.  Usually,  however,  we  are 
able  to  follow  a  plan  which  emphasizes  the  important  features  of  the  work  of  the 
week. 

Each  week  the  hour  begins  with  a  written  cjuiz  of  about  ten  minutes.    These  are  cor- 
rected and  returned  at  the  next  meeting  of  the  class. 
The  semester  topic  is  also  directed  by  two  personal  conferences,  in  many  cases,  three: 

1.     Choosing  the  topic.     Individual  conference  and  attemjjt  to  adopt  subject  to  some 
personal  interest. 

2.     Not   compulsory.      Opi)ortunity  given    to   any   student    to   have  guidance   while 
actually  collecting  his  material. 

3.     Written  criticism  on  the  topic.     Careful  and  thorough.     Often  followed  by  volun- 
tary conference  with  the  student.    I  sometimes  permit  them  to  rewrite  the  topic. 
[8]. 
I  don't  know  how  the  administration  or  regents  judge  of  this,  nor  does  it  interest  me. 
Let  me  point  out  to  you  that  your  question  seems  to  me  to  fail  entirely,  in  one  respect, 
to  attain  its  end.    There  is  no  critic  of  teaching  so  severe  and  so  competent  as  the 
man  who  does  the  teaching.     He  has  a  dozen  ways  of  finding  out  whether  he 
is  succeeding.     And  if  he  ends  a  semester  with  a  sense  of  failure,  he  goes  about  the 
task  of  making  good  and  finding  out  the  reason  of  his  failure  pretty  seriously  [3]. 
2.     Incidentally  I  imagine  the  head  of  the  department  has  the  same  idea — that  so  long  as 
my  men  come  to  him  well  prepared,  and  so  long  as  they  are  welcome  at  other  strong 
institutions  and  then  are  able  to  hold  their  own  with  selected  men  from  all  over  the 
country,  he  is  safe  in  assuming  that  the  class  is  being  properly  taught  [1]. 

9  Assistant  professors'  comments  on  supervision 

1.  I  believe  that  too  many  freshmen  and  sophomores  do  not  meet  often  enough  instructors 

of  higher  rank  and  experience,  but  are  handed  over  too  much  to  young  assistants, 
who  are  interested  especially  in  their  graduate  studies  and  are  teaching  merely  as 
a  side  issue  [9). 

2.  The  fact  is  that  I  have  given  this  matter  little  thought.     The  class  work  appears  to 

me  important  in  itself,  and  it  appeals  to  me.  I  have  therefore  tried  to  make  it 
valuable,  stimulating,  and  interesting.  Of  course  I  have  wondered,  at  times, 
whether  my  work  was  "approved" — but  my  chief  interest  has  been  to  "get  to" 
the  students  and  their  needs,  as  I  see  them.  That  is,  I  have  tried  to  forget  how  my 
methods  might  please  others — so  long  as  the  members  of  the  class  were  developed 
in  industry,  insight  and  open-mindedness.  I  should  feel  sorry  if  I  were  expected  to 
conform  to  another  man's  methods.  One  of  the  advantages  I  found  here  as  a  student 
was  the  differences  between  my  various  instructors  [3]. 

3.  The  "results"  of  my  teaching  are  to  be  found  only  in  the  minds  of  my  students.     If 

the  university  survey  can  devise  a  plan  for  tapping  those  results,  I  am  willing  to 
have  my  teaching  judged  by  them.  My  published  research  throws  light  on  my  abil- 
ity in  general;  conferences  with  my  colleagues,  formal  or  informal,  visits  to  my  classes 
on  their  part,  my  attitude  to  various  problems  outside  of  the  classroom,  all  help  to 
the  formation  of  an  opinion  about  me.  But  the  conduct  of  a  class  contains  elements 
that  cannot  be  ascertained  very  readily  by  those  not  present  from  day  to  day.  The 
relations  between  instructor  and  student  are  delicately  adjusted  and  depend  on 
the  lively  interplay  of  character  back  and  forth.  Of  these  matters  the  students 
and  the  teacher  are  the  only  ones  fitted  to  judge.  To  invite  student  opinion  on  the 
faculty  would  be  a  very  cjuestionable  procedure;  yet  it  is  a  pity  that  we  have  no 
scheme  by  which  it  can  automatically  register  itself,  as  in  the  groat  foreign  univer- 
sities. In  the  German  institutions,  for  example,  there  is  no  assignnienl  of  students 
to  individual  men,  but  students  simply  go  to  the  men  who  give  them  what  they  are 
seeking.  As  there  is  no  credit  system,  there  is  no  object  in  attending  empty  courses. 
The  result  is  that  a  large  student  enrollment  in  a  German  university  bears  directly 
on  the  efiiciency  of  the  teacher.  With  us,  conditions  of  promotion  are  such  that  only 
the  grossest  incompetence  will  prevent  a  man  from  rising  to  the  highest  ranlc; 
and  on  the  other  hand,  men  of  undoubted  ability  are  often  kept  back  by  personal 
intrigues  or  dislikes  among  their  colleagues.  I  have  thought  long  and  deeply 
on  this  subject,  and  believe  I  could  suggest  a  method  whereby  student  opinion  could 
be  systematically  ascertained  without  injury  to  faculty  prestige.  Where  such 
opinion  should  be  universally  condemnatory,  I  would  not  make  it  ground  for  dis- 
missal; but  I  think  it  might  very  fittingly  have  a  bearing  on  promotion  [71. 
Efficiency  means,  I  suppose,  the  attainment  of  certain  results;  but  in  the  case  of  teach- 
ing the  results  desired  are  by  no  means  uniform  for  all  students.  I  should  rather 
phrase  the  question  thus:  What  are  the  requisites  for  a  successful  university 
teacher?  In  my  opinion  they  are  as  follows:  first  and  foremost,  intellectual  ability; 
second  only  to  that  in  importance,  high  moral  character;  third,  interest  in  teaching 
as  a  profession;  minor  requisites  would  be  tact,  agreeable  personality,  energy,  etc. 

235 


University  Survey  Report 

The  teaching  of  anv  man  who  has  requisites  one  and  two  will  be,  in  nine  cases  out 
of  ten,  successful,  or  if  vou  will,  efficient.  No  man  can  teach  successfully  who  does 
not  hold  his  students,  and  any  man  who  is  either  incompetent  or  whose  character  is 
not  worthy  of  respect  will  be'  a  failure.  Returning  then  to  your  question,  I  would 
say:  the  measure  of  the  efficiency  of  university  teaching  is  the  personality  of  the 
teacher.  There  can  be  no  other  measure,  and  any  objective  device  will  infallibly 
prove  a  fiasco  [6]. 

4.  Professor  Elliott  has  told  me  that  he  approves  of  my  course.    Upon  what  basis  he  has 
'  formed  this  judgment,  I  do  not  know,    t  assume  that  he  has  conferred  with  students  in 

the  classes,  who  are  rather  good  judges  at  times  of  the  value  of  a  course. 

Professors  Van  Vleck  and  Slichter  have  shown  by  their  attitude  that  they  approve  of 
my  work.  I  have  no  definite  knowledge  of  the  manner  in  which  they  have  arrived  at 
their  opinion. 

I  have  talked  with  all  three  men  and  with  others  in  the  mathematics  department 
about  the  courses  I  am  giving. 

The  above  relates  especially  to  mathematics  course  10.  When  I  was  teaching  course 
101,  which  comes  under  the  immediate  supervision  of  Professor  Slichter,  we  had  confer- 
ences about  once  a  week  with  him  regarding  the  course.  Also,  he  was  shown  samples 
of  the  work  done  by  pupils;  also,  he  taught  my  class  on  one  or  two  occasions  when  I  was 
away  inspecting  schools  [3]. 

5.  1  have  taught  here  for  sixteen  years.  In  the  first  two  or  three  years  Professor  Hubbard 
used  occasionally  to  visit  my  classes,  to  see  how  things  were  going,  and  I  dare  say  he  has 
other  methods  which  he  still  uses,  of  informing  himself  concerning  the  quality  of  my 
work.  In  so  far  as  I  know,  however,  he  is  content  to  let  me  run  the  courses  assigned  to 
me  in  my  own  fashion. 

As  for  the  larger  courses  in  which  I  am  assistant,  the  professors  in  charge  of  these 
courses  may  or  may  not  inform  themselves  of  the  quality  of  my  work.  I  do  not  know 
whether  or  not  they  do.  They  do  not  visit  my  classroom   [3]. 

6.  During  the  past  semester  the  engineering  faculty  appointed  a  committee  to  investigate 
the  efficiency  of  teaching  in  all  departments. 

In  the  reorganization  of  the  engineering  courses  I  was  called  in  three  times  by  the 
course  committee  and  made  a  detailed  report  of  the  work  in  engineering  physics,  and 
was  a  member  of  a  sub-committee  to  correlate  the  work  in  physics  with  the  other  de- 
partments in  the  engineering  school  for  which  the  work  in  physics  is  a  prepiaration  [3]. 

7.  The  instructors  in  the  department  visit  all  of  my  classes  in  order  to  find  out  how  the 
work  is  to  be  carried  on.  They  then  follow  the  same  methods  in  their  class  work.  When 
I  was  new  at  the  work  I  visited  Dean  Turneaure's  classes  in  the  same  way.  When  a  new 
man  comes  into  the  department  he  is  requested  to  visit  the  classes  of  the  older  men  in 
the  department  and  get  a  good  idea  of  how  the  work  is  to  be  carried  on  [1]. 

8.  Not  at  all  to  my  knowledge,  but  I  am  firmly  convinced  that  my  chiefs  know  all  about 
my  work  and  my  personality  [3]. 

9.  There  is  no  such  supervision.  The  dean  has  an  opportunity  to  estimate  my  work  to 
some  extent  through  dealing  with  the  men  in  my  classes  who  do  not  do  satisfactory 
work,  and  his  knowledge  thus  obtained  has  been  of  value  to  me. 

So  far  as  I  know  there  is  little  effort  beyond  this,  to  estimate  the  real  efficiency  of  the 
teacher  and  to  me  this  is  disheartening  and  discouraging  many  times.  The  members  of 
our  department  try  to  keep  informed  on  how  our  teaching  in  own  department  is  done, 
but  there  is  no  established  method  and  not  enough  attention  is  paid  to  it  [3]. 

From  conversation  with  other  young  men  in  the  faculty,  I  am  sure  that  the  lack  of  any 
apparent  fixed  policy  in  valuing  men,  and  making  promotions,  and  the  slight  emphasis 
that  is  placed  upon  effective  teaching  has  a  very  undesirable  influence.  It  is  discouraging 
and  disheartening,  and  prevents  the  building  up  of  an  esprit  de  corps  among  the  faculty 
body,  which  in  my  opinion  is  indispensable  to  successful  teaching  [8]. 


17    Instructors' com nients  on  supervision 

1 .  I  believe  that  an  impartial  investigation  would  show  that  the  sarne  grade  of  elementary 
work  classes  in  charge  of  instructors  and  assistants  are  more  efficiently  conducted  than 
those  of  full  professors,  who  are  so  absorbed  in  the  preparation  of  their  latest  books  that 
they  feel  little  interest  in  such  humble  beings  as  freshmen  and. sophomores.  Students  as 
a  class  are  not  fools.  They  know  genuine  interest  and  good  instruction  when  they  see  it, 
and  appreciate  these  things  fully  as  much  as  if  they  came  from  a  full  professor.  In  the 
eyes  of  the  student  the  man's  personal  worth  rather  than  his  title  counts  [9]. 

2.  The  dean  and  professors  of  the  department  know  what  response  I  am  getting  from 
students.  The  results  obtained  with  students,  whether  they  have  been  given  a  thorough 
course  or  not,  whether  they  have  been  inspired  or  not,  constitute  a  good  measure.  I  am 
deeply  impressed  with  the  fairness  and  soundness  of  the  judgment  of  students  as  a  whole. 
Nothing  would  so  brace  up  our  teaching,  as  a  proper  channel  for  the  expression  of  student 
opinion  concerning  the  efficiency  of  instructors  and  courses  [3]. 

236 


Exhibit  2 

3.  Mr.  Young  in  the  freshman  English  conference  endeavors  to  find  out  what  instructors 
are  doing  and  to  give  every  opportunity  for  comparison  of  methods.  For  instance,  early 
in  the  year  a  copy  of  eight  representative  themes  was  sent  to  each  instructor  in  freshman 
English.  We  were  required  to  grade  these  independently  and  report  our  grades  to  Mr. 
Young.  The  themes  were  then  thoroughly  discussed  in  the  freshman  English  conference, 
the  object  being  to  discover  our  methods  and  to  standardize  them  as  far  as  possible  [3]. 

4.  Mr.  Young,  chairman  of  English  I,  holds  frequent  meetings  of  instructors  in  freshman 
English.  Once  each  year  we  mark  a  specimen  set  of  themes  and  return  the  grades  to  him 
for  purposes  of  standardization.  We  meet  later  and  discuss  our  reasons  for  marking 
higher  or  lower  than  the  general  average  of  marks.  There  seems  to  be  too  much  dis- 
crepancy. 

I  should  like  to  add  the  comment  that  I  don't  think  much  of  visiting  classes  as  a  test 
of  the  teacher's  efficiency.  The  visitor  alters  at  once  the  atmosphere  of  the  classroom, 
and  the  results  in  many  cases  I  know  are  not  the  normal  ones.  If  there  is  to  be  any 
official  visiting,  I  think  there  should  be  a  great  deal,  so  that  accident  may  not  determine 
the  impression  received     [3]. 

5.  The  effectiveness  of  work  in  composition  courses  can  be  tested  by  an  examination  of 
themes,  which  are  all  filed  in  open  cases  and  are  liable  to  inspection  at  any  time.  Whether 
or  not  the  chairman  of  the  department  examined  my  themes  this  year  I  do  not  know.  .\ 
few  years  ago  the  chairman  collected  a  set  of  papers  from  each  instructor  and  went 
through  the  instructor's  criticisms  carefully;  the  result  was  a  set  of  regulations  tending 
to  regulate  the  correction  of  papers.  This  year  each  instructor  was  given  a  set  of  ten 
themes  to  grade.  All  grades  were  given  to  the  chairman  of  freshman  English,  and  at 
a  general  meeting  were  used  as  the  basis  of  a  general  discussion  of  grades.  Instructors  who 
had  marked  above  or  below  the  average  were  asked  to  justify  the  grades  which  they  had 
in  such  cases  given. 

Another  way  of  testing  class  work  in  independent  courses  is  by  the  number  of  students 
enrolled.  This  is  in  some  cases  unfair  since  an  "easy"  instructor  might  attract  a  number  of 
mediocre  students  and  vice  versa  a  just  instructor  might  sulTer  from  a  reputation  of  being 
"stiff"    [3]. 

6.  The  freshman  English  course  has  frequent  conferences.  Sometimes  sets  of  papers  are 
read  and  graded  separately  by  all  the  instructors.  These  grades  are  then  compared  and 
discussed.  This  makes  for  greater  uniformity  in  marking,  establishes  standards  and 
gives  helpful  ideas  to  the  teachers. 

Methods  of  conducting  the  work  are  also  frequently  discussed  at  these  meetings  [3]. 

7.  The  chairman  of  the  freshman  English  course  has  frequently  said  that  he  knows  ex- 
actly how  instructors  teach  long  before  he  enters  their  classes  as  visitor.  This  is  a  true 
statement,  because  in  the  frequent  meetings  to  discuss  ways  and  means  of  handling  the 
course,  the  attitude,  method  and  personality  of  each  instructor  comes  strongly  out. 

Special  attempts  have  been  made  to  test  the  efficiency  of  theme  marking  by  the  sending 
around  of  separate  copies  of  students'  themes,  a  list  of  some  ten  at  a  time,  for  each  in- 
structor to  mark  individually.  The  results  were  then  discussed  in  a  meeting  of  the  in- 
structors in  the  course  [3]. 

8.  Have  often  been  told  by  students  taking  my  work  that  they  had  learned  more  from  me 
than  any  other  man  [3]" 

9.  Occasionally  by  conference  of  advisers  with  students  of  mine,  although  I  think  rarely, 
for  students  called  to  conference  with  advisers  are  usually  laggards  whose  criticisms  are 
discounted.  One  such  adverse  criticism  was  reported  to  me  at  request,  but  no  great  value 
was  attached  to  it  apparently.  Indirectly  other  reports  come  to  an  instructor  and  to 
heads  of  departments  through  student  campus  conversation.  It  seems  to  me  that  where 
adverse  reports  come  to  an  adviser,  he  should,  for  student's  and  instructor's  sake,  com- 
municate these  remarks  to  the  instructor,  no  matter  what  his  attitude  during  confer- 
ence with  the  student  [3]. 

10.  It  is  my  custom  to  submit  students'  note  book  work  to  the  chairman  of  the  depart- 
ment for  inspection  [3]. 

11.  The  efficiency  of  class-room  teaching  is  not  one  to  be  measured  by  arithmetical  ratios. 
It  will  differ  so  largely  with  the  text  used,  the  personnel  of  the  class,  the  size  of  the  class, 
the  difference  in  interest  on  different  phases  of  the  same  subject  and  even  from  week 
to  week  of  the  same  season  that  it  is  impossible  to  judge  the  immediate  results  except 
in  a  very  general  way.  The  results  of  any  one  teacher's  work  are  so  intangible  and  so 
modified  by  other  teachers  and  courses  that  it  doesn't  seem  fair  to  credit  or  discredit  any 
one  individual's  work  on  influence  or  efficiency  [3]. 

12.  Not  ascertained  as  far  as  I  know.  I  believe  the  lack  of  supervision  of  instructional 
work  to  be  deplorable.  During  5  years  of  teaching  no  one  has  ever  visited  my  classes 
to  ascertain  the  efficiency  of  my  work,  although  the  head  of  the  department  can  measure 
it  in  a  general  way  in  teaching  advanced  courses,  which  have  the  course  I  teach  as  a 
prerequisite,  by  the  knowledge  the  students  exhibit  [3]. 

13.  [By]  consultation  with  Mr.  Martin,  we  seek  to  determine  how  our  work  may  be  im- 
proved. These  consultations  are  not  held  at  regular  intervals,  but  I  think  they  average 
one  a  week.    I  believe  these  interviews  result  in  much  greater  efficiency  [3]. 

237 


University  Survey  Report 

14.  I  see  Dr.  Overton  almost  every  day — if  averaged,  more  than  once  a  day.  Almost  as 
many  times  I  see  Professor  Gilbert.  I  "believe  the  system — if  you  can  call  it  such — in  use 
in  our  department  is  the  best  I  know.  We  talk  over  problems  freely  and  informally 
constantly.  I  don't  believe  a  single  instance  of  enough  importance  to  be  remembered  by 
me  more  than  a  day  or  so  hasn't  been  mentioned  or  discussed  with  one  or  both  of  the 
gentlemen  named  w'ithin  a  day  or  two  at  nu^st  of  its  occurrence,  and  often  at  once  [3]. 

15.  We  are  given  to  free  and  searching  discussion  of  methods  in  committee  and  depart- 
mental meetings,  even  going  so  far  as  black  board  demonstrations  of  problems  [3]. 

16.  I  think  our  impression  of  a  teacher's  efficiency,  largely  dependent  upon  his  personal 
attractiveness,  gets  abroad  and  may  reach  the  head  of  the  department  through  advisers 
or  students.    I  can  give  no  definite  instance  of  this  [3]. 

17.  I  wonder  too  how  efficiency  is  measured.  Is  it  just  by  the  department  head?  Is  that 
an  eflit'i«>'iil  and  fair  way  of  judging  of  a  man's  efficiency?  In  other  words  does  "pull" 
count  for  more  than  anything  else  in  the  university?  [8]. 

6   Assistants'  comment  on  supervision 

1.  It  appears  to  me  that  in  some  departments  instructors  are  selected  rather  for  their 
research  ability  than  for  ability  as  teachers.  If  the  state  wants  research  let  it  employ  men 
for  that  purpose — as  do  the  large  manufacturing  corporations.  If  the  state  wants  teach- 
ers, let  it  employ  men  who  are  capable  of  imparting  knowledge,  and  of  guiding  and 
inspiring  their  students  along  the  line  of  their  work — and  whose  time  out  of  class  will 
be  given  to  such  purposes.  Along  this  line  the  idea  of  "teaching  fellows"  and  "re- 
search fellows"  should  be  more  carefully  considered  [8]. 

2.  All  unknown  quantities  to  me — have  not  concerned  myself  about  them  [3]. 

3.  Only  as  chairmen  or  professors  have  passed  through  the  laboratories  [3]. 

4.  Some  departments  do  not  use  common  business  sense  in  hiring  men.  When  a  man  gets 
his  Ph.  D.  they  start  him  off  as  instructor  at  a  certain  salary,  regardless  of  whether  he 
has  had  2  or  10  years  experience  as  a  teacher  and  although  one  may  be  known  to  be 
better  than  another,  no  discrimination  is  made  [8]. 

5.  It  is  very  questionable  whether  or  not  the  lecture  method  is  a  success  in  freshman 
courses.  I  am  more  and  more  convinced  that  the  university  would  do  much  better  to 
add  a  greater  number  of  competent  instructors  to  its  staff,  and  cut  down  its  assistant 
list  to  the  very  minimum  [8]. 

6.  Professor  Smith,  by  exchanging  sections  with  me,  was  enabled  to  gain  some  idea  of  the 
efficiency  of  my  classroom  work.  The  examination  papers  (both  mid-semester  and  final) 
were  read  in  part  by  Professor  L»ennis  and  Professor  Smith.  Those  of  my  students  who 
did  not  pass  the  mid-semester  examination  were  given  a  special  conference  by  Professor 
Dennis.  Weekly  conferences  have  been  held  by  Professor  Dennis,  Professor  Smith,  and 
the  assistants.  At  these  meetings  the  efficiency  of  the  classroom  work  has  also  to  some 
extent  been  tested  [3]. 


UNIVERSITY    COMMENT    ON    ALLEN    EXHIBIT    2,    SECTION  3,    ENTITLED 

"COMMENTS  OF  FACULTY  MEMBERS  UPON  SUPERVISION  OF 

CLASSROOM  INSTRUCTION" 

Of  the  nine  questions  presented,  four  imply  that  supervision  and  class-room  visiting  are  the 
approved  methods  of  determining  the  value  of  instruction.  This  implication  is  unacecptable 
to  many,  presumably  to  most,  instructors.  For  a  professor  to  impose  personal  predilections, 
or  practice  a  suspicious  oversight,  is  apt  to  create  an  uncertain  command  of  capacity  in  those 
"supervised."  Sympathetic  conference,  a  sense  of  equal  responsibility,  a  punctilious  regard 
for  individual  rights,  a  cooperative  spirit,  are  the  methods  approved  and  employed;  they 
develop  a  cordial  relation  between  the  members  of  the  staff — whatever  their  rank — that  is 
a  far  more  valuable  asset  for  sound  instruction  than  any  formal  supervision. 

"I  regard  freedom  from  dictation  and  supervision  as  one  of  the  commendable  features 
of  the  university."  "I  should  feel  sorry  if  I  were  expected  to  conform  to  another 
man's  method.  One  of  the  advantages  that  I  found  here  as  a  student  was  the 
differences  between  my  various  instructors."  "I  don't  think  much  of  visiting 
classes  as  a  test  of  the  teacher's  efficiency.  The  visitor  alters  at  once  the  atmosphere 
of  the  class-room,  and  the  results  in  many  cases  I  know  are  not  the  normal  ones." 
"There  is  no  critic  of  teaching  so  severe  and  so  competent  as  the  man  who  does  the 
teaching."  "The  relations  between  instructor  and  student  are  delicately  adjusted, 
and  depend  upon  the  lively  interplay  of  character  back  and  forth."  "The  results  of 
any  one  teacher's  work  are  so  intangible  and  so  modified  by  other  teachers  and  courses 
that  it  doesn't  seem  fair  to  credit  or  discredit  any  one  individual's  work  or  influence 
or  efficiency."  "In  the  eyes  of  the  student  the  man's  personal  worth  rather  than  his 
title  counts."  "So  far  as  I  know,  no  university  has  any  machinery  for  inspecting  or 
grading  professorial  efficiency." 

238 


Exhibit  2 


Standards  are  maintained  by  the  combined  methods  of  conference,  suggestion  and  such 
supervision  as  is  practical  and  profitable.  An  agreement  upon  approved  methods  and  upon 
points  to  be  emphasized  is  thus  reached.  The  apt  instructor  readily  absorbs  the  spirit  of  the 
department;  with  this  established,  the  individuality  of  the  instructor  is  fostered  by  having 
him  accept  responsibility — unhampered  by  imposed  restraint — for  his  share  of  the  work. 
In  the  course  of  such  conference  and  co-operation,  an  estimate  of  the  man  and  his  services 
inevitably  results.  He  is  judged  in  many  respects  and  not  in  the  single  one  of  performance 
in  a  limited  observation,  often  inducing  unnatural  attitudes. 

In  the  early  years  of  their  teaching,  men  are  clcsely  observed.  The  quality  of  the  work, 
the  growth  of  classes,  the  judgment  of  the  other  members  of  the  department,  a  man's  standing 
among  his  colleagues,  his  outside  interests  and  occupations — all  enter  into  a  basis  of  appraisal 
of  his  worth  to  the  department  and  to  the  university.  There  is  no  substitute  for  this  personal 
(and  fallible)  procedure.  The  way  to  render  it  more  critical  and  sound  is  to  secure  the  highest 
available  types  of  men  for  the  responsible  positions  in  the  faculty.  In  addition,  the  compe- 
tition among  a  highly  selected  group  of  younger  men,  the  desire  for  recognition  and  promo- 
tion, the  professional  rank  of  the  established  standards,  act  as  powerful  incentives.  So-called 
objective  tests  are  commonly  misleading.  The  grading  of  medical  schools  by  a  competent 
observer,  who  visits  a  considerable  number  of  them  and  judges  the  staff  and  ecjuipment  and 
spirit  as  a  whole,  indicates  a  useful  supplementary  type  of  investigation. 

It  must  be  borne  in  mind  that  the  answers  to  these  questions  are  for  the  most  part  the 
detached  comments  of  instructors  who  have  not  been  called  upon  to  consider  the  place  of  the 
points  of  their  several  comments  in  a  general  perspective  of  the  teaching  problem.  What  the 
replies  show  is  (with  few  exceptions)  the  prevalence  of  a  wholesome  sjiirit  and  a  cordial  re- 
lation between  the  members  of  the  instructional  staff.  Formal  supervision  is  delegated  to  a 
subordinate  place,  and  the  personality  and  influence  of  the  leading  members  of  the  several 
departments  direct  the  work.  To  assign  a  dominant  value  to  any  other  factor  contributing 
to  efTicient  teaching  in  a  University  would  be  to  misunderstand  the  actual  working  forces  of 
an  educational  institution  that  aims  to  train  for  leadership. 


(Signed)  JOSEPH  JASTROW. 


Section   4 


Hours  given  to  supervision  of  instruction  as  reported  by  faculty  members 

In  reply  to  the  survey  questionnaire,  faculty  members  reported  the  number  of  hours  per 
typical  week  given  to  supervising  instruction. 

Of  458  returns,  100  had  no  figure  or  mark  in  answer  to  this  question;  20  contained  indefi- 
nite answers;  12  wrote  that  the  question  did  not  apply  to  them.  This  leaves  326  who  answer 
the  question  definitely. 

As  supervision  of  others'  instruction  is  not  expected  from  assistants.  59  are  subtracted, 
leaving  267  definite  comparable  answers  received  from  faculty  members  ranking  from  in- 
structor to  professor. 

Whether  the  100  (or  73,  after  eliminating  the  assistants)  who  gave  no  answer  meant  to 
state  that  they  gave  no  time  to  supervision  is  not  certain.  Every  indication  is  that  by  leav- 
ing this  column  blank  they  meant  that  no  time  had  been  spent  on  supervision.  If  the  73 
ranking  from  instructor  to  professor  be  added  to  the  267  who  gave  definite  comparable  ans- 
wers, the  total  would  be  3  K). 

Of  the  340  ranking  from  instructor  to  professor,  90,  or  26 Sc.  report  from  one-quarter  to 
12  hours  a  week  given  to  supervision  of  others'  instruction,  leaving  250  who  report  no  super- 
vision. 

In  the  following  comparison  only  those  267  are  included  who  clearly  marked  that  they  were 
(total  of  177)  or  were  not  (total  of  90)  supervising  instruction. 

Supervision  of  others''  instruction  definitely  reported  by  267  faculty  members  rank- 
ing from  instructor  to  professor 

The  267  definite  answers  are  distributed  as  follows,  according  to  rank  and  number  of  hours 
per  typical  week: 

Amount  of  supervision  in  hours  per  typical  week 


Rank 

Tot. 

None 

1 

4 

1 

2 

1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

Professor               

57 

34 

69 

107 

28 
15 
40 
94 

0 
2 
0 
0 

3 
4 
3 
2 

10 

7 

12 
4 

9 
4 
6 
0 

2 
0 
1 
3 

3 
0 
1 
1 

1 
2 
X 
1 

0 
0 

0 
0 
0 
1 

0 
0 

1 
0 

0 
0 
0 
0 

1 

0 
0 

1 

0 
0 
0 
0 

0 

Assoc.  Professor 

0 

Asst.  Professor 

1 

Instructor 

0 

Total 

267 

177 

2 

12 

33 

19 

6 

5 

8 

0 

1 

1 

0 

2 

0 

1 

239 


University  Survey  Report 

As  is  seen,  13  instructors  are  included  among  the  90  who  report  some  supervision  of  in- 
struction. If  from  both  sides  the  instructors  are  subtracted,  it  is  found  that  of  160  members  of 
professorial  rank  who  definitely  answered,  83  report  no  supervision,  77  report  supervision  of 
from  one-quarter  hour  to  12  hours. 

Of  77  faculty  members  of  professorial  rank  reporting  supervision  of  others'  instruction,  41 
report  one  hour  or  less  a  weelc;  while  36  report  two  or  more  hours  a  week,  of  whom  again  17 
report  three  or  more  hours  a  week. 

In  no  case  does  the  statement  of  time  given  to  supervision  mean  necessarily  time  spent  in 
the  classroom.  Other  parts  of  the  questionnaire  give  the  time  spent  in  workiu'^  out  or  con- 
sidering outside  of  class  plans  for  instruction  in  classes  of  colleagues. 

In  the  College  of  Letters  and  Science  32  professors  definitely  report:  18  that  they  give  no 
time  to  supervision;  14  that  they  give  from  one-half  hour  (the  lowest)  to  10  hours  (the  high- 
est). Of  24  associate  professors  definitely  reporting,  9  report  no  supervision;  15  that  they 
give  from  one-quarter  hour  (the  lowest)  to  5  hours  (the  highest).  Of  46  assistant  professors 
definitely  reporting,  26  report  no  supervision;  20  report  from  one-half  hour  (the  lowest)  to 
12  hours  (the  highest).  Of  64  instructors  reporting  definitely,  53  report  no  supervision;  11 
report  from  one-half  hour  (the  lowest)  to  10  hours  (the  highest).  Of  the  four  ranks,  instructor 
to  professor,  38  did  not  fill  out  the  blank  as  to  time  spent  in  supervising. 

In  the  College  of  Engineering,  of  6  professors  definitely  reporting,  1  reports  no  time  to 
supervision;  5  that  they  give  from  one-half  hour  (the  lowest)  to  3  hours  (the  highest).  Of  2 
associate  professors  reporting  definitely,  1  reports  no  supervision;  1  reports  1  hour.  Of  12 
assistant  professors  reporting  definitely,  4  report  no  supervision;  8  report  from  1  hour  (the 
lowest)  to  8  hours  (the  highest).  Of  23  instructors  reporting  definitely,  22  report  no  super- 
vision; 1  reports  3  hours.  Of  the  four  ranks,  instructor  to  professor,  8  did  not  fill  out  the  blank 
as  to  time  spent  in  supervising. 

In  the  College  of  Agriculture,  of  14  professors  reporting  definitely,  6  report  no  time  to 
supervision;  8  that  they  give  from  one-half  hour  (the  lowest)  to  3  hours  (the  highest).  Of 
7  associate  professors  reporting  definitely,  4  report  no  time  to  supervision;  3  that  they  give 
from  1  hour  (the  lowest)  to  5  hours  (the  highest).  Of  10  assistant  professors  reporting  defi- 
nitely, 5  report  no  time  to  supervision;  5  that  they  give  from  one-half  hour  (the  lowest)  to  5 
hours  (the  highest).  Of  18  instructors  reporting  definitely,  17  report  no  supervision;  1  reports 
5  hours.  Of  the  four  ranks,  instructor  to  professor,  19  did  not  fill  out  the  blank  as  to  time 
spent  in  supervising. 

In  the  Law  School,  of  3  professors  answering  definitely,  2  report  no  time  to  supervision;  1 
reports  1  hour.  The  1  assistant  professor  who  reported  definitely  reported  no  time  to  super- 
vision. One  professor  and  one  assistant  professor  did  not  fill  out  the  blank  as  to  time  spent 
in  supervising. 

In  the  Medical  School,  of  2  professors  definitely  reporting,  1  reports  no  supervision;  and  1 
reports  1  hour.  One  associate  professor  reports  no  supervision.  Two  instructors  report  no 
supervision,  two  others  leaving  this  column  blank. 


UNIVERSITY  COMMENT  UPON  ALLEN  EXHIBIT  2,   SECTION  4,  ENTITLED 

"HOURS  GIVEN  TO  SUPERVISION  OF  INSTRUCTION  AS  REPORTED 

BY  FACULTY  MEMBERS" 

This  section  has  little  value. 

The  question  of  supervision  of  instruction  is  very  important  and  has  been  studied  carefully 
by  some  members  of  the  faculty.  Experiments,  in  the  hope  of  better  results,  have  been  and 
are  constantly  being  made. 

Of  these  facts  Dr.  Allen  seems  to  have  been  in  ignorance. 
The  problems  to  be  studied  were: 

1.  Where  is  supervision  necessary? 

2.  Is  there  such  supervision? 

3.  If  there  is  supervision,  how  is  it  conducted? 

4.  How  can  the  supervision  be  improved? 

1.   Where  is  supervision  necessary? 

This  problem  is  different  in  the  university  from  what  it  would  be  in  a  high  school  or  normal 
school. 

As  chairman  of  the  department  I  never  attempted  directly  to  supervise  the  independent 
work  of  the  other  full  professors  in  our  department.  Such  an  attempt  would  have  been  im- 
pertinent and  would  have  led  to  my  own  resignation  or  that  of  the  men  whom  I  attempted  to 
supervise. 

But  it  has  always  been  necessary  to  supervise  some  of  the  work  in  the  department. 

No  adequate  information  was  sought  by  Dr.  Allen  as  to  the  classes  where  supervision  is 
and  is  not  necessary. 

240 


Exhibit  2 


2.  Is  there  such  supervision? 


This  question  might  be  said  to  be  answered  in  this  section,  which  shows  that  there  is  a 
large  amount  of  supervision. 

But  a  little  study  of  the  table  and  statements  shows  that  no  attempt  has  been  made  to 
ascertain  whether  this  supervision  is  done  where  it  is  necessary.  As  pointed  out  in  the 
University  comment  on  section  1  of  this  exhibit,  the  noteworthy  fact  is  that  a  large  number  of 
profeesors  are  engaged  in  such  supervisory  work. 

3.  If  there  is  supervision,  how  is  it  conducted? 

This  question  is  not  answered  at  all. 

Apparently,  Dr.  Allen  did  not  make  any  effective  attempt  to  get  at  the  facts. 

Freshman  English  is  probably  the  course  in  which  supervision  is  most  necessar>'.  P'or  such 
supervision  there  is  a  well-organized  system,  which  has  been  worked  out  as  the  result  of 
experience.  Dr.  Allen  has  never  consulted  the  man  in  charge  of  this  work,  to  ascertain  what 
the  plan  of  supervision  is. 

I  cannot  state  positively  that  he  has  failed  to  consult  ail  the  other  men  who  have  im- 
portant duties  of  supervision,  but  I  can  state  that  many  have  not  been  consulted. 

4.  How  can  the  supervision  be  improved? 

This  question  is  not  answered;  yet  a  mass  of  data  could  easily  have  been  procured. 
Members  of  the  faculty  are  constantly  studying  this  question,  drawing  upon  the  experience 
of  their  colleagues  here  and  elsewhere. 

Conclusion 

This  section  again  is  an  indication  of  the  extent  to  which  Dr.  Allen  has  devoted  his  atten- 
tion to  figures  and  has  not  studied  the  actual  problems. 

(Signed)  D.  C.  MUXRO. 

Section  5 

Help  received  by  85  letters  and  science  instructors  from  president,  dean,  chair- 
men, and  faculty  members  in  charge  of  other  courses,  as  reported  by  85  in- 
structors 

Among  the  questions  asked  of  all  faculty  members  were  these:  About  how  many  personal 
interviews  regarding  your  courses  have  you  had  this  university  year  with  the  president,  with 
the  dean,  chairman,  etc.?  In  what  ways  has  your  professional  efficiency  been  atTected  and 
how  have  you  been  helped  in  dealing  with  students,  in  method  of  instruction  and  subject 
matter  by  the  president,  the  dean,  the  chairman,  etc?  Other  questions  asked  for  amount  of 
supervision  received  through  classroom  visits  and  other  means  of  supervision;  whether,  and 
how,  plan  for  courses  had  been  criticised;  hours  given  weekly  to  conferences  with  associates; 
difficulties  and  needs  interfering  with  instructors'  efficiency,  etc. 

Of  85  letters  and  science  faculty  members  of  the  rank  of  instructor  who  answered  the  ques- 
tionnaire, several  failed  to  answer  each  of  the  questions  involved  in  this  section,  thus  the  base 
will  differ  for  different  sections.  The  difference  between  85  and  the  base  used  for  each  ques- 
tion will  represent  the  total  of  those  who  failed  to  answer  or  who  answered  that  the  question 
did  not  applv  to  them. 

Of  77  answering  definitely,  77,  or  all,  said  they  had  had  no  interview  with  the  president 
regarding  courses;  64  of  78  answering  definitely  had  had  no  interview  with  the  dean;  10  of  51 
answering  definitely  had  had  no  interview  with  tin-  inslnictors  in  charge;  and  10  of  78  answer- 
ing definitely  had  had  no  interview  with  tlie  chairmen  regartiing  courses. 

Regarding  help  received  in  dealing  with  students,  courses  of  study,  instruction  and  improv- 
ing efficiency,  52  of  68  report  no  help  from  the  president;  15  of  67  report  no  help  from  the 
dean;  9  of  69  report  no  help  from  the  chairmen;  15  of  6!^  report  no  help  from  instructors  in 
charge. 

Of  hours  spent  weekly  in  conferences  with  associates  1  of  70  report  no  time  snent  in  con- 
ferences; 8  give  an  hour  a  week;  14  give  2  hours  a  week;  10  give  3  hours  a  week;  11  give  4 
hours  a  week;  5  give  5  hours  a  week;  and  18  give  more  than  5  hours  a  week. 

Among  difficulties  and  needs  said  to  be  interfering  witli  instructors"  efficiency  27  of  78 
report  that  there  is  nonsuch  interference  due  to  difficuUies  and  needs;  23  mention  inadequate 
facilities,  such  as  equipment,  laboratories,  rooms,  offices,  departjiiental  fuiuis.  library,  venti- 
lation, etc.;  4  mention  financial  worry,  limited  income;  1  overwork;  2  lack  of  proper  assistance 
and  cooperation;  6  lack  ot  time  for  reading,  for  study  and  research;  2  too  many  mterruptions, 
such  as  motorcycles  and  outside  disturbances;  9  lack  of  preparation  on  the  part  of  students, 
etc. 

241 
Sub.— 16 


Universitv'  Survey  Report 

It  is  suggested  that  steps  be  taken  to  insure  current  frank  statements  by  faculty  members 
of  all  ranks  as  to  difTiculties  which  interfere  with  efTiciencv — these  statements  to  reach  not 
merely  their  colleagues  or  superior  ofTicers  but  administrative  officers  and  regents. 

Personal  interv-iews  with  the  dean  are  reported  by  14  of  71  answering;  4  indicate  that  the 
interviews  had  to  do  with  other  subjects  than  their  courses;  7  interviewed  the  dean  once 
during  the  vear;  3  interviewed  the  dean  twice;  1  three  times;  1  four  times. 

Of  inter\'iews  with  chairmen  10  of  77  report  no  interviews,  21  from  1  to  5;  5  from  6  to  10; 
3  from  11  to  15;  in  these  totals,  however,  the  answer  "indefinite"  is  interpreted  to  mean 
"several"  (of  which  there  are  8)  and  is  counted  under  6  to  10  and  the  term  "many"  (of  which 
there  are  24)  is  counted  under  11  to  15.  This  is  of  course  a  mere  hazard  for  these  terms  might 
mean  50  or  3  as  well  as  5  or  10. 

No  interviews  with  the  instructor  in  charge  of  courses  are  reported  by  10  of  41  who  give 
information  in  answer  to  this  question.  It  is  not  certain  that  every  instructor,  writing  that 
he  had  not  been  interviewed  regarding  his  work  by  the  person  in  charge  of  his  course,  was 
giving  a  course  over  which  some  other  faculty  member  had  charge.  Of  these  10  one  reports 
no  visits  to  classes  either  by  chairmen  or  other  members  of  their  department.  Others  were 
visited  from  1  to  6  times  by  the  chairmen  and  from  1  to  5  times  by  other  members  of  the 
department. 

While  38  of  85  instructors  report  visits  to  their  classrooms,  14  report  from  1  to  5.  A  few 
others  say  "several,"  and  14  say  "many."  Of  44  out  of  85  instructors  who  report  visits  to 
classes  by  other  members  of  department  than  chairmen,  19  report  from  1  to  5,  while  one  says 
"several"  and  15  say  "many." 


UNIVERSITY  COMMENT  ON  ALLEN  EXHIBIT  2,  SECTION  5,  ENTITLED  "HELP 

RECEIVED    BY    85    LETTERS    AND    SCIENCE    INSTRUCTORS    FROM 

PRESIDENT,  DEAN,  CHAIRMEN  AND  FACULTY  MEMBERS.    .    ." 

Section  5  of  exhibit  2  is  almost  wholly  statistical.  The  statistics  are  presented  in  such  a 
way  as  to  convey  little  that  is  intelligible.  A  college  executive  or  department  chairman  looks 
in  vain  to  these  statistics  for  suggestions  as  to  this  part  of  the  work  of  college  or  department. 
The  exhibit  fails  to  handle  its  statistics  with  sufficient  intelligence. 

No  hint  is  given  of  length  of  service  or  kind  of  work  of  the  instructors,  and  such  infor- 
mation is  necessary  for  the  understanding  of  the  statistics.  For  instance,  10  of  41  instructors 
report  "no  interviews  with  instructors  in  charge  of  courses."  But  who  were  the  10  instructors? 
Were  they  giving  courses  for  which  interviews  were  desirable?  How  long  had  they  been 
teaching?'  If  1913-14  was  their  first  year,  then  the  omission  of  interviews  calls  for  explana- 
tion. But  if  they  were  in  their  fourth  or  fifth  year  of  service  and  continuing  work  in  which 
they  had  been  tested,  there  might  well  have  been  no  occasion  for  interviews,  unless  something 
occurred  out  of  the  ordinary. 

About  40%  of  the  instructors  were  in  their  third  or  later  year  of  university  service  in 
1913-14  and  presumably  needed  no  "help"  and  but  little  "counsel"  except  in  unusual  cases. 
This  help,  if  needed,  any  instructor  would  naturally  receive  from  his  department.  He  would 
come  to  the  dean  or  president  only  on  an  unusual  occasion.  He  would  not  be  likely  to  inter- 
view either  "regarding  courses;"  he  would  bring  to  the  dean  a  question  regarding  special 
difficulty  or  need. 

The  most  important  topic  treated  in  the  exhibit  is  that  of  the  amount  of  help  and  super- 
vision received  by  the  instructor  by  "interviews"  and  "visits."  This  is  a  subject  on  which 
properly  handled  statistics  might  throw  light.  If  it  were  shown,  for  instance,  that  the  older 
and  experienced  instructors  report  little,  or  no,  supervision,  while  new-comers  report  more,  it 
would  be  clear  that  the  university  is,  in  general,  handling  the  problem  of  supervision  rightly. 
A  table  correlating  length  of  service  and  help  reported  would  show  such  facts  at  a  glance,  not 
in  a  final  way  but  at  least  in  a  way  to  suggest  possible  inquiry.     But  no  such  table  is  given. 

A  similar  question  arises  regarding  departments,  for  whose  answer  the  reader  of  this 
section  will  look  in  vain.  How  do  the  large  departments  whose  work  is  similar  compare  in 
this  matter?  English,  German,  Romance  languages  are  similar  departments  with  similar 
problems.  Physics,  chemistry,  and  biology  are  comparable,  but  difTerent  from  the  first 
group.  The  daily  companionship  of  instructor  and  professor  in  the  laboratory  makes  the 
problem  of  supervision  of  science  teaching  different  from  that  in  a  department  whose  work  is 
done  largely  in  the  recitation  room.  The  problems  of  history  and  political  economy  are  in  a 
third  class,  and  that  of  history  is  difTerent  from  that  of  political  economy  on  account  of  its 
large  number  of  freshman  stuclents. 

Thus  if  correlation  tables  had  been  provided  and  if  there  had  been  shown  the  methods  of 
supervision  and  help  employed  by  the  large  departments  which  have  to  meet  this  problem, 
this  exhibit  might  have  been  valuable  to  a  college  administrator,  or  to  any  one  who  under- 
stands the  problems  of  college  work.  As  it  stands,  the  exhibit  gives  no  help  or  information 
to  such  a  person.  Dr.  Allen  had  all  this  information  at  hand  but  did  hot  choose  to  or  could 
not  use  it. 

It  is,  however,  only  fair  to  Dr.  Allen  to  say  that  the  exhibit  is  right,  according  to  his 
theories.  His  fundamental  principle  of  college  government  is  that  a  university  teacher  is  a 
person  who,  most  of  all,  must  be  "helped,"  "directed,"  and  "supervised"  at  every  stage  of 

242 


Exhibit  2 

work  and  life,  and  especially  in  his  youth.  Therefore,  if  "10  out  of  41  instructors"  reported 
"no  interviews,"  this  is,  for  him,  evidence,  not  only  presumptive  but  conclusive,  of  dereliction 
of  duty  on  the  part  of  the  natural  "supervisors"  of  the  10.  He  utterly  rejects  the  basal  prin- 
ciple by  which  every  great  university  has  grown  into  strength — that  no  "help"  or  "super- 
vision" must  be  given  to  teacher  or  student  beyond  that  necessary  to  place  him  on  his  feet. 
Every  university  administrator  will  say  that  a  university  in  leading  strings  is  an  unthinkable 
contradiction  in  terms.     But  that  kind  of  university  is  what  Dr.  Allen  wants. 

(Signed)  E.  A.  BIRGE. 


Section  6 

SUMMARY  OF  REPLIES  MADE  BY  DEPARTMENT  CHAIRMEN  TO  QUESTIONS 
ASKED  BY  THE  UNIVERSITY  SURVEY 

l.^How  many  new  instructors  have  you  in  your  department  this  school  year? 

Nine  departments  reported  none;  6  reported  1;  4  reported  2;  3  reported  3;  3  reported  4; 
1  reported  5;  1  reported  7;  1  reported  9. 

2.  Please  give  their  names  and  the  number  of  times  their  classroom  work  has  been 
examined  this  school  year,  distinguishing  please  between  visits  by  the  chair- 
man and  visits  by  other  members  representing  the  department 

One^chairman  reported  that  one  instructor  had  been  visited  30  times  at  beginning  of 
year,  and  once  a  week  since  (whether  by  himself  or  his  representative  is  not  specified); 
another  reported  that  he  "visits  all  departments  ever\'  day";  another,  monthly  by 
chairman,  "weekly  or  even  daily"  by  his  representative;  two  chairmen  reported  that 
they  visited  new  instructors  daily;  another,  "frequently";  another,  "occasionally" 
by  chairman,  and  "continually"  by  representative;  one  chairman  reported  that  he 
visited  one  new  instructor  8  times,  another  6  times,  another  4  times,  another  not  at 
all;  8  chairmen  reported  that  they  had  not  visited  new  instructors  at  all,  in  one  case 
new  instructors  having  been  visited  by  three  other  members  of  the  department;  2 
chairmen  reported  having  visited  new  instructors  twice — in  one  case  new  instructors 
had  been  visited  by  other  members  of  the  department  "several  times";  one  chairman 
reported  "five  or  six"  visits  to  new  instructors;  two  chairmen  did  not  answer  this 
question;  one  chairman  answered  it  indefinitely. 

(Only  those  chairmen  who  reported  one  or  more  new  instructors  are  considered  in 
the  tabulation  of  this  question.) 


3.'  Is  there  at  present  a  prejudice  among  instructors  in  your  department  against 
visits  by  the  chairman?      By  other  members? 

Fifteen  chairmen  reported  unqualifiedly  no  prejudice  by  the  chairman;  18  reported 
unqualifiedly  no  prejudice  against  other  members  of  the  department.  Other  typical 
answers: 

I  do  not  know — in  both  cases  (1). 

Not  that  I  know  of — in  case  of  chairman  (6). 

None  whatever — in  case  of  chairman  (1). 

None  whatever — in  both  cases  (1). 

I  think  not — in  both  cases  (2). 

Not  at  all,  so  far  as  I  know — in  case  of  chairman  (1). 

No,  so  far  as  I  know — in  case  of  others  (1). 

I  think  there  is  not  a  prejudice,  but  it  is  not  generally  followed — in  both  cases  (1). 

Have  heard  no  prejudices  expressed — in  both  cases  (1). 

Not  the  slightest  prejudice — in  both  cases  (1). 

I  know  of  no  such  prejudice each  individual  responsible  for  instruction  has 

been  allowed  the  largest  freedom  (1). 
I  know  of  no  such  prejudice — in  both  cases  (1) 

243 


University  Survey  Report 

.  (a)  What,  if  any,  inherent  disadvantages  are  there  in  faculty  supervision  of  class- 
room instruction?  (b)  What  not  inherent,  but  probable  disadvantages  are 
there?  (c)  What  inherent  advantages  are  there?  (d)  What  not  inherent, 
but  possible  advantages  are  there? 

Answers  to  (a): 

10  reply  unqualifiedly  "No." 
Other  typical  answers: 

For  those  of  professorial  rank  it  is  "unnecessary  and  impertinent."     With  regard  to  new 

instructors  some  supervision  "would  have  decided  advantages No  uniform 

practice  could  be  adopted." 

Inspection  by  chairman  would  not  add  materially  to  efTiciency  of  instructor. 

To  be  of  value,  the  inspections  must  be  frequent;  this  is  undesirable  since  it  would  have 
a  constraining  influence  on  both  student  and  instructor.  Considerable  good  might 
result  if  instructor  felt  sure  that  inspection  was  not  for  purpose  of  faultfinding  but  to 
help. 

Not  always  necessary.  Inexperienced  instructors  should  be  visited  frequently  at  first — • 
should  be  discontinued  as  soon  as  possible,  some  other  form  of  supervision  being  sub- 
stituted. 

May  dull  initiative,  making  him  dependent  on  department  head. 

Each  teacher  does  w^ork  best  in  his  own  way. 

Embarrassment  of  instructor;  erroneous  impression  arrived  at  unless  visits  are  very 

frequent. 
Prefer  personal  conferences. 

Not  necessary — mortifying  to  instructor.  » 

Would  fail  if  not  systematic  and  helpful. 

None  that  I  think  of. 

None  that  I  know  of  (I  do  not  know). 

Results  negative. 

Possible  domination  or  even  coercion. 

Lack  of  naturalness,  possibly. 

If  properly  conducted,  none. 

The  faculty  is  not  qualified  to  do  so. 

Conflict  of  hours. 

[Four  did  not  answer  this  section.] 

Answers  to  (b): 

Lack  of  confidence  of  students  in  instructor  if  they  feel  that  his  work  is  in  need  of  in- 
spection. 
May  interfere  with  initiative. 
Distraction  of  students,  lack  of  freedom. 
Unnatural  teaching. 
Confusion  only. 

Apt  to  kill  all  originality. 

Students  may  get  wrong  impression  of  purpose  of  inspection. 

Some  good  instructors  object  to  inspection. 

jVIight  remove  the  stimulus  which  comes  from  sense  of  responsibility  and  initiative. 

The  faculty  is  not  qualified  to  do  so. 

None,  if  the  supervisor  knows  his  business. 

None,  except  that  it  takes  time  and  therefore  involves  expense. 

I  don't  know. 

Three  reply  unqualifiedly  "No." 

[Five  did  not  answer  this  section.] 

Answ'ers  to  (c): 

Criticism  and  advice. 

Protects  students  by  making  certain  that  the  material  used  by  instructors  is  based  upon 

sound  reasoning  and  authentic  facts. 
Suggestions  as  to  methods. 

Supervision  is  absolutely  essential  in  mathematics. 
Knowledge  of  character  of  teaching  and  possibility  of  assisting  instructor  to  make  his 

teaching  more  effective. 

244 


Exhibit  2         ' 

Coordination  of  work  in  some  cases. 

If  properly  done,  instructor  is  aided  and  students  lienefited. 

Probably  instructors  would  feel  their  responsibilities  somewhat  more  than  now. 

I  think  only  of  the  obvious  one  of  seeing  the  instructor  at  work. 

Right  kind  of  supervision  should  lead  to  feeling  of  interest  and  cooperation. 

Inexperienced  instructor  should  not  be  permitted  to  make  mistakes  that  can  be  avoided 
by  visits  to  his  classes.  Classroom  supervision  should  result  in  better  instruction,  if 
conducted  properly. 

Uniform  standards  in  method,  content  and  result. 

But  few  that  cannot  better  be  obtained  by  conference. 

I  can  see  none.  "University  work  is  not  like  high  school  work  which  everv'one  is 
supposed  to  be  familiar  with." 

Two  reply  "None." 

[Eight  did  not  answer  this  section.] 

Answers  to  (d): 

May  correct  blunders  in  method. 

But  few  to  offset  the  possible  embarrassment  of  the  timid  instructor.     Each  instructor 

can  best  work  out  his  own  method;  but  I  want  many  conferences  with  him  outside. 
Complete  understanding  between  chairman  and  instructor  in  study  of  student  and  best 

method  to  reach  him. 
As  a  rule  results  in  better  instruction,  when  instructor  needs  suggestions. 

Giving  instructions  as  result  of  methods  employed. 

Improvement  in  character  of  instruction. 

Suggestions  as  to  method. 

When  instructor  desires  friendly  criticism  he  will  welcome  such  a  visit  from  his  superior 

and  get  benefit  of  advice. 
Criticism  and  advice. 

Better  understanding  of  one  another  and  of  individual  students. 
It  seems  to  me  to  be  better  to  talk  over  the  work  and  methods  outside  of  classroom, 

and  then  to  judge  by  results. 
One  replied  "None,"  with  no  comment. 
One  replied,  "None.     I  very  strongly  object  to  visiting  classes  by  other  teachers  in  the 

department." 
[Eleven  did  not  answer  this  section]. 


5.   What  plan  have  you,  as  a  department,  for  assisting  the  new  instructor  to  (a) 
acquaint  himself;  (b)  discover  difficulties  peculiar  to  his  class  or  to  himself? 

Answers  to  (a): 

Conferences — frequent. 

Weekly  conferences  concerning  the  content  of  course  and  methods  of  instruction.     No 

new  instructor  ever  has  full  charge  of  course  or  section. 
By  working  with  him. 
Keeping  in  close  touch  with  him  in  all  phases  of  his  activity. 

Consultation. 

At  beginning  of  year  chairman  holds  meeting  with  all  instructors  and  tells  them  what  is 

expected  of  them. 
By  close  supervision. 

Instructors  may  confer  as  often  as  they  wish. 
Try  to  make  him  feel  that  he  is  free  to  develop  and  that  we  are  there  to  help  him. 

At  beginning  of  school  year,  general  review  of  whole  course  with  instructor;  methods  and 
scope  of  work  discussed  currently  in  weekly  departmental  meetings. 

Informal  discussions  by  department  of  instructional  work,  final  grades,  quiz  papers, 
examination  papers,  etc.     Instructor  is  free  to  consult  his  fellows. 

Double  advisory  and  supervisory  scheme. 

Discussion  of  problems;  urged  to  visit  quiz  sections  of  other  men  doing  same  work. 

Personal  conferences. 

Weekly  group  conferences. 

Frequent  personal  consultations  and  strong  feeling  of  team  work  throughout  the  depart- 
ment. 

Requested  to  visit  classes  of  older  members  of  department  before  he  takes  charge  of 
class  of  his  own. 

By  telling  him  beforehand  about  general  conditions,  traditions,  etc. 

245 


Universit\'  Survey  Report 

Weekly  group  conferences  and  constant  individual  discussions. 

Special  attention  to  new  instructors  in  departmental  meetings,  which  are  partly  social. 

No  definite  plan:  (1)  "Work  is  talked  over  and  suggestions  offered  from  time  to  time 
as  occasion  arises:"  (2)  four  main  divisions  within  department  are  each  in  charge  of  an 
individual  "who  is  independent  so  far  as  the  content  and  method  of  his  instruction  is 
concerned "  In  case  of  one  division,  chairman  has  given  "considerable  over- 
sight to  the  organization  and  content  of  the  course;  this  without  going  into  the  class- 
room. I  have  not  visited  the  classrooms  to  any  considerable  extent  because  of  the 
general  university  tradition  which  does  not  favor  such  oversight 

No  plan  (3) — in  one  case  because  of  small  size  of  department. 

Answers  to  (b): 

Chairman  consults  and  advises. 

Conferences,  meetings,  committee  meetings,  visiting  classes. 

Weekly  conferences  and  constant  individual  discussions. 

Frequent  visits. 

Visits  to  classes  of  older  members. 

Frequent  personal  consultations. 

Visits  by  chairman  to  class  and  conferences. 

Almost  daily  contact  with  him  in  his  work. 

By  talking  the  matter  over  with  him  afterwards. 

ElTort  made  to  find  peculiar  difficulties  with  certain  students  and  an  effort  made  to  help 

the  instructor  adjust  himself  to  the  circumstances. 
Close  cooperation  in  planning  and  acting. 
Informal  discussions. 
Instructors  report  difTiculties  at  weekly  department  meetings — discussion  removes  difTi- 

culties. 

Place  responsibility  and  discuss  results.     , 

Weekly  conference  (not  with  chairman). 

Frequent  conferences: 

Watching  and  examining  work  done  by  students. 

Keeping  in  close  touch  with  instructor  in  all  phases  of  his  work. 

By  working  with  him. 

Weekly  conferences. 

Advice  based  on  work  done  in  graduate  seminary — -"It  has  worked  better  than  visiting — 

I  gave  up  visiting  long  ago." 
Conversation  about  his  work  and  the  best  way  to  make  it  effective. 

Two  report  no  definite  plan. 

Two  report  no  plan 

[Six  did  not  answer  this  section.] 


6.  Have  you  suggestions  as  to  steps  which  might  be  taken  by  your  department  or 
by  the  university  as  a  whole  to  secure  prompter  detection  of  instruction  that 
is  not  efficient  enough,  and  of  instructors  who  would  benefit  from  having 
their  work  analyzed  for  strong  and  weak  points? 

Inspection  by  chairman  or  other  older  member  of  department;  conferences  of  new  in- 
structors doing  similar  work. 

Careful  examination  and  criticism  by  the  department  of  the  syllabus  of  each  course. 

Visiting  classes  and  frequent  conferences  with  instructors. 

Talking  over  work  with  assistants,  supervising  marks,  etc.  (Visiting  classes  is  a  hin- 
drance.) 

Weekly  conferences  (as  practiced)  meet  the  needs. 

Personal  contact  between  chairman  and  instructor  at  frequent  intervals. 

Each  instructor's  work  should  be  carefully  supervised,  but  the  classroom  supervision 

should  be  reduced  to  a  minimum. 
Actual  steady  inspection  of  classroom  work  (but  I  do  not  approve  of  this  plan). 
Plans  being  developed  for  use  in  Wisconsin  high  school — more  practice  teaching,  sane 

supervision  by  chairman  and  principal. 

More  time  devoted  by  more  men  to  work;  less  emphasis  upon  hearsay  obtained  from 

student  body. 
Our  organization  is  sufficient.     We  could  learn  much  from  other  departments,  however. 
Frequent  visits  by  chairman  or  deans  and  perhaps  by  conferences  with  students. 

246 


Exhibit  2 

If  professors  in  charge  are  strong  and  efTicient  there  is  usually  no  difRculty  about  assis- 
tants. 

Supervision  by  classroom  visits  not  always  necessary- — in  fact  in  many  cases  does  more 
harm  than  good. 

Inefficiency  is  quickly  and  easily  detected. 

Inefficiency  is  detected  by  visits  of  chairman. 

I  know  of  no  more  efficient  methods  than  we  are  using. 

I  have  nothing  new  to  suggest. 

'No.  We  have  had  no  difficulty.  A  man's  temperament  decides  his  method  of  teaching. 
Different  men  may  differ  widely  in  their  methods  and  all  may  be  good.  I  always  want 
to  emphasize  the  individuality  of  an  instructor." 

No — problem  is  easy,  due  to  small  size  of  department. 

Eight  replied  "No,"  without  comment. 
Four  did  not  answer. 


7.  How  many  persons  are  giving  instruction  in  your  department  (a)  who  are  effi- 
cient neither  in  instruction  nor  research;  (b)  who  are  not  efficient  in  in.struc- 
tion,  but  are  effective  in  directing  research;  (c)  who  are  ineffective  in  direct- 
ing research  but  efficient  as  instructors;  (d)  who  are  efficient  in  neither 
instruction  nor  research;  but  are  valuable  assets  because  of  their  personal 
relations  with  students? 

Answers  to  (a): 

The  four  student  assistants  could  scarcely  be  called  efficient  in  research  although  all 
have  a  scientific  spirit  and  are  efficient  in  the  work  entrusted  to  them. 

This  department  is  not  at  present  engaged  in  research.  The  work  of  the  instructional 
force  is  satisfactory. 

One  who  will  not  be  with  us  next  year. 

We  undoubtedly  have,  and  I  believe  should  have,  quite  different  types  w;hose  chief 
strength  may  lie,  some  in  more  elementary  instruction,  some  in  advanced  instruction 
and  research,  and  some  whose  work  is  greatly  strengthened  in  these  respects  by  their 
personal  relations  with  students. 

The  work  of  the  instructors  is  satisfactory  in  everj^  respect. 

All  our  instructors  are  chosen  because  of  their  ability  both  in  classroom  and  in  research. 

It  is  our  view  that  no  man  can  be  successful  in  the  classroom  unless  he  has  some  ability 
in  research.  I  have  not  known  in  our  department  of  any  instructor  efiicient  in  re- 
search who  has  been  a  failure  in  the  classroom. 

Some  are  stronger  in  research  than  others. 

Efficient  in  both  respects. 

Possibly  one. 

Twenty-one  reported  unqualifiedly  "None." 

Answers  to  (b): 

All  are  efficient  instructors.     None  have  been  devoting  any  time  to  research  work. 
Little  real  research  as  usually  defined. 
Twenty-one  reported  unqualifiedly  "None." 
[Two  did  not  answer  this  section.] 

Answers  to  (c): 

None  except  student  assistants. 

All  are  not  expected  to  direct  research. 

None — no  research  in  my  department. 

Four,  including  instructors. 

The  instructors  and  assistants  are  not  as  a  rule  qualified  to  direct  research,  neither  are 

they  engaged  for  this  purpose. 
About  six. 
Assistants  are  not  supposed  to  direct  research. 

None,  but  four  persons  have  not  had  opportunity  to  direct  research  and  are  therefore 

not  "sized  up"  in  this  regard. 
Nearly  all — instructors  in  this  department  are  not  trained  as  teachers  before  coming 

here — they  are  craftsmen. 

247 


University  Survey  Report 

All  but  possibly  one. 

None  of  the  members  of  this  department  have  been  doing  research  unless  a  study  of  the 
best  methods  of  presenting  the  subject  matter  of  a  course  is  considered  as  research. 
Twelve  reported  unqualifiedly  "None." 
(Two  did  not  answer  this  section.] 

Answers  to  (d): 

None.  The  ability  to  give  practical  training  in  writing — that  is,  to  give  helpful  personal 
criticism  to  the  student  in  regard  to  his  written  work — rather  than  the  ability  to  carry 
on  direct  research  work,  is  the  most  important  qualification  for  the  successful  instruc- 
tor in  this  department.  The  only  instructor  in  this  department  possesses  this  quali- 
fication. 

Principal  energies  of  the  department  are  directed  to  teaching. 

Because  of  small  number  of  students  we  have  exceptional  opportunity  of  close  personal 
contact. 

I  recognize  that  there  are  various  degrees  of  efficiency  but  consider  that  for  the  salaries 
available  we  are  doing  quite  well. 

None.  Research  bulks  less  large  in  my  mind  than  good  teaching  quality.  I  think 
teachers  in  this  department  compare  favorably  with  any  department  of  the  uni- 
versity— we  all  do  some  research. 

Seventeen  reported  unqualifiedly  "None." 
[Three  did  not  answer  this  section.] 

[Two  answered  none  of  the  sections  of  this  question.] 

8.  Do  you  consider  that  when  the  university  is  free  to  choose  new  faculty  members, 
it  should  refuse  permanent  appointment  to  those  who  are  not  proved  effi- 
cient as  both  instructors  and  directors  of  research? 

Yes,  as  a  general  proposition.  Possible  exceptions:  Good  instructors  not  strong  in 
research  may  be  of  value  in  elementary  work,  if  this  must  be  given  at  the  university; 
men  not  good  in  elementary  instruction  may,  if  very  gifted,  be  needed  in  very  impor- 
tant lines  of  investigation. 

No,  if  they  are  remarkable  teachers. 

Do  not  want  all  instructors  to  be  efficient  research  men. 

Instructional  ability  the  first  qualification — research  ability  very  desirable.     University 

should  support  some  positions  where  research  is  the  prime  or  only  requisite. 
Not  necessarily.     Good  teachers  only  are  sometimes  needed  rather  than  leaders  in 

research. 
Yes,  provided  both  are  wanted  in  that  instructor. 
No,  any  really  great  teacher  could  worthily  be  called  here. 
They  should  be  good  live  teachers,  which  means  that  they  should  have  the  power  of 

independent  thought.     This  means  research. 

No.     First  class  instruction  should  be  worthy  of  a  permanent  appointment. 

Not  necessarily.     Conditions  may  arise  where  the  university  needs  to  employ  persons 

who  are  themselves  efficient  in  research  but  not  efficient  in  directing  it,  nor  effective 

in  instructing. 
No.     Both  good  instruction  and  good  research  men  needed.     Combination  not  usually 

found. 
Must  be  efficient  either  in  instruction  or  research  to  have  a  claim  for  reappointment. 
No,  efficiency  as  directors  of  research  not  necessary. 

It  would  well  repay  the  university  and  the  state  to  have  a  staff  of  research  men  even  if 
they  were  not  teachers. 

Ideal  would  be  to  appoint  only  those  proved  efficient  in  both  lines — this  would  necessi- 
tate higher  initial  salary. 

Depends  on  what  kind  of  work  he  is  to  do. 

Yes,  especially  of  professorial  rank. 

Not  necessarily.     University  needs  many  men  whose  main  interest  is  teaching  rather 

than  research — also  needs  men  competent  in  research. 
Preference  should  be  given  to  those  proficient  in  both — often  place  for  the  excellent 

teacher  whatever  his  research  ability  may  be. 
Efficiency  of  this  kind  may  justify  appointment. 
Six  answered  "Yes." 
Four  answered  "No." 
[Two  did  not  answer.] 

248 


Exhibit  2 

10.  Are  you  able  in  your  department  to  select  instructors  for  courses  in  the  train- 
ing of  teachers  for  their  efficiency  in  struction? 

Yes,  in  so  far  as  the  limited  salaries  paid  instructors  and  assistants  permit. 
But  little  to  do  with  the  training  of  teachers. 
Choice  limited  to  two  men. 
Usually  within  salary  limits. 

Do  not  know.     I  have  been  asked  to  give  this  course  and  am  at  present  giving  it. 
Yes,  this  is  the  primary  requirement. 

Only  one  course  given  by  chairman  "because  of  lack  of  one  with  more  time  to  give  a 
special  course." 

Six  say  this  question  "does  not  apply"  to  their  department. 
Four  say  department  gives  no  training  course  for  teachers. 
Twelve  answer  "Yes." 
[Four  did  not  answer.] 


11.  (a)  Has  your  department  defined  what  constitutes  efficient  instruction?  (b) 
May  we  see  such  definition?  (c)  or,  if  there  is  no  official  definition,  will  it  be 
possible  to  secure  one  in  behalf  of  the  department  for  the  university  survey? 

Answers  to  (a): 

Not  in  writing. 

Has  not  been  able  to  frame  a  good  definition. 

No  attempt  has  been  made  to  define  efficient  instruction. 

Difficult  to  decide  definitely  whether  desired  results  are  attained. 

No  official  definition. 

No  formal  definition. 

Nothing  has  been  formulated. 

Yes,  informally. 

No  official  definition  agreed  upon. 

Not  in  written  form,  but  we  have  definite  ideas. 

Up  to  present  time  have  not  attempted  to  form  such  a  definition. 

Has  not  been  defined. 

No  concise  definition  once  and  for  all— every  bulletin  of  instruction  to  various  instructors 

is  part  of  such  definition — brief,  confined  to  most  important  points  only — lack  of 

time  prevents  department  from  doing  everything  . 
Onlv  by  results  shown. 
No  "such  definition  formulated  in  words — rather  difficult  if  not  quite  unnecessary  to 

do  so. 

Two  say  question  "does  not  apply"  to  their  department. 
Ten  answered  "No." 
Two  reply  "Yes." 

Answers  to  (b)  and  (c) : 

We  consider  our  instruction  as  efficient  when  the  average  student  can  intelligently  and 
correctly  apply  the  principles  outlined  in  a  course  to  the  solution  of  practical  problems. 

(a)  Mental  development  of  the  student;  (b)  training  to  get  information  from  original 
sources; — this  implies  that  the  instructor  inspires  the  student  to  do  more  than  is 
required;  (c)  development  of  judgment  in  applying  information  and  principles- 
resourcefulness. 

EflJicient  instruction  varies  with  the  individuality  of  the  different  professors.  We  look 
for  thoroughness,  efficiency,  enthusiasm,  ability  to  inspire  the  students  to  work,  and 
results  that  show  by  their  records  after  leaving  school. 

Results  of  final  examinations  give  some  indication — no  method  to  measure  in  a  cut  and 
dried  manner  the  efficiencv  of  the  instructor;  the  estimate  that  the  students  them- 
selves place  upon  his  instruction  and  also  the  manner  in  which  he  goes  about  his  task. 

One-third  of  the  class  should  stand  S.'i  or  better,  and  the  work  should  be  such  as  we 
generally  produce. 

To  know  and  love  your  subject  and  be  able  clearly  to  present  it  is  my  idea  of  efficient 
instruction. 

249 


UxivERSiTV  Survey  Report 

To  me,  enicienl  teaching  is  good  teaching.  I  object  to  the  word  efficient  on  account  of 
its  implications. 

Good  teaching  is  teaching  which  imparts  instruction  and  awakens  scientific  interest.  It 
varies  more  or  less  according  to  the  proficiency  of  the  student. 

For  beginners,  thorough  acquaintance  with  some  textbook  is  desirable.  "Beware  of 
the  man  of  one  book,"  is  a  good  motto.  When  I  taught  Mill's  Political  Econonvj 
to  a  beginning  class,  I  told  the  students  that  they  must  first  of  all  master  Mill  and  then 
they  could  criticise  him;  that  they  must  not  reverse  the  process.  Thoroughness  and 
accuracy  arc  points  of  great  importance  in  good  teaching.  In  undergraduate  work, 
each  course  should  be  mapped  out  carefully  and  a  predetermined  field  of  work  covered 
in  the  allotted  time. 

For  graduate  work  good  teaching  means  exhaustive  work — pushing  topics  to  the  bounds 
of  known  knowledge  and  trying  to  go  at  least  a  little  beyond  what  has  been  attained, 
if  possible.  Topics  should  not  be  dropped,  while  their  discussion  is  still  fruitful.  The 
powers  of  the  members  of  the  class  should  be  tested  and  developed.  Original  power  is 
to  be  highly  \  alued  and  suggestions  should  be  left  in  the  minds  of  the  students  for 
subsequent  fructification.  Those  suggestions  are  like  seed.  The  great  teacher  will 
plant  seeds  which  will  continue  to  bear  fruit  during  the  lifetime  of  many  a  student; 
his  teaching  will  be  more  and  more  appreciated/as  time  goes  on.  It  will  happen  at 
times  that  three  or  four  years  after  an  advanced  student  has  left  his  teacher  he  will 
awaken  to  a  new  appreciation  of  his  instructor. 

12.  Need  instruction  as  such  be  as  efficient  in  the  university  as  in  secondary  schools? 

Yes,  by  all  means. 
More  efficient. 
Perhaps  not. 

Different  Jjut  ought  to  be  efficient. 

"Efficient'  is  a  vague  term.  It  requires  more  training  and  more  exceptional  talent  to 
teach  younger  pupils. 

Yes,  but  not  necessarily  with  equal  stress  on  the  same  methods  and  content. 

Yes,  but  it  may  well  be  of  a  different  nature.     The  university  is  not  a  glorified  high 

school. 
Certainly. 
Yes,  but  if  efficiency  means  spending  a  great  deal  of  time  with  each  student,  I  should 

say  no. 

Should  be  more  efficient. 

Should  be  of  highest  degree  of  efficiency  obtainable. 

Quite  as  much. 

Early  undergraduate — yes;  upperclassmen  and  graduate  students — no. 

Let  us  hope  that  it  is  far  better. 

Should  be  better,  if  anything,  in  the  universHy. 

Yes,  but  it  must  be  individual,  free  and  not  deadened  by  formalism.     No  two  men  ought 

to  teach  alike. 
Depends  on  subject  and  class. 
Yes,  but  different. 
It  would  be  desirable  to  have  it  better  than  it  actually  is  in  the  secondary  schools. 

Perhaps  it  is. 
Yes,  but  more  should  be  expected  in  the  way  of  independent  work  on  the  part  of  students. 

Ten  replied,  "Yes" 
[Three  did  not  answer.] 

13.  Would  you  for  your  department  be  interested  in  visiting,  or  having  a  representa- 

tive visit,  different  classes  in  your  department  with  representatives  of  the 
university  survey? 

We  are  always  glad  to  have  visitors  who  are  really  interested  in  our  work. 

Not  interested  but  willing  if  called  on. 

Yes,  if  they  did  it  in  such  a  way  as  not  to  disturb  the  class. 

No  objections  whatever. 

Our  classes  are  always  open  to  inspection. 

No,  because  visiting  classes  hinders  instructors. 
The  privilege  of  visiting  our  classes  is  taken  advantage  of  by  many. 
We  should  welcome  such  visits. 

Yes,  if  by  a  university  teacher  or  one  who  has  kept  abreast  of  the  subject  under  inspec- 
tion. 

250 


Exhibit  2 

Pleased  lo  do  so. 

This  has  already  been  done. 

By  all  means. 

Gladly. 

Perfectly  satisfactory. 

No,  although  the  classes  will  be  cheerfully  opened  to  any  representatives  of  the  survev 

No  objection. 

Certainly. 

No  objection  if  person  is  competent  to  pass  on  work. 

Yes,  but  because  of  technical  character  of  work  little  will  be  gained. 

Not  the  least  objection  if  survey  thinks  it  profitable. 

Eight  replied  "Yes." 
[One  did  not  answer.] 


UNIVERSITY   COMMENT  UPON   ALLEN  EXHIBIT  2,   SECTION  6,   ENTITLED 

"SUMMARY   OF  REPLIES  MADE  BY   DEPARTMENT   CHAIRMEN  TO 

QUESTIONS   ASKED   BY   THE   UNIVERSITY   SURVEY" 

Dr.  Allen  sent  two  questionnaires  containing  69  questions  to  the  department  chairmen. 

Of  these  69  he  discards  57,  or  over  80  per  cent,  and  gives  the  replies  to  the  other  12  here. 

The  questions  were  prepared  by  Dr.  Allen  without  taking  the  advice  of  anyone  familiar 
with  the  matters,  and  were  not  well  chosen  or  suitably  framed.  Consequently  they  did  not 
bring  out  the  points  which  are  essential  to  an  understanding  of  the  problems. 

Dean  Birge  foresaw  this,  and  attempted  to  assist  Dr.  Allen  to  get  better  results  by  sending 
him  the  following  memorandum: 

"Memorandum  for  Mr.  Allen  from  Dean  Birge. 

"I  respond  as  follows  to  your  request  for  suggestions  as  to  the  questionnaire  submitted  on 
Wednesday  to  the  meeting  of  chairmen  of  departments: 

"I.     The  questions  for  chairmen  only. 

"1.  I  call  your  attention  to  the  fact  that  you  did  not  discuss  with  me  in  advance  the  nature 
and  scope  of  the  questionnaire  to  be  submitted  to  the  chairmen.  This  is  not  stated  as  a 
criticism,  either  expressed  or  implied,  but  as  a  reason  why  the  suggestions  which  I  now 
offer  were  not  given  in  advance  of  Wednesday's  meeting. 

"2.  Questions  1-19.  Departmental  meetings.  These  questions — requiring  thirty-five 
answers — all  refer  to  an  elaborate  and  formal  type  of  meeting  impossible  in  most  uni- 
versity departments,  and  rarely,  if  ever,  held  in  any.  No  questions  relate  to  meetings 
of  any  other  type.  Those  asked  are  entirely  adequate  to  bring  out  the  facts  requested 
but  they  deal  almost  wholly  with  the  form  of  meetings  and  not  with  their  scope  or  pur- 
pose. Many  of  them  have  little,  or  no  relation  to  the  actual  practice  of  university  de- 
partments and  the  answers  to  them  would  give  no  adequate  picture  of  the  efficiency 
(or  inefficiency)  of  our  practice. 

"I  suppose  that  the  main  ends  of  departmental  meetings  (formal  or  informal)  may  be 
roughly  summarized  as  follows: 

a.  To  advise  on  and  determine  departmental  policy,  educational  or  personal. 

b.  To  correlate  the  inner  work  of  the  department. 

c.  To  correlate  the  work  of  the  department  with  that  of  other  departments. 

d.  To  consider  questions  of  new  instructors,  etc. 

e.  To  consider  questions  of  promotions,  etc. 

f.  To  promote  personal  relations  and  interchange  of  ideas. 

"If  the  matter  of  departmental  meetings  is  to  be  discussed  by  your  Survey  at  all  and  if  it 
is  to  be  presented  to  the  State,  it  is  necessary  that  the  types  of  meetings  actually  held 
should  be  made  known,  as  well  as  their  adequacy  (or  inadequacy)  to  serve  the  ends  in- 
dicated above,  and  other  similar  purposes.  If,  therefore,  vour  Survey  proposes  to  dis- 
cuss the  subject  of  departmental  control  of  departmental  activities  in  the  College  of 
Letters  and  Science  and  the  adequacy  of  methods  adopted  to  secure  it,  I,  as  dean,  must 
request  you  to  frame  a  questionnaire  so  planned  and  worked  out  as  to  bring  out  the  facts. 
Of  course,  I  do  not  ask  you  to  discuss  this  or  any  other  matter,  since  1  suppose  that  the 
choice  and  relative  importance  of  subjects  to  be  considered  by  your  Survey  is  your 
province  rather  than  mine. 

"I  do  not  suggest  questions,  since  I  know  that  the  value  of  a  questionnaire  lies  in  large 
measure  in  its  original  scope  and  plan  and  in  its  adaptation  lo  the  ends  sought,  and  that 
appended  or  added  questions  are  ordinarily  of  little  use.  I  shall  be  glad  to  counsel  if 
you  wish  me  to  do  so. 

251 


University  Survey  Report 

'3.  On  second  series  of  questions,  1-50.  Your  questionnaire  does  not  touch  upon  sev- 
eral subjects  which  a  dean  would  regard  as  fundamental  to  the  efficiency  of  a  depart- 
ment, or  it  touches  them  only  incidentally  and  in  unimportant  details.  Some  of  these 
matters  are  so  obvious  that  I  suppose  you  have  omitted  them  intentionally.  Since, 
however,  they  are  fundamental  to  any  presentation  of  the  work  and  efficiency  of  the 
chairman  and  his  department,  I  venture  to  call  your  attention  to  them.  They  refer,  of 
course,  primarily  to  the  large  departments. 

a.  The  method  of  selecting  assistants  and  instructors  and  the  considerations  that  weigh 
in  their  choice. 

b.  The  principles  underlying  recommendations  for  increase  of  salary. 

c.  The  reasons  for  recommending  promotions,  especially  from  instructor  to  assistant 
professor. 

d.  The  parts  that  the  several  permanent  members  of  the  department  have  in  relation  to 

(1)  The  field  of  the  subject  of  the  department. 

(2)  Its  teaching  purposes  and  work. 

(3)  Its  executive  and  administrative  work. 

e.  The  methods  of  supervising  and  correlating  the  teaching  of  large  classes  that  meet 
in  sections,  and  the  persons  appointed  for  the  several  phases  of  this  duty. 

f.  The  principle  and  practice  in  regard  to  assigning  independent  courses  to  new  or 
young  men. 

g.  The  means  employed  to  secure  the  independence  and  freedom  of  initiative  of  in- 
structors, so  far  as  compatible  with  team  work. 

h.     The  application  of  g  to 

(1)  Courses  independently  taught. 

(2)  Courses  taught  with  others. 

'Doubtless  you  will  think  of  other  lines  of  inquiry  of  equal  importance,  but  these  are  suffi- 
cient to  suggest  matters  which  must  be  carefully  considered  if  the  efficiency  (or  ineffi- 
ciency) of  departmental  management  is  to  be  considered  at  all.  If  your  Survey  is  ready 
to  assume,  and  to  say,  that  in  these  and  other  similar  matters  the  departments  of  the 
College  of  Letters  and  Science  are  efficient,  then  perhaps  you  do  not  need  this  evidence. 
But  if  departmental  management  and  efficiency  are  within  the  purview  of  your  Survey, 
then  the  departments  have  a  right  to  expect  from  you  a  questionnaire  planned  and  exe- 
cuted so  as  to  bring  out  the  facts.  They  have  no  doubt  that  you  can  prepare  such  a 
questionnaire,  if  your  Survey  desires  to  go  into  the  subject,  and  they  will  be  glad  to 
counsel  with  you,  if  you  desire  it.  They  will  not  be  satisfied  with  an  opportunity  to  give 
important  information  by  way  of  remarks  added  to  answers  to  relatively  unimportant 
questions  now  presented.  They  will  desire  cjuestions  which  will  adequately  express 
your  knowledge  of  and  interest  in  the  matters  about  which  you  ask;  whose  answers 
can  be  handled  by  you  in  the  same  way  as  those  to  the  questions  already  presented  by 
you. 

'All  this  is  submitted  with  full  knowledge  that  the  suggestions  relate  to  matters  which  you 
may  regard  as  wholly  unimportant,  or  outside  the  scope  of  your  Survey.  You  may, 
for  instance,  regard  the  time  spent  in  preparing  the  budget  and  the  fact  of  a  depart- 
mental meeting  (questions  21  and  22)  as  the  all-important  matters  for  your  Survey  to 
know  about  the  budget,  or  perhaps  from  answers  to  these  questions  you  can  infer  all 
you  want  to  know  of  the  principles  and  practice  of  budget-making  by  the  departments. 
If  so,  I  beg  you  will  not  burden  the  departments  with  further  questions.  But  these  and 
similar  questions  seem  to  me  to  deal  with  incidents  and  details  rather  than  essentials. 
I  am  unwilling  that  the  chairmen  should  be  forced  to  report  essential  matters  as  appen- 
dixes to  answers  regarding  matters  relatively  non-essential. 

'4.  Questions  42-45,  47-48  seem  to  indicate  an  intention  on  your  part  to  discuss  the 
question  of  terms  of  admission  to  the  college.  If  this  is  to  be  done,  I  must  ask  you  for 
a  carefully  framed  set  of  questions  covering  the  subject  adequately  in  its  various  bear- 
ings. 

'5.  Note  to  question  49.  I  shall  urge  chairmen  to  suggest  questions  that  occur  to  theni. 
I  must  ask  you,  on  your  part,  to  take  the  responsibility  of  seeing  that  the  questionnaire 
covers  fairly  and  fully  the  field  of  the  matters  on  which  information  is  t©  be  given. 

'6.  I  reserve  for  a  later  memorandum  comment  on  the  questionnaire  for  faculty  members, 
since  my  suggestions  regarding  it  would  be  of  the  same  nature  as  those  already  given  on 
that  for  chairmen,  and  it  will  probably  be  better  to  discuss  these  with  you  before  pro- 
ceeding to  others." 


Unfortunately  Dr.  Allen  was  not  wise  enough  to  heed  these  suggestions;  if  he  had  done  so, 
this  part  of  his  report  might  have  had  some  value. 

(Signed),  D.  C.  MUNRO. 


252 


EXHIBIT  3 

Section   1 

EFFICIENCY  OF  UNIVERSITY  TEACHING 

How  Wisconsin  professors  would  measure  efficiency  of  university  teaching 

Faculty  members  were  asked  on  page  29  of  the  questionnaire: 

"What  do  you  believe  to  be  the  most  important  measure  of  the  efficiency  of  university 
teaching?" 

Full  professors  numbering  80  answered  this  question:  48  letters  and  science;  16  agricul- 
ture; 9  engineering;  3  medicine;  4  law. 

Of  these  80  professors,  4  said  that  they  did  not  know;  4  said  that  the  question  did  not 
apply  to  their  fields.  This  leaves  72  professors  who  suggested  146  different  tests  which 
they  would  have  applied  to  university  teaching. 

Of  146  tests  123  have  to  do  with  the  efi'ect  of  teaching  upon  students,  while  23  have  to 
do  with  effect  upon  others  than  students,  or  opinions  of  others  than  students. 

Of  123  suggested  tests  which  relate  to  effect  upon  students,  14  would  accept  opinions 
of  students  and  graduates;  23  would  judge  from  the  effect  on  character  and  ideals  of  stu- 
dents; 51  would  gauge  by  the  intellectual  effect  on  students;  19  by  the  practical  qualities 
developed  in  students;  10  by  power  of  instructor  to  attract  students;  6  by  miscellaneous 
relations  with  students. 

Of  23  tests  relating  to  others  than  students,  5  have  to  do  with  effects  on  the  community 
and  community  judgments;  11  with  objective  measurements  of  the  instructor's  teaching; 
4  with  the  opinions  of  other  members  of  the  faculty;  3  with  miscellaneous  tests,  such  as 
social  service,  comparisons  with  practical  work,  etc. 

The  above  summaries  include  several  different  answers  under  each  of  the  separate  head- 
ings shown  below. 

The  two  specific  tests  most  frequently  suggested  were  mentioned  11  and  12  times  respec- 
tively. They  were  (1)  effect  on  the  character  and  ideals  of  students;  (2)  effect  on  thinking 
power  of  students. 


Professors'  proposals  for  measuring  the  efficiency  of  university  teaching 


1.   Students  and  Graduates 

Opinions  of  students 
Opinions  of  graduates 
Opinions  of  recent  graduates 
Opinions  of  older  graduates 
Students  "turned  out" 


2.  Characters  and  Ideals  of  Students 

Character  and  ideals  produced 

Degree  of  inspiration  to  higher  things 

Social  service  ideals  developed 

Degree  of  loyalty  to  institution 

Attitude  oward  state,  university,   fellow 

men 
Attitude  toward  life 


3.  Intellectual  Effects 

Scholarship 
Originality 
Judgment 

Intellectual  standards 
Eagerness  to  learn 

Appreciation  of  finer  things 

Seeking  truth  for  truth's  sake 

Culture 

Emphasis  on  the  intellectual 

Thinking  power 

Capacity 

Resourcefulness 

Interest 

Habits  of  work  and  of  mind 

Optimistic  outlook 


4.  Eflfects  of  a  Practical  Nature 

Good  citizenship 

Self-reliance 

Ability  to  earn  a  living 

Success 

Advantage  over  the  non-college  man 

Ability  to   hold  responsible  positions 
Ability  to  apply  knowledge 
Usefulness  of  university  training 
Ability  shown  by  practical  work 
Comparison  of  \Visconsin  men  with  others 

Ability  to  do  great  work 
Increase  in  efiiciency 
Training  of  experts 
Ability  to  use  good  English 


253 


r 


Universitv'  Survey  Report 


Broad-mindedness 

Ability  to  meet  people 

Inspiration 

Adaptability 

Sympathy 

Ambition 

5.   Instructor's  Teaching  Ability 

Number  of  students  in  advanced  courses 
Companionship    between    instructor    and 

students 
Knowledge   of   fundamentals   imparted 
Knowledge  of  methods  of  study  imparted 

Knowledge  of  research  methods  imparted 
Benefit  derived  from  teacher 
Students'  willingness  to  work 
Ability  of  instructor  to  lead 
Ability  of  instructor  to  turn  out  competent 
men 

Ability  to  arouse  latent  energy 
Students'  progress  after  vacations 
Instructor's  ability  to  get  results 
Progress  of  average  student 
Instructor's  talent  for  teaching 

Instructor's  experience 
Executive  ability  of  instructor 
Original  research  by  instructor 
Dissemination  of  knowledge  by  instructor 
Instructor's  knowledge  of  subject 

Productive  scholarship  of  instructor 
Personality  of  instructor 
Professional  standing  of  instructor 
Character  of  instructor 
Instructor's  ability  to  handle  detail 
Instructor's  contribution  to  knowledge 


6.   ]VIiscellaneous  EiTect  on  Students,  etc. 

Training  given 
Intellectual  discipline  given 
Benefit  to  students 
Growth  along  particular  lines 
Discipline 

Judgment  of  graduates,  not  scholars 

General  effect 

Research  of  graduate  students 

Good  health,  good  character 

Work  done  by  students 

Effect  on  community 

Effect  on  other  communities 
Creation  of  intellectual  aristocracy 
Improving  farm  and  factory  methods 
Number  of  people  interested 
Permanent  results 

Demand  for  graduates 

Benefits  to  state. 

Making  better  citizens 

Judgment  of  those   having  "perspective" 


7.   Opinions  of  Faculty 

Dean 

Chairman  of  department 

Colleagues 

Teacher  experienced  in  the  course 

Those  competent  to  judge 


8.  Miscellaneous  Tests — Faculty 

"Results"  or  "product" 

Social  service 

Services  to  state 

Reputation  outside  and  inside  state 

Comparison  with  other  departments 

Comparison  with  practical  work 


Answers  of  34  departmental  chairmen 

Of  34  departmental  chairmen  answering  the  question  whether  the  department  had  de- 
fined what  constitutes  efficient  instruction,  10  answered  categorically  "No";  2  said  the 
question  did  not  apply  to  their  departments;  2  answered  "Yes." 

Answers  from  chairmen  read  like  these: 

Have  not  been  able  to  frame  a  good  definition 

No  attempt  has  been  made  to  define  efficient  instruction 

Difficult  to  decide  definitely  whether  desired  results  are  attained 

Nothing  has  been  formulated 

No  official  definition  agreed  upon 

Among  definitions  improvised  by  chairmen  for  the  survey,  seven  have  already  been 
noted,  (exhibit  2)  All  witness  the  fact  that  definite  current  tests  have  not  yet  been  worked 
out. 


Current  tests  of  teaching  eflficiency 

At  first  glance  some  readers  may  feel  that  most  of  the  proposed  tests  as  listed  above  are 
not  currently   applicable. 

Even  after  tabulating  the  results,  one  survey  worker  had  the  impression  that  the  professors 
in  the  colleges  of  agriculture  and  engineering  tended  to  emphasize  "practical"  rather  than 
"spiritual"  results.     The  summaries,  however,  show  no  such  difference. 

254 


Exhibit  3 

The  one  clear  fact  to  be  gained  from  the  summary  of  professors'  opinions  is  that  they 
have  not  formulated  tests  even  for  their  own  field,  such  as  some  of  them  admit  may  be 
formulated  for  secondary  and  even  college  instruction. 

Three  needs  are  here  emphasized  by  the  survey:  (1)  the  need  for  current  and  continuous 
study  by  the  university  of  what  is  accomplished  by  students  after  leaving  the  university, 
and  of  what  such  students  think  about  the  efficiency  of  their  university  learhing;  (2)  the 
need  for  current  and  continuous  study  by  the  university,  whether  it  be  called  supervision, 
or  research,  or  friendly  visiting,  which  will  show  whether  students  are  receiving  the  many- 
sided  help  and  inspiration  that  professors  feel  should  result  from  university  teaching;  (3) 
the  need  for  the  formulation  by  the  university  and  departments  within  the  university  of 
definite  tests  by  which  the  efficiency  of  instruction  in  respective  subjects,  departments  and 
colleges,  may  be  tested,  both  from  the  standpoint  of  method  and  subject  matter  and  from 
the  standpoint  of  student  ability  and  interest. 

Contributions    to    productive    scholarship   and   learning   or    to    business   or    social 
progress  listed  by  72  full  professors 

At  the  meeting  of  departmental  chairmen  which  the  dean  of  the  College  of  Letters  and 
Science  was  good  enough  to  call  for  consideration  of  the  survey  faculty  questionnaire,  one 
professor  noted  that  questions  as  yet  gave  no  opportunity  to  list  the  products  or  results 
of  each  faculty  member's  work. 

A  question  was  then  added  on  page  29  as  follows: 

By  what  "product"  or  "results"  do  you  feel  that  your  university  work  should  J)e 
judged? 

Distinction  between  measurements  of  efficiency  called  for  in  the  first  question  on  this 
page,  discussed  above,  and  the  product  or  results  of  university  work  called  for  by  this  ques- 
tion was  not  clearly  brought  out  in  the  wording  of  the  questions.  This  probably  explains 
why  answers  to  the  two  questions  were  very  similar. 

More  objective  tests,  however,  were  brought  out  in  answers  to  the  question  asking  for 
results  and  product,  than  in  answer  to  the  question  as  to  tests  of  eflTiciency. 

Of  80  professors  answering  the  second  question,  8  replied  indefinitely,  leaving  72  who 
mentioned  162  kinds  of  result  or  product  by  which  their  work  should  be  judged. 

Of  these  162  suggestions  only  one  appeared  as  many  as  9  times;  namely,  "power  developed 
in  students,  plus  ability  to  use  power." 

Among  objective  results  or  products  not  included  in  the  tests  of  eflTiciency  mentioned 
above  are  the  following: 

Students  Instructors 

Acquaintance  with  literature  Contribution  to  teaching  of  his  subject 

Love  for  literature  Ability  to  combine   effective   teaching   and 

Willingness  to  learn  research 

Ability  as  teachers  in  secondary  schools  Work  for  student  health 

Quality  and  number  enrolled  "Fact  that  I  am  better  known  outside  Wis- 

Specialists  developed  in  field  consin  than  within" 

Quality  of  research  done  Estimate    of    farmers,    business    men    and 

press 
Improvement  in  agriculture  in  state 
Extending  butter  and  cheese  scoring 
Financial   returns   to   state   on   money   in- 
vested 

These  suggestions,  indefinite  as  they  seem  when  listed  together,  seem  to  the  survey  to 
reinforce  the  suggestion  above  made  that  the  university  needs  to  work  out  for  its  "cultural" 
no  less  than  for  its  "practical"  courses,  definite  workable  tests  by  which  those  who  supervise 
and  those  who  pay  the  bills  may  tell  whether  products  and  results  of  instruction  and  of 
other  university  relations  approximate  the  products  imd  results  which  are  sought  and  ex- 
pected. 

UNIVERSITY  COMMENT  ON  ALLEN  EXHIBIT  3,  ENTITLED 
"EFFICIENCY  OF  UNIVERSITY  TEACHING" 

Exhibit  3  bears  the  title:  "Efficiency  of  University  Teaching",— the  central  and  by  far 
the  most  important  subject  which  concerns  a  university  like  Wisconsin  or  a  college  like 
that  of  letters  and  science.  It  is  not  too  much  to  say  that  the  sections  collected  into  this 
exhibit  hardly  touch  the  subject  proposed;  still  less  do  they  give  it  a  discussion  either  illum- 
inating or  adequate.  The  subject  of  university  teaching  is  not  touched,  i.  e..  those  char- 
acters^are  not  even  mentioned  which  ought  to  distinguish  the  teaching  in  a  university  from 
that  in  a  high  school,  normal  school,  or  college.     In  the  practical  working  of  our  educational 


University  Survey  Report 

system  college  and  university  are  parts  of  one  institution.  Especially  is  this  true — and 
necessarily  true — of  a  state  university.  No  more  important  service  could  be  given  to  an 
institution  like  Wisconsin  than  a  thorough  and  impartial  study  of  the  interrelation  and 
interaction  of  the  various  grades  of  teaching  found  in  it.  The  effect  on  student  and  faculty 
alike  of  such  diverse  grades  should  be  noted.  The  effect  on  graduate  study  of  the  presence 
of  elementary  courses  in  the  same  department  ought  to  be  noted,  and,  not  less,  the  efTect 
on  elementary  courses  of  those  of  higher  grade.  Ought  there  to  be  a  junior  college,  includ- 
ing freshman  and  sophomore  years?  Or  ought  graduate  instruction  to  be  sharply  separated 
from  the  four  year  undergraduate  course?  Ought  professional  schools  to  reach  down  into 
the  undergraduate  work  and,  if  at  all,  how  far?  These  are  merely  hints  at  some  of  the 
larger  and  broader  problems  of  university  teaching  that  occur  at  once  to  any  investigator 
competent  to  study  a  university.  None  of  them  were  investigated  or  discussed  by  Dr. 
Allen. 

Besides  these  larger  matters  of  policy,  which  affect  the  efTiciency  of  teaching  in  its  broader 
aspect  rather  than  in  its  details,  there  are  countless  questions  of  departmental  efficiency 
of  teaching  which  crowd  into  the  mind  of  any  university  man  when  the  subject  is  men- 
tioned. Little  or  no  consideration  is  given  to  any  of  them  in  Dr.  Allen's  exhibits  and  report 
and  the  reader  will  look  in  vain  for  their  discussion,  much  less  will  he  find  answer  or  helpful 
advice  regarding  the  numerous  problems  which  they  raise.  Such  questions  concern  the 
departmental  scheme  of  instruction,  the  succession  and  interrelation  of  the  courses  offered, 
the  intellectual  lines  along  which  students  are  moved  forward  within  the  department,  the 
skill  and  intelligence  with  which  a  department's  work  is  adapted  to  aid  that  of  other  de- 
partments, the  adjustments  of  teaching  between  related  departments.  All  these  and  many 
similar  questions  belong  to  a  type  which  the  university  would  be  glad  to  have  discussed 
on'the  basis  of  an  impartial  and  wide  collection  of  facts  and  opinions.  Yet  Dr.  Allen  did 
not  find  it  a  part  of  his  plan  to  take  up  any  of  them.  His  survey,  therefore,  contributes 
nothing  to  their  solution  and  so  is  useless  for  the  second  group  of  questions  relating  to  efTi- 
ciency of  teaching. 

A  third  group  of  questions  concerns  the  efTiciency  of  the  individual  teacher.  Dr.  Allen 
attempted  a  partial  study  of  this  problem,  whose  results  are  reported  in  section  2.  Yet 
his  method  of  approach  to  the  question,  and  still  more  that  of  reporting  his  results,  show 
clearly  that  he  has  never  considered  the  matter  from  the  standpoint  of  one  who  has  dealt 
with  such  questions  practically.  He  has  considered  (after  his  fashion)  technical  peda- 
gogical matters  rather  than  tlie  substance  of  the  teaching  and  its  effect  on  the  students. 
He  did  not  attempt  a  "survey"  of  the  university,  or  of  one  college,  or  of  single  teachers, 
even  in  the  sense  of  the  technical  questions  that  he  proposed  to  himself.  In  general,  there- 
fore, his  report,  both  for  praise  and  blame,  is  not  a  survey  but  a  collection  of  disjointed 
and  disconnected  hints.  They  are  mostly  hints  such  as  a  dean  or  departmental  chairman 
constantly  receives  from  visiting  teachers.  Some  of  them  are  worth  looking  into;  many 
of  them  are  of  little  value. 

Dr.  Allen  attempts  to  unite  this  collection  of  scraps  which  make  upon  exhibit  3  into  a 
whole  by  the-  dictum  that  certain  characteristics  "need  administrative  encouragement" 
and  certain  others  "need  administrative  attention,  discouragement  and  elimination." 
One  hardly  knows  whether  to  smile  at  the  naivete  of  these  statements  or  to  admire  the 
skill  with  which  Dr.  Allen  uses  conclusions  regarding  impersonal  "characteristics"  to 
conceal  the  fact  that  he  has  no  material  on  which  to  base  adequate  discussion  or  conclu- 
sions regarding  efTiciency  of  teaching  as  a  whole,  or  the  efTiciency  of  groups  of  teachers 
(such  as  instructors  or  assistants),  or  even  of  single  teachers. 

Whether  such  characteristics  as  those  named  by  Dr.  Allen  need  "administrative  atten- 
tion" is  primarily  a  question  of  quantity.  A  teacher's  "failure  to  make  technical  terms 
clear",  for  instance,  needs  "administrative  discouragement",  if  the  failure  is  habitual. 
But  every  wise  administrator  knows  that  there  are  many  small  defects  which  are  better 
let  alone  than  corrected  by  him.  Better  teachers  will  develop  even  under  administrative 
neglect  than  under  administrative  nagging,  and  of  all  faults  the  successful  administrator 
most  carefully  avoids  nagging.  Thus  the  assumption  of  Dr.  Allen  that  all  the  faults  which 
he  has  enumerated — even  if  the  facts  are  correctly  reported  by  him — need  "administrative 
discouragement"  is  an  assumption  which  could  be  made  only  by  one  without  experience 
or  wisdom  in  matters  of  educational  control. 

Section  2  of  exhibit  3  is  the  only  one  which  even  attempts  to  deal  with  any  important 
aspect  of  the  general  subject  of  the  section.  Section  3,  "Teaching  experience",  and  section 
6,  "Working  hours",  are  based  on  material  which  might  have  yielded  interesting  results 
if  it  had  been  worked  out.  But,  like  most  of  Dr.  Allen's  statistical  work,  his  data  are  so 
arranged  as  to  give  a  minimum  of  information.  The  data  underlying  "teaching  exper- 
ience" could  have  been  made  to  yield  an  illuminating  study  of  the  sources  from  which  a 
large  faculty  has  been  recruited.  There  is  probably  no  such  collection  of  data  on  the  "typi- 
cal week"  as  that  which  Dr.  Allen  brought  together.  But  he  has  used  it  to  no  fair  purpose, 
as  the  university  comment  points  out. 

Sections  3,  4,  7,  8  have  little  direct  bearing  on  "efficiency  of  teaching."  The  university 
comments  on  exhibits  10-14  should  also  be  consulted  in  order  to  see  how  Dr.  Allen  has 
handled  other  matters  related  to  instruction. 

(Signed)  E.  A.  BIRGE. 
256 


Exhibit  3 

UNIVERSITY    COMMENT    ON    ALLEN    EXHIBIT    3,    SECTION    1,     ENTITLED 
"HOW  WISCONSIN  PROFESSORS  WOULD  MEASURE  EFFICIENCY  OF 

UNIVERSITY  TEACHING" 

The  question  asked  of  faculty  members  on  page  29  of  the  questionnaire  was:  "What 
do  you  believe  to  be  the  most  important  measure  of  the  efficiency  of  university  teaching?" 
This  question,  as  was  to  be  expected,  brought  out  a  very  large  variety  of  answers.  Most 
of  these  answers  mention  tests  that,  if  applicable,  would  perhaps  be  regarded,  by  most 
of  those  who  submitted  any  answers,  as  worthy  of  consideration;  for  university  teaching 
has  no  one  single  abstract  aim;  it  endeavors  to  produce  a  type  of  manhood  and  woman- 
hood characterized  by  many  and  varying  traits.  Dr.  Allen's  question  did  not  call  for  a 
characterization  of  the  ideal  concrete  result  aimed  at;  it  called  merely  for  "the  most  im- 
portant measure  of  the  efficiency  of  university  teaching."  Even  if  there  were  substantial 
agreement  among  the  members  of  the  faculty  as  to  the  type  of  product  the  university  en- 
deavors to  secure,  there  would  naturally  be  great  diversity  of  opinion  as  to  the  most  impor- 
tant factor  in  such  a  product.  Such  variety  of  opinion,  when  it  comes  to  a  selection  of  the 
most  important  element  of  any  complex  object  of  value,  is  what  we  meet  with  everywhere, 
whether  that  object  be  a  man  of  distinction,  a  work  of  art,  a  scientific  discovery,  or  some 
political  achievement.  One  can  take  as  an  instance  the  answers  that  would  be  given  to 
the  question  what  is  the  most  important  feature  of  Lincoln's  character?  We  all  admire 
Lincoln  but  we  lay  different  emphasis  on  the  traits  of  his  many-sided  nature.  If  our  em- 
phasis in  valuation  is  necessarily  different,  our  emphasis  in  the  tests  of  efficiency  of  measures 
to  secure  the  valued  result  will  necessarily  difTer. 

For  this  reason  the  University  has  not  undertaken  to  formulate  "definite  tests  by  which 
the  efficiency  of  instruction  in  respective  subjects,  departments,  and  colleges,  may  be  tested." 
the  third  "need"  emphasized  by  Dr.  Allen.  Such  formulation  if  made  effective  in  appli- 
cation would  result  in  lamentably  one-sided  instruction  in  the  respective  subjects,  depart- 
ments or  colleges.  One  instructor  may  be  good  for  one  or  more  desirable  effects  he  helps 
the  university  to  secure,  another  for  some  entirely  difTerent  effects.  And  to  test  the  effi- 
ciency of  all  instructors  even  in  one  department  or  one  subject  by  the  same  criterion  would 
•bring  about  a  monotony  of  influence  upon  students.  This  is  what  the  University  with 
its  varying  personalities  and  the  varying  methods  pursued  has  purposely  avoided  making 
its  aim. 

Of  course,  as  a  matter  of  fact,  every  man  responsible  for  the  getting  and  keeping  of  instruc- 
tors does  employ  tests  in  the  matter:  when  a  department  recommends  a  man  out  of  the 
ordinary  routine  for  promotion  or  for  higher  salary  a  reason  is  given;  but  the  same  depart- 
ment naturally  will  give  different  reasons  for  the  recommendations  made,  simply  because 
in  each  case  a  difTerent  man  is  involved  with  his  difTerent  excellencies  and  defects.  In  a 
true  sense  each  man  worthy  of  recognition  brings  with  him  a  new  value  to  the  institution, 
and  this  value  has  to  be  recognized  for  what  it  is  rather  than  tested  by  some  predetermined 
standard.  Dr.  Allen  himself  recognizes  this  in  speaking,  evidently  with  approval,  of  "the 
many-sided  help  and  inspiration  that  professors  feel  should  result  from  university  teach- 
ing." If  the  help  and  inspiration  are  to  be  many-sided,  the  tests  of  the  efficiency  in  the 
giving  of  help  and  inspiration  must  be  many-sided  likewise.  A  definitely  formulated  test 
of  efficiency,  to  meet  the  situation,  must  be  so  complex  that  it  would  have  to  be  applied 
with  great  discretion;  a  complex  test  applied  with  discretion  puts  the  decision  not  in  the 
test  as  a  formula,  but  in  the  hands  of  the  person  who  applies  it.  That  is  where  the  decision 
now  rests  in  our  University;  and  in  desirable  practical  results  there  would  be  no  change 
even  if  tests  were  formulated  and  used  with  wise  discretion. 

Dr.  Allen  also  emphasizes  "the  need  for  current  and  continuous  study  by  the  university 
of  what  is  accomplished  by  students  after  leaving  the  university,  and  of  what  such  students 
think  about  the  efficiency  of  their  university  teaching."  If  this  recommendation  were 
to  be  carried  into  effect  interesting  and  valuable  results  would  no  doubt  be  gained;  but 
it  may  well  be  doubted  whether  the  results  would  warrant  the  very  considerable  expense 
involved.  It  is  often  difficult  enough  to  get  information  even  as  to  the  present  address 
of  a  graduate;  if  every  graduate  were  frequently  asked  by  the  university  what  he  is  accom- 
plishing, it  is  not  likely  that  any  large  number  would  reply.  The  man  who  is  accomplishing 
something  does  not  have  time  to  be  constantly  reporting  his  achievements  to  his  Alma 
Mater;  the  man  who  is  not  accomplishing  anything  would  probably  keep  quiet  about  it. 
Some  would  respond  to  the  inquiry;  but  the  amount  of  information  gained  would  perhaps 
be  very  small  in  comparison  with  the  appropriation  necessary  to  obtain  it. 

Dr.  Allen  further  emphasizes  "the  need  for  current  and  continuous  study  by  the  uni- 
versity, whether  it  be  called  supervision,  or  research,  or  friendly  visiting,  which  will  show 
whether  students  are  receiving  the  many-sided  help  and  inspiration  that  professors  feel 
should  result  from  university  teaching."  Let  us  assume,  as  Dr.  .\llen  does,  that  the  present 
faculty  might  be  keyed-up  to  give  more  "many-sided  help  and  inspiration";  that  a  body 
of  special  experts  in  "many-sided  help  and  inspiration" — perhaps  the  "division  of  refer- 
ence and  research"  which  Dr.  .\llen  would  organize  under  the  business  manager  (^report. 
Part  IV) — might  be  found,  possessing  not  only  technical  competence  in  the  diverse  sub- 
jects taught  to  students  in  all  the  colleges,  but  also  large  views,  broad  interests,  wide  ex- 
perience, and  ready  appeal  to  youthful  ideals. 

257 

Slr.— 17 


University  Survey  Report 

Let  us  see  what  would  happen  when  this  body  of  supervisors  of  the  instructional  force 
in  the  matter  of  help  and  inspiration  to  students  took  up  its  work.  The  spontaneity  of 
instructors  would  be  checked.  No  man  can  exert  the  influence  he  should  exert  if  he  is 
not  allowed  to  "be  himself",  if  he  is  under  pressure  to  conform  to  some  requirement  of  a 
general  staff.  A  teacher  on  whom  "tab"  is  constantly  kept  would  be  a  more  pitiable  object 
than  a  public  speaker  who  should  be  constantly  followed  by  a  committee  to  grade  every 
performance  as  to  composition,  thought,  delivery,  and  personal  appeal  to  the  audience. 
The  really  effective  man  whose  work  is  in  influencing  men  must  be  allowed  "to  let  himself 
go",  subject  of  course  always  to  the  customary  and  unformulated  conventions  of  social 
intercourse.  If  he  is  conscious  that  some  one  is  deputed  to  "keep  on  his  trail,"  he  will 
lose  the  power  that  comes  from  absorption  in  his  task. 

Such  a  supervising  or  research  or  visiting  board  as  Dr.  Allen  has  in  mind  would  result 
in  a  censorship  of  personality  more  disastrous  because  more  insidious  than  any  censorship 
of  doctrine.  With  instructors  who  have  theatrical  ability  and  are  subservient,  the  result 
might  be  such  as  the  supervisors  would  desire;  with  instructors  who  are  straight-forward 
and  independent,  the  result  would  be  intolerable,  the  more  so  because  protest  would  be 
possible  not  so  much  against  any  single  act  of  any  supervisor  but  only  against  the  system 
under  which  supervisor  and  supervised  would  be  working.  Men  of  strong  personality 
could  not  stay  in  an  institution  where  such  a  system  prevailed.  Many-sided  help  and 
inspiration  can  come  only  from  many  different  men  of  different  personality  and  different 
degrees  of  enthusiasm;  and  enthusiasm  and  difference  in  personality  cannot  be  fostered 
by  a  policy  of  "current  and  continuous"  supervising. 

The  University  of  Wisconsin  has  always  stood  not  only  for  academic  freedom  of  teaching, 
but  also  for  academic  freedom  of  personal  effectiveness;  it  cannot  continue  this  policy  if 
the  personality  of  its  teachers  be  subjected  to  the  repressing  force  of  a  censorship  of  help 
and  inspiration. 

(Signed)  E.  B.  McGILVARY. 

Section  2 

432   observations  of  362  classroom  exercises  in  123  courses 

In  restricting  its  classroom  visits  mainly  to  those  classes  conducted  by  the  Department  of 
Education  and  the  Course  for  the  Training  of  Teachers,  the  survey  had  in  mind  the  statement 
by  the  president  of  the  university  at  one  of  the  joint  conferences  to  the  effect  that  the  most 
efficient  instruction  in  the  university  might  reasonably  be  expected  to  be  found  in  these 
courses  since  their  special  purpose  was  to  train  teachers.  Since  time  and  money  limits 
required  some  restriction,  it  was  jointly  agreed  that  the  survey  should  concentrate  upon 
the  teachers'  training  course  for  which  it  was  possible  to  organize  visitation  during  the  month 
of  May,  1914. 

In  reading  the  following  description  of  classroom  exercises  the  preceding  section  on  methods 
of  supervision  should  be  kept  in  mind,  together  with  the  fact  that  neither  president,  deans, 
directors  of  courses  nor  persons  in  charge  of  courses  visit  classrooms  to  observe  excellencies 
or  defects  in  instruction  or  to  learn  where  teaching  needs  improvement  and  teachers  need 
help.  These  facts  seem  to  bear  out  the  statement  by  one  department  chairman  that  the 
"general  university  tradition does  not  favor  such  oversight." 

The  survey  has,  through  representatives,  reported  upon  361  classes  in  the  College  of 
Letters  and  Science,  taught  by  129  of  353  members  of  the  instructional  staff  reported  in  the 
catalogue  for  1913-14  for  letters  and  science  (besides  one  in  agriculture): 

28  of  50  full  professors  (besides  one  full  professor  in  agriculture) 

13  of  28  associate  professors 

25  of  68  assistant  professors 

45  of  90  instructors 

11  of  106  assistants 

6  of  11  teachers  in  Wisconsin  High  School 

1  teaching  fellow 

For  each  of  those  432  observations  a  detailed  report  was  written  and  is  on  file  with  the 
survey. 

Since  the  greater  part  of  the  classes  visited  were  either  in  the  Department  of  Education 
or  in  the  Course  for  the  Training  of  Teachers  or  in  special  courses  for  teachers  attending 
summer  session,  descriptions  were  sent  unedited  October  3,  1914,  to  the  director  of  the 
Course  for  the  Training  of  Teachers  and  chairman  of  the  Department  of  Education. 

The  examinations  were  made  by  experienced  teachers  under  the  direction  of  Mr.  A.  N. 
Farmer,  director  of  the  normal  school  survey.  Most  of  this  service  was  gi\'en  gratuitously 
to  the  state  by  city  superintendents  of  schools,  instructors  from  normal  schools,  and  visiting 
representatives  of  other  universities,  as  mentioned  in  the  summary  report. 

Uniform  instructions  were  given  to  all  observers  of  classroom  work.  In  each  case  it  was 
made  clear  that  what  the  survey  wished  was  a  description  of  exactly  what  happened  in  a 
classroom.  While  comment  was  invited,  special  effort  was  made  to  secure  complete  separa- 
tion of  comment  from  description. 

258 


Exhibit  3 

Effort  was  made  to  visit  each  class  three  times;  for  various  reasons  a  number  of  classes 
were  visited  but  once. 

Many  classes  were  visited  six  and  ten  or  more  times. 

It  was  the  wish  of  the  survey  that  the  Department  of  lulucation  cooperate  in  the  study 
of  classroom  instructioii.  To  gain  this  cooperation  a  request  was  made  of  Professor  E.  C. 
Elliott,  chairman  of  the  Department  of  Education  and  director  of  the  Course  for  the  Training 
of  Teachers,  that  he  or  other  members  of  the  faculty  to  be  selected  by  him  accompany  repre- 
sentatives of  the  survey  in  their  visits  to  classrooms. 

Professor  Elliott  consented  and  stated  he  would  comply  with  the  request.  Professors 
Elliott,  O'Shea,  Henmon,  Starch  and  Mr.  Seybolt  (at  the  beginning  of  the  survey's  study  of 
classroom  instruction),  each  visited  from  one  to  three  classes  with  a  representative  ofthe 
survey. 

4  of  432  complete  descriptions 

To  illustrate  the  way  in  which  the  record  of  classroom  observations  was  made  and  recorded, 
four  accounts  are  given  in  full — two  in  the  Department  of  Education,  one  in  English  and  one 
in  music. 

Complete  Account   No.   1 

Subject:      Mental   development.      Topic:      Dynamic   teaching 

Description 

This  recitation  opened,  as  have  other  recitations  in  this  same  course  which  have  been 
bserv-ed,  with  the  assignment  of 

1.  Certain  problems,  by  number,  which  were  to  be  the  subjects  of  written  exercises 

2.  Others  to  be  discussed  in  class 

3.  Readings  and  references  related  to  and  bearing  upon  the  problems  assigned 
The  first  question  raised  in  the  recitation  was  as  follows: 

"How  are  the  schools  training  pupils  to  appreciate  life  and  living  things  with  which  boys 
and  girls  come  in  contact?" 

The  instructor  immediately  proceeded  to  show  stereoptican  views,  which,  as  he  said,  would 
help  in  the  answering  of  the  question  raised. 

1.  The  first  picture  showed  a  biological  laboratory  in  which  a  group  of  students  were 

at  work  with  the  microscope  making  drawings  of  cell  life. 

2.  The  second  picture  showed  a  laboratory  in  which  a  great  variety  of  living  things  were 

present,  including  many  varieties  of  plants  and  some  forms  of  animal  life. 
These  two  pictures  were  shown  several  times,  students  being  directed  to  study  them  for 
the  purpose  oi  contrasting  the  two  methods  of  teaching  exemplified.  There  was  practically 
no  difference  of  opinion  expressed  by  students  as  to  the  greater  value  of  the  work  shown  in 
the  second  picture.  The  discussion  brought  out  that  an  individual  outside  of  school  is  dealing 
with  living  wholes,  not  with  microscopic  parts.  It  was  stated  that  frequently  a  student  who 
knows  the  cell  structure  of  a  thing  does  not  know  the  thing  itself.  It  was  also  brought  out 
that  while  a  knowledge  of  the  cell  structure  is  important,  it  should  come  only  after  the  thing 
has  been  studied  as  a  whole  and  in  the  large.  The  instructor  emphasized  the  psychological 
principle  that  good  teaching  requires  us  to  proceed  from  the  large  to  the  minute  just  as  the 
race  has  to  do. 

3.  This  picture  showed  a  collection  of  butterflies  made  by  an  urchin  from  the  streets 

and  also  a  boy's  aquarium. 
The  discussion  of  this  picture  brought  out  the  large  purpose  in  the  study  of  animal  life 
likely  to  create  a  sympathy  with  living  things  and  with  life  itself.  The  instructor  asked 
whether  work  with  a  microscope  is  likely  to  produce  this  result.  Again  the  point  was  brought 
out  and  emphasized  that  we  should  start  with  the  complete  whole  and  go  on  so  that  when 
students  leave  a  secondary  school  they  may  be  ready  for  the  minute  microscopic  work. 
Just  as  the  instructor  was  about  to  leave  this  picture,  he  volunteered  the  opinion  that  it  was 
very  questionable,  in  his  mind,  whether  children  ought  to  be  encouraged  to  make  collections, 
such  as  shown  in  the  picture.  This  resulted  in  a  spirited  discussion  in  which  the  question  of 
vivisection  was  introduced  and  during  which  many  varied  opinions  were  expressed.  The 
result  of  the  discussion  was  this  conclusion— that  a  student  is  justified  in  making  a  collection 
if  the  primary  purpose  is  not  simply  to  kill  an  animal.  Emphasis,  however,  was  placed  by 
the  instructor  on  the  principle  that  it  is  far  better  to  study  the  habits  of  the  butterfly  and 
other  forms  of  animal  life  in  their  living  environments.    To  this  the  class  heartily  assented. 

4.  This  picture  showed  a  group  of  children  eagerly  watching  the  work  of  a  swarm  of  bees 

in  a  glass  hive. 
This  picture  was  shown  as  an  example  of  how  a  very  real  interest  in  the  life  of  an  insect 
might  be  developed  in  children  in  watching  and  studying  the  habits  of  the  animal  itself. 
It  was  pointed  out  that  children  appreciate  the  ethical  lesson  which  might  be  drawn  from 
such  study;  for  example,  the  requirement  in  bee  life  that  every  member  in  the  hive  shall 
either  work  or  die;  the  flne  organization  and  the  division  of  duties,  etc. 

259 


University  Survey  Report 

5.  This  slide  showed  a  group  of  children  in  a  primary  grade  studying  the  pumpkin. 
In  answer  to  questions  bv  the  instructor,  students  pointed  out  how  the  study  of  real  things 

might  be  correlated  with  reading,  that  in  this  manner  the  teaching  of  reading  could  easily 
be  made  dynamic. 

6.  Here  was  shown  a  group  of  children  in  a  model  class  in  a  normal  school  studying  the 

habits  of  some  tame  rabbits.    A  group  of  normal  school  students  were  observing 
the  classroom. 

7.  This  picture  showed  children  at  work  in  a  school  garden. 

When  called  on  a  student  pointed  out  the  advantages  of  this  kind  of  work  in  developing 
a  sense  of  responsibility.  He  emphasized  the  fact  that  the  care  of  any  living  thing,  whether 
animal  or  plant,  requiring  regular  attention,  was  particularly  valuable  in  developing  this 
sense  of  responsibility. 

The  question  was  raised  as  to  how  this  sense  of  responsibility  could  be  developed  in  children 
in  large  cities.  The  members  of  the  class  were  unable  to  contribute  very  much  in  reply  to 
this  question  because  it  was  shown  that  children  in  cities  especially  when  they  live  in  flat 
buildings,  had  almost  nothing  which  they  could  do — the  mowing  of  lawns,  the  running  of 
errands,  etc.  were  useful,  but  that  work  of  this  kind  could  not  compare  in  value  with  work 
such  as  the  boy  on  the  farm  must  do,  which  requires  him  regularly  and  daily  to  feed  the  calves, 
to  supply  water  to  the  chickens,  to  milk  the  cows,  etc.  The  discussion  contrasted  the  devel- 
opment of  the  moral  sense  through  the  lecturing  on  morals  and  the  doing  of  actual  work. 
It  was  also  brought  out  that  dealing  with  plant  and  animal  life  brought  up  the  question  of 
sex-teaching  and  that  this  very  perplexing  problem  might  easily  be  related  to  the  work  in 
nature  study. 

8.  Here  was  shown  a  very  interesting  picture  of  a  group  of  children  from  the  rural  schools 

at  work  in  an  irrigated  school  garden  in  Colorado. 

Very  little  time  was  spent  on  this  picture  but  the  attention  of  the  class  was  called  to 
picture  No.  2,  which  was  again  thrown  on  the  slide.  Here  in  one  corner  of  the  laboratory 
was  a  skeleton.  The  instructor  raised  the  question  as  to  how  the  teaching  of  physiology 
could  be  vitalized  and  made  effective.  He  called  on  students  to  describe  how  they  were  taught 
physiology.  One  reported  that  among  other  things  he  was  required  to  learn,  in  a  formal  way, 
the  bones  of  the  human  body.  Another  told  of  learning  from  the  textbook,  in  a  mechanical 
wav,  the  names  of  the  vital  organs.  Another  described  how  he  was  taught  the  circulation  of 
the  blood.  The  instructor  called  on  pupils  to  indicate  the  value  of  this  kind  of  instruction 
in  physiology.  Students  expressed  some  doubt  but  were  not  able  to  present  a  method  which 
would  be  more  effective.    The  instructor  then  asked  the  following: 

"How  many  of  you  were  taught  that  drinking  ice-water  was  unhealthful?" 

Answer — All. 

"How  many  of  you  drink  ice-water?" 

Answer — All. 

"How  many  of  you  were  taught  children  should  not  drink  coffee,  and  that  drinking  coffee, 
even  for  older  people,  was  harmful?" 

Answer — All. 

"How  many  of  you  drink  colTee?" 

Answer — Nearly  all. 

Several  other  questions  of  a  similar  character  were  put  to  the  class  with  the  same  result. 
The  instructor  then  submitted  that  knowing  a  thing  which  should  or  should  not  be  done, 
does  not  really  result  in  doing  or  not  doing  it.  He  called  attention  to  the  fact  that  a  recent 
report  shows  that  91%  of  the  boys  in  the  Indiana  high  schools  smoke  cigarettes,  yet  he 
believed  he  was  right  in  thinking  that  all  those  boys  knew  that  smoking  cigarettes  is  inju- 
rious, and  that  a  much  larger  per  cent  would  be  found  in  the  New  York  high  schools. 

He  stated  further  that  he  believed  that  ultimately  the  schools,  with  parents  cooperating, 
would  get  control  of  conditions  that  should  be  controlled  but  that  he  was  very  doubtful  of 
accomplishing  very  much  through  formal  static  kind  of  teaching,  which  consists  in  the  reading 
of  textbooks,  and  listening  to  lectures  upon  these  questions.  He  further  stated  that  actual 
results  were  being  accomplished  through  exhibits  and  other  dramatic  methods  of  presentation. 

At  this  point  it  was  announced  that  the  limited  amount  of  time  left  would  probably  make 
it  necessary  to  stop  the  study  of  "dynamic  teaching"  and  that  the  rest  of  the  slides  would 
probably  not  be  shown.  The  students,  however,  raised  the  question  whether  some  arrange- 
ment might  not  be  made  to  continue  the  present  line  of  work  until  completed  and  all  the 
pictures  shown  and  discussed.  During  the  discussion  of  this  question  the  students  showed 
a  very  fme  interest  and  pointed  out  that  the  course  had  been  most  valuable  and  suggestive 
to  them  and  that  they  could  not  afford  to  miss  any  part  of  it. 

Complete  Account   No.   2 

Freshman  English 

Assignment  for  next  lesson.  The  instructor  directed  them  to  the  museum  of  the  historical 
library  Referring  them  to  what  Caird  said  about  art's  idealizing  its  subject,  he  sent  them 
to  art  to  find  if  this  were  true.  He  told  them  that  they  would  find  in  the  museum  certain 
good  reproductions  of  masterpieces.  From  these  they  would  select  the  subjects  for  their 
themes. 

260 


Exhibit  3 

Again  referring  to  what  Caird  said  about  the  characteristics  of  a  good  portrait,  he  directed 
the  also  to  examine  the  portraits. 

He  emphasized  the  idea  of  their  searching  for  the  idealized  element  or  quality  in  these 
pictures,  which,  he  repeated,  was  the  purpose  of  art. 

Recitation  begun  at  10:30. 

Instructor  asked  students  to  give  the  sentence-summary  of  each  paragraph.  It  was  ex- 
pected that  students  would  have  the  topic  written  out.  It  was  evident  that  they  had  put 
some  work  into  the  preparation.  Varying  degrees  of  analytic  power  were  shown  and  there 
was  discussion,  and  selection  of  the  best.  Some  had  merely  selected  one  sentence  out  of  the 
paragraph,  others  gave  their  own  impression  of  what  a  paragraph  meant. 

Comment 

The  subject  assigned  for  the  composition  seemed  the  best  yet  heard,  because  the  study 
necessary  for  the  writing  of  the  theme  furthered  the  appreciation  of  the  essay,  and  in- 
tensified its  significance.  The  relations  between  instructor  and  students  were  evidently 
most  cordial,  the  response  was  good.    I  observed  no  inattention  in  this  class. 


Complete  Account  No.   3 
Class  in  education 

The  instructor  began  by  explaining  that  Froebel  began  his  work  with  Pestalozzi,  but  that 
he  elaborated  upon  Pestalozzi  and  made  concrete  some  of  the  more  speculative  theories  which 
Pestalozzi  advanced.  Herbart  made  the  teacher  the  most  important  part  of  education. 
Here  the  instructor  read  too  rapidly  for  my  pen  to  follow,  something  regarding  the  "law  of 
unity"  from  Herbart's  "Outlines." 

Instructor:  "What  educational  principle  does  he  derived  from  this  laws  of  unity?"  The 
instructor  and  the  members  of  the  class  thereupon  engaged  in  a  dialogue,  fragments  of  which 
are  given  below: 

Instructor:  "The  development  of  the  child  is  supposed  to  represent  this  inner  being  of 
man.    To  what  will  it  connect  the  individual?" 

Answer:     Making  the  individual  harmonious  with  the  world. 

Answer:     The  mind. 

Instructor:     No.     What  is  the  inner? 

No  answer. 

Instructor:     What  is  the  native  equipment? 

"Stab"  by  the  pupil.  Answer  finally  after  three  failures:  "His  instincts."  This  answer 
was  elaborated  by  the  instructor.  Then  followed  several  vague  questions  in  which  the  in- 
structor seemed  trying  hard  to  quiz  the  class  without  himself  giving  the  answers.  The 
replies  were  equally  vague  and  far  from  what  was  expected.  The  instructor  would  ask  a 
question.  The  student  would  give  a  reply  which  had  nothing  to  do  with  the  question,  where- 
upon the  instructor  would  say  "yea,  but"  and  put  the  question  again  and  again  each  time 
approximating  the  correct  answer  until  he  practically  told  the  pupil  what  the  latter  was 
expected  to  say. 

Instructor:     What  did  a  round  object  like  a  bail  typify  to  Froebel? 

Answer:     Unity. 

Instructor:  Just  what  is  the  connection  between  this  fundamental  principle  of  unity  and 
sense  of  perception  to  achieve  the  ultimate  end? 

Vague  answer. 

Instructor:     Yes,  but  what  is  the  relation  between  this  self  activity  and  sense  of  perception? 

No  answer. 

Instructor:     Well  the  relation — (.and  he  proceeds  to  answer  his  own  question). 

Instructor:     What  else  does  self-activity  imply  for  educational  procedure? 

Answer:     The  child  realizes  his  own  powers. 

Instructor:     Yes,  but  what  else  does  it  imply  for  educational  procedure? 

Answer:     Curiosity  and . 

Instructor:     Yes,  curiosity,  but  what  else? 

Vague  answer. 

Instructor:     Yes,  bery  true,  but — (and  here  he  proceeds  to  answer  the  question  himself). 

Instructor:     How  as  to  apperception?    What  else  does  it  involve? 

No  answer.    Two  other  students  called  on.    Still  no  answer. 

Another  student:     That  a  teacher  is  not  to  force  the  unfoldment  of  the  child. 

Instructor:  "Yes,  but  might  it  not  result  in  Rousselian  retardation  of  maturity?  Might 
not  Froebel  with  his  play  being  about  this  arrested  development? 

Answer:     The  teacher  watches  this. 

The  recitation  proceeded  with  question  after  question  put  and  finally  either  answered  by 
the  instructor  or  answered  by  the  student  after  several  broad  hints. 

We  talked  with  the  instructor  and  asked  him  several  questions  about  his  work.  We  asked 
him  how  many  times  the  chairman  of  the  department  had  visited  his  classes.  He  answered: 
"Not  once  in  this  course;  once  before  the  survey  in  one  other  course."  We  asked  him  whether 
the  chairman  of  the  department  had  criticized  his  work  or  the  plans  of  his  courses.    He  re- 

2(1 1 


University  Survey  Report 

plied  that  suggestions  had  been  given  in  planning  the  course.,  We  ask  him  if  the  chairman  of 
the  department  had  consulted  with  him  at  the  beginning  of  the  year  and  helpde  him  lay  out 
the  material  that  he  was  going  to  teach.  He  answered,  "Yes" — at  the  beginning  of  the 
year  the  chairman  had  talked  with  him  regarding  the  course. 


Complete  Account  No.   4 

Music 

Miss Instructor 

The  course  had  for  its  purpose  the  preparation  of  public  school  supervisors  of  music 
Bell  rang.     17  women  present:  6  entered  after  bell  rang  but  before  teacher  came;  2  students 
entered  after  teacher  came.    Teacher  came  4  minutes  late. 

Instructor:     Hass  the  bell  rung?    Has  the  clock  struck?     (Discussion  of  time  of  day). 

Question  by  student:     Did  you  look  at  my  notebook? 

Instructor:     Yes,  and  marked  it. 

Roll  called. 

At  8:06  the  instructor  announced:  The  work  today  is  on  original  composition.  (Then 
looked  through  several  notebooks). 

Instructor:     How  did  music  arise,  class? 

Student:     Through  rythmical  motions  and  the  feelings. 

Instructor:     What  feelings  did  they  have? 

Student:     Anger. 

Instructor  brought  out  that  anger  was  accompanied  by  certain  emotions,  jealousy,  envy, 
etc.,  and  that  the  desire  to  express  these  led  to  music. 

Instructor:  (reading  from  notebook) :  The  lonely  shepherd  on  the  hill  after  awhile  begins 
to  think  of  nature  and  then  burets  into  song. 

Student:     What  is  your  definition  of  music? 

Instructor:     Think. 

Student:     I  heard  a  definition.    Music  is  the  turest  expression  of  life  and  character. 

Instructor:     That  is  fine.     I  certainly  believe  that. 

Student:  That  does  not  seem  to  me  to  be  a  definition.  It  is  a  statement,  but  not  a  defi- 
nition. 

Instructor:     Yes,  in  a  sense,  it  is  a  definition. 

A  girl  appeared  at  the  door:  Instructor  called:  "Did  you  have  breakfast,  darling?"  (It 
devefoped  that  she  had  not;  it  also  develped  later  that  she  is  a  guest  of  the  instructor.  The 
instructor  proceeded  to  give  directions  for  reaching  a  cafeteria.  Girl  said  she  did  not  want 
breakfast.) 

Instructor  again  took  up  reading  of  lecture. 

"Song  is  an  internal  feeling.  It  has  to  come  from  within.  People  say  "I  do  not  feel  like 
singing  that  song'  or  'I  am  just  in  the  mood  for  singing  that  song.'  So  much  of  singing 
depends  upon  feeling.  The  importance  of  giving  attention  to  a  singer — slight  noises  even 
distract  a  singer."  (A  tale  followed  in  which  a  certain  musician  had  stopped  his  playing 
because  the  wife  of  the  director  of  the  school  of  music  spread  her  fan  to  place  it  on  her  lap. 
A  long  story  was  related  as  to  this  lady's  preparation  for  appreciation  and  the  fact  that  she 
did  appreciate  the  music,  her  talk  with  the  musician  afterward,  etc.)  The  lecturer  con- 
tinued: 

"Hearing  things  around  them  tends  to  imitation.  Everything  has  rythm.  We  breathe 
rythmically,  etc.  Of  course,  some  people  have  this  more  than  others  and  they  can  develop 
more  musical  ability  than  others. 

"The  war  dance  of  primitive  man.  We  find  confirmation  of  this  going  over  again  in  the 
behavios  of  children,  the  modern  savages.  They  do  the  same  thing.  They  reproduce  in 
play  what  they  do  and  what  other  people  do.  Man  began  like  an  animal  and  lived  like  an 
animal.  He  lived  in  trees  and  was  a  cannibal  for  a  time.  When  fire  was  discovered  there  \vas 
some  change.  Then  he  lived  in  caves,  etc.  Do  you  know  that  there  are  people  in  the  Phili- 
pines  who  are  cannibals  yet?  (Story  followed  of  a  young  man  the  instructor  knew,  who  went 
to  the  Phillipines.  His  difficulties  were  related.  No  laundry  could  be  had.  He  did  not  know 
what  a  white  shirt  was,  etc.,  etc.,  etc.  He  is  now  a  lieutenant.  He  wanted  to  study  the 
people.  The  only  way  to  do  anything  is  with  a  gun.  The  people  are  so  law  that  they  cannot 
be  appealed  to  except  with  a  gun,  etc.,  etc.,  etc.) 

"The  child  rapidly  goes  through  the  development  of  the  race.  More  and  more  children  are 
being  allowed  to  express  themselves  freely.  Grown-ups  are  coming  to  believe  more  and  more 
in  giving  them  a  chance.  Give  the  imitative  faculty  a  chance.  It  used  to  be,  'Don't  do  that, 
Charlie,  you  are  not  a  cow.  Sit  down  and  be  a  good  boy,'  or  'Be  a  little  lady.  Sit  down  and 
be  quiet.'  " 

First.  Children  come  to  school.  Teacher  says,  "Be  quiet  and  at  nine  o'clock  we  will  work." 
Where  is  the  child's  chance  to  express  himself? 

Second.  The  children  come  in  singing  and  whilstling  and  the  teacher  says,  "Go  ahead  and 
at  nine  o'clock  we  will  begin  our  work." 

Third.  Child  is  sent  from  home  to  be  got  rid  of.  He  is  squelched  all  day.  When  he  leaves 
school  the  teacher  is  rid  of  him.  Then  he  is  squelched  at  home.  No  individuality  or  initiative 
is  developed  in  this  way.    Self-consciousness  is  developed. 

262 


Exhibit  3 

Last.  Teacher  encourages  expression  and  keeps  it  up  durint,'  the  dav.  We  feel  music,  find 
if  and  express  it.  The  child's  part  is  to  feel  sometiiing.  The  thing  to  do  is  to  get  the  child  to 
feel  a  desire  for  music.    What  are  some  of  the  objects  in  developing  this  talent? 

Student:     To  aid  self  expression. 

Student:     To  aid  self  confidence. 

Instructor:     That  is  all  self  though. 

Student:     Appreciation. 

Instructor:     We  all  of  us  have  a  vague  idea  of  music.    We  know  what  we  like.     But  we 

are  not  clear.    We  need  clarity  of  musical  thought.    X (mentioning  a  professor 

in  the  department  by  name,  without  any  title — -even  a  "Mr.")  has  this.  X's  mind  is  a 
thousand  miles  off  during  a  concert.    He  will  mumur  things,  etc.,     (Considerable  expatiation 

upon  Professor  X followed).    Play  certain  songs  for  children  and  designate  what 

they  mean.  Musical  expression  should  begin  in  the  kindergarten.  How  many  like  Chopin's 
Funeral  March?  (Several  students  said  they  did  not  like  to  hear  it.  Some  liked  it  occasion- 
ally). 

Instructor:     Mr.  Z plays  that  beautifully.     I  will  ask  him  to  play  it.    He 

plays  it  wonderfully.     (Expatiation  on  Mr.  Z.) 

Instructor:  In  the  infant  class  everyone  will  participate.  1st,  2nd,  and  3rd  grades  are 
noted  for  the  spontaneity  of  their  expression.  However  they  nave  little  rhythm.  The 
higher  up  we  go  the  fewer  participate.  Wasn't  the  agricultural  part  in  the  pageant  fine? 
That  was  a  beautiful  cow!  She  is  one  of  their  prize  cows.  Have  you  been  through  the  dairy? 
No!   Why  don't  you  go  through  the  dairy? 

Student:     Have  no  time. 

Instructor:     Make  time.     Why  don't  you  stay  over  a  few  days  and  see  things,  etc.,  etc. 

Student  made  an  inquiry  with  respect  to  an  open  air  school.     Teacher  told  its  location. 

Instructor:  The  X  children  go  there.  (Then  followed  a  long  description  of  the  beauty  of 
the  X  children). 

Instructor:  There  is  more  rhythm  but  less  spontaneity  of  expression.  Remember  that 
the  criterion  is  not  the  adult's  music  but  what  they  want  to  do.  Notice  the  difference  between 
a  child  singing  from  a  book  upside  down  and  the  sining  Mf  a  song  that  has  been  taught.  (A 
long  dissertation  followed  as  to  children  who  could  not  read  holding  a  book  upside  down  and 
singing  in  imitation  of  adults.  This  was  illustrated  by  a  tale  about  a  little  cousin  of  the 
instructor). 

Bell  rang. 

Instructor:     Here  is  a  good  assignment.    Oh,  not  to  study,  to  read: 

Brief  course  in  the  teaching  process  by  George  S,  Strayer.  Examination  tomorrow  at  eight 
o'clock.  '  It  is  a  good  thing  that  I  don't  have  any  children  going  to  school.  I  would  be  a 
nuisance.    I  would  be  after  the  teachers  all  the  time.     Class  is  dismissed. 

ComnifMit 

The  following  people  in  the  music  department  were  expatiated  upon  during  the  exercise: 

The  director 

His  wife 

Prof.  X  of  the  department 

Prof.  X's  children 

The  instructor  at  the  opening  of  the  class  announced  that  the  lesson  would  be  on  original 
composition.    Nothing  was  accomplished  on  this  subject. 

Opportunity   to   help,   not  appraisal,   purpose  of  observations 

Neither  commendation  of  classroom  instruction  in  the  university  as  a  whole  nor  criticism 
of  classroom  instruction  in  the  university  as  a  whole  is  olTered. 

Nor  is  any  generalization  made  as  to  the  132  classes  observed.  On  the  contrary  each  state- 
ment that  follows  will  relate  to  a  particular  class  or  to  specified  classes  mentioned  in  the 
survey  working  papers. 

Certain  excellencies  of  teaching  have  been  found.  Contrasted  with  these  have  been  seen 
conditions  that  call  for  administrative  attention. 

The  deficiencies  are  not  measured  by  a  standard  set  up  by  the  survey.  On  the  contrary 
they  are  measured  by  the  contrast  which  they  show  when  placed  beside  other  work 
observed  in  the  university  itself,  oftentimes  in  the  same  department,  many  times  in  the 
classes  of  the  same  instructor. 

In  the  language  of  academic  discussion,  the  survey's  study  is  qualitative,  not  quan- 
titative. In  other  words  points  needing  attention,  either  because  they  should  be 
encouraged  or  discouraged,  increased  or  eliminated,  are  mentioned  without  trying  to 
state  in  how  many  classes  those  particular  points  were  observed.  An  excellence  seems  to 
the  survey  no  less  important  because  found  in  one  class  out  ot  ten  than  if  found  in  seven 
classes  out  of  ten.  Likewise,  a  point  that  needs  to  be  eliminated  has  an  absolute  import- 
ance, regardless  of  the  number  of  classes  where  it  may  be  found. 

Averaging  excellent  with  deficient  instruction  is  worse  than  useless  because  it  misleads 
responsible  officers  and  leads  to  inaction  where  facts  standing  out  by  themselves  would 
lead  to  action. 

263 


University  Survey  Report 

I.      Contrast  of  characteristics  of  instruction 

No  characteristic  is  used  for  illustration  which  was  not  observed  in  the  work  of  several 

different  instructors. 
Two  sets  of  illustrations  are  given: 

1.  Classroom  conditions  in  9  groups  observed  which  need  administrative  encouragement. 

2.  Classroom  conditions  in  26  groups  observed  which  need  administrative  attention, 

discouragement,  elimination  and  correction. 

In  group  1  desirable  characteristics  are  given  first  and  contrasted  with  undesirable  charac- 
teristics. In  the  second,  the  undesirable  characteristic  is  given  first  and  contrasted  with 
a  desirable  characteristic.  This  repetition  is  for  the  double  purpose  of  increasing  clearness 
and  of  emphasizing  the  fact  that  in  promoting  efficient  instruction,  supervisors  and 
administrators  have  to  do  not  with  averages  but  with  specific  opportunities  to  help. 

Classroom  work  which  may  be  described  as  needing  remedial  attention  to  one  or  more  of 
its  characteristics  may  be  quite  free  from  defect  and  worthy  of  commendation  in  other 
particulars. 

The  fact  that  an  otherwise  highly  perfected  class  exercise  is  being  marred  by  even  one 
feature  calls  as  imperatively  for  administrative  attention  as  does  the  fact  that  a  class 
is  being  conducted  with  the  minimum  of  desirable  details  and  the  maximum  of  faculty 
details. 

The  work  described  as  illustrating  a  commendable  practice  may  include  faulty  details, 
but  the  presence  of  the  defects  makes  it  none  the  less  important  that  the  desirable  feature 
be  recognized  as  a  condition  that  might  be  made  use  of  to  advantage  in  other  classes  by 
other  teachers. 

The  list  of  conditions  which  follows  does  not  in  its  single  items  or  as  a  composite  constitute 
a  complete  description  of  "good  teaching."  The  fact  that  any  particular  quality  that 
goes  to  make  up  eflTicient  teaching  is  not  mentioned  as  a  commendable  detail  is  not  an 
indication  that  such  quality  is  not  mentioned  in  the  complete  description.  Those  char- 
acteristics mentioned  are  only  those  among  many  characteristics  of  successful  classroom 
work  which,  as  the  result  of  432  observations,  seem  to  be  in  need  of  administrative 
encouragement. 

9  classroom  characteristics   which  need  administrative  encouragement 

1.  Well  organized  lectures 

2.  Exercises  in  which  students  participate  freely 

3.  Material  well  adapted  to  purpose  of  course 

4.  Making  technical  material  clear 

5.  Skilful  questioning  by  instructor 

6.  Making  work  concrete 

7.  Requiring  students  to  prepare  assigned  work 

8.  Holding  students'  attention 

9.  Full  use  of  time 

26  classroom  characteristics   which  decrease  teaching  efficiency 

1.  Rambling  unorganized  lectures 

2.  Failure  to  make  technical  terms  clear 

3.  Failure  to  support  debatable  statements 

4.  Failure  to  adapt  subject  matter  to  purpose  of  course 

5.  Failure  to  invite  response  from  students 

6.  Failure  to  receive  response  by  students  sympathetically 

7.  Defective  questioning  leading  to  inadequate  response 

8.  Failure  to  make  instruction  concrete 

9.  Failure  to  do  the  thing  talked  about,  even  though  this  was  both  desirable  and  possi- 

ble 

10.  Failure  to  require  preparation  by  students 

11.  Failure  of  instructors  to  hold  attention 

12.  Failure  to  use  class  time  fully  and  profitably 

13.  Failure  to  use  foreign  language  in  classes  where  it  is  being  taught 

14.  Failure  to  use  quiz  section  for  quiz  purposes 

15.  Failure  of  instructor  conducting  a  question-answer  type  of  recitation  to  know  stu- 

dents by  name  after  five  weeks 

16.  Failure  to  illumine  instruction  with  results  of  specialization 

17.  Failure  to  subordinate  the  first  personal  pronoun 

18.  Failure  to  capitalize  students'  experience 

19.  Failure  to  address  questions  to  others  than  the  particular  student  called  upon 

20.  Failure  of  the  instructor  to  dispense  with  repeating  answers  by  students 

21.  Failure  of  instructor  to  make  himself  heard  and  understood 

22.  Failure  to  speak  and  to  require  correct  English 

23.  Failure  to  exclude  irrelavent  material 

264 


Exhibit  3 

24.  Failure  of  instructor  lO  prepare  himself  adequately  for  a  class  exercise 

25.  Failure  of  lecturer  to  give  any  material  not  easily  available  in  books 

26.  Failure  to  bring  lecture  material  up  to  date 

1.      Well  organized  lectures 

In  a  history  lecture,  the  instructor  placed  on  the  blackboard  an  outline;  reviewed  the  points 
made  in  the  previous  lecture  leading  up  to  the  period  covered  by  the  outline;  ended  with 
the  last  point  in  the  outline  just  as  the  dismissal  bell  rang. 

Contrast 

In  a  class  for  teachers,  the  lecturer  started  to  discuss  the  processes  involved  in  learning 
language;  this  topic  was  deserted  for  a  discussion  of  the  point  in  the  school  curriculum 
when  a  foreign  language  is  best  introduced.  This  in  turn  led  to  a  discussion  of  the 
disciplinary  value  of  language  and  mathematics  and  a  characterization  of  the  sort  of 
subject  which  should  make  up  the  high  school  course  ot  study.  This  again  was  followed 
by  a  tirade  against  the  present  "vaudeville"  tendencies  in  school,  ending  with  a  defense 
of  the  teaching  of  Latin;  then  a  short  digression  taking  up  the  "form"  and  "content," 
and  "inductive"  and  "deductive."  Controversy  was  followed  by  a  return  to  the  topic 
of  foreign  language  teaching  and  its  bearing  on  technical  English  grammar;  thence  to 
a  discussion  of  the  way  !n  which  a  foreign  language  should  be  attacked.  The  hour  closed 
with  a  further  plea  for  the  teaching  of  the  "standardized  subjects" — language  and  math- 
ematics. 

The  description  reads:  "The  lecturer  talked  at  a  teriflfic  rate.  It  was  almost  impossible  to 
follow  him  even  if  one  did  not  attempt  to  take  notes,  because  ot  the  disorganization  of 
the  material  presented.    The  words  came  from  the  speaker  in  torrents." 

The  instructor's  comment  upon  this  description  follows: 

The  observations  of  fact  are  inaccurate.  No  such  "mess"  was  presented  as  described. 
At  no  time  in  the  course  was  there  an  attempt  to  present  the  claims  of  any  subject  of 
the  curriculum  of  the  high  school  by  contrasting  values  in  other  subjects,  nor  by  urging 
one  type  of  education  exclusively.  "  The  notes  on  this  course  taken  and  transcribed  by 
Miss  Anna  J.  Wavrinek,  an  expert  stenographer,  reveal  no  such  confusion  as  Mr.  Farmer 
has  described.  The  claims  of  foreign  language  study  were  presented,  and  the  very  best 
sources  were  consulted.  The  views  set  forth  were  in  no  sense  arbitrary.  At  no  time  in 
the  course  was  it  held  that  any  one  foreign  language  should  be  required  of  high  school 
pupils.  There  was  just  as  much  insistence  upon  manual  training  and  the  domestic  art 
courses  as  upon  any  other  lines  of  work. 

This  entire  statement  is  a  clear  exhibition  of  gratuitous  misapprehension.  As  a  matter 
of  fact,  three  full  lectures  were  given  to  the  foreign  language  situation  with  a  clear  pur- 
pose of  determining  present  tendencies,  fruitful  methods,  and  the  crucial  problems  of 
organization  of  curriculum. 

The  description  appended  in  quotation  marks  is  nothing  more  than  an  attempt  of  the 
observer  to  describe  what  he  was  unprepared  to  evaluate,  and  calls  for  no  comment. 

Upon  examination  the  "stenographic  notes"  of  this  course  were  found  to  be  an  undated 
running  summary  of  the  whole  course,  containing  about  as  much  matter  for  the  course 
of  30  lectures  as  a  complete  stenographic  report  for  one  lecture  would  have  contained 
(exhibit  34). 

This  instructor  enters  vigorous  and  sweeping  denial  of  all  later  descriptions. 

It  is  hoped  the  university  will  take  steps  to  see  whether  present  lecture  methods  and  con- 
tent seem  to  university  officers  as  did  summer  methods  and  content  to  a  half  dozen 
different  experienced  survey  observers. 

2.     Exercise  in   which  students  participate  freely 

In  a  class  in  education,  students  were  asked  to  report  upon  class  work  which  they  had 
observed  in  the  elementary  schools  of  Madison.  Different  students  were  given  opportu- 
nity to  report  as  to  the  attentiveness  and  enthusiasm  shown  by  children  and  results 
obtained  in  the  classes  observed.  Livelv  interest  was  manifested  by  all  members  of  this 
large  class  (65  students).  Diversitv  of  opinion  brought  out  discussion  of  ditlerent  view- 
points. At  times  several  students  at  once  were  eager  to  be  heard.  After  ten  minutes 
of  this  free  discussion  a  student  gave  a  four  minute  report  on  her  series  of  observations 
of  a  civics  class.  Questions  were  raised  in  regard  to  points  mentioned  in  the  report 
and  were  discussed  bv  students.  The  instructor  drew  out  concrete  experiences  from  the 
different  students  taking  part  in  the  discussion,  supporting  their  contentions.  After 
a  point  had  been  discussed  it  was  put  to  a  vote  and  in  case  of  disagreement,  the  instruc- 
tor gave  additional  evidence  or  gave  his  own  opinion.  The  last  two  minutes  of  the  hour 
were  given  to  assignments  of  the  problems  to  be  prepared  for  the  next  lesson. 

265 


University  Survey  Report 

Contrast 

In  a  class  in  logic,  the  instructor  asked  if  there  were  questions  on  the  previous  lecture; 
wailed  a  minute,  received  no  response  and  proceeded  to  announce  the  topic  for  the  day — 
"the  relation  of  hypothesis  to  fact  and  the  nature  of  explanation." 

"Suppose,"  he  asked,  "you  were  to  explain  that  two  plus  two  equals  four,  how  would  you 
set  about  it?"  One  young  man  volunteered  that  he  would  demonstrate  it  by  using  four 
objects  in  two  groups  of  two  each.  The  instructor  asked,  "Would  this  not  amount  to 
tautology-?"     The  class  neither  denied  nor  admitted  this  and  the  incident  was  closed. 

The  instructor  then  asked,  "How  would  you  explain  that  water  is  composed  of  hydrogen 
and  oxygen?"  After  a  long  pause  a  student  answered  that  he  would  define  these  two 
gases  and  then  analyze  a  sample  of  water.  ".lust  that?"  the  instructor  asked  and  without 
waiting  for  an  answer  propounded  a  question  about  taking  a  girl  to  a  ball  game  and 
explaining  the  game  to  her.  A  student  said  he  would  explain  it  by  analogies  with  things 
with  which  she  was  familiar.  The  instructor  asked  whether  an  enumeration  ot  the  points 
of  the  game  would  constitute  an  explanation — and  answered  "no"  to  his  own  question. 
This  was  one  of  four  questions  which  he  asked  and  answered  in  this  way.  He  referred 
three  times  to  material  of  previous  lectures  by  saying  "you  remember"  and  then  recount- 
ing the  facts  which  he  was  confident  they  had  in  mind. 

For  40  minutes  of  the  period  the  instructor  lectured,  being  interrupted  once  by  a  young 
man  who  inquired  whether  a  process  being  described  as  analysis  was  not  synthesis. 
The  only  answer  was  that  synthesis  must  always  be  preceded  by  analysis,  and  the  lecture 
proceeded,  lagging  occasionally,  to  be  given  a  fresh  start  by  reference  to  notes.  As  a 
means  of  teaching  logic — the  art  of  logical  thought  and  argument — the  procedure  was 
like  teaching  swimming  by  the  lecture  method. 

3.      Material   well   adapted   to  purpose  of  course 

In  a  class  in  journalism,  specific  points  were  raised  and  discussed  as  to  form  of  paragraphs 
and  sentences  to  be  used  in  reporting  different  happenings  for  different  classes  of  pub- 
lication. The  particular  topic  of  the  day  was  newspaper  style  in  sporting  news.  Stu- 
dents discussed  how  they  would  respond  to  a  telegram  asking  for  "400  words  on  game;" 
how  they  would  get  the  data,  arrange  material  to  suit  the  clientele  of  the  paper,  make 
description  impartial,  etc.  The  parts  of  editor  and  reporter  in  writing  the  story  of  a  sport- 
ing event  were  brought  out.  The  problems  discussed  were  working  problems.  Solu- 
tions were  working  solutions. 

Contrast 

In  a  laboratory  exercise,  (10  students)  on  the  learning  process,  one  pupil  held  a  watch  while 
another  pupil  gazed  at  a  page  on  which  were  printed  some  30  words,  some  being  in  bolder 
type  than  others.  At  the  expiration  of  a  certain  number  of  seconds,  the  second  pupil 
wrote  down  as  many  of  the  words  as  he  or  she  could  remember.  It  was  found  that  in 
almost  every  case  the  words  in  the  larger  type  were  recalled  better  than  those  in  small 
type.  This  fact  was  recorded  in  the  students'  notebooks,  but  no  application  to  any 
classroom  situation  of  the  principle  involved  was  made  during  the  recitation.  (The  in- 
structor says  application  was  made  in  the  notebooks  later).  These  experiments  contin- 
ued page  after  page.  The  book  used  also  calls  for  tests  of  the  ear  as  to  pitch  discrim- 
ination and  of  the  powers  of  observing. 

The  visitor  said  to  the  instructor,  "Just  what  lesson  do  these  young  people  learn  from  this 
work  which  will  aid  them  in  their  future  teaching?"  After  some  thought  he  replied: 
"Well,  the  tests  of  the  auditory  acuity  would  be  valuable  to  teachers  of  music."  "Oh," 
the  visitor  said,  "Are  you  training  supervisors  of  music?"  "No,  but  the  teachers  in 
the  public  schools  teach  music."  "Are  these  students  preparing  to  teach  in  the  elemen- 
tary schools?"  "No,  in  the  high  schools."  "But  in  the  high  schools,  the  only  person 
who  teaches  music  is  the  regular  supervisor  of  music  or  special  teachers."  "That  is  true," 
he  admitted. 

The  observer  found  one  of  his  former  pupils  among  the  members  of  the  class  and  asked 
her  just  why  she  was  taking  the  course.  She  hesitated  for  a  moment,  and  then  vol- 
unteered that  she  needed  one  more  hour's  credit  to  graduate.  I  asked  her  what  she  had 
learned  in  this  course  which  would  aid  her  in  her  future  teaching,  and  she  shook  her  head, 
shrugged  her  shoulders  and  smiled. 

4.      Making   technical    material   clear 

A  class  in  education  (46  students),  was  discussing  cost  of  instruction.  The  instructor 
cited  the  fact  that  25%  to  40%  of  the  money  levied  in  taxation  was  used  for  school  pur- 
poses; that  the  tax  rate  is  increasing  prodigiously;  therefore  the  importance  of  furnish- 
ing the  public  with  financial  data  concerning  schools  was  very  great.  Members  of  class 
were  directed  to  read  the  report  of  Superintendent  Spaulding  of  Newton  for  1913.    Ten 

266 


Exhibit  o 

slides  were  exhibited,  based  upon  photographs  of  pages  of  Superintendent  Spaulding's 
report.  Details  were  noted  and  reasons  cited  why  those  details  should  be  worked  up 
and  in  what  form.  Of  the  use  of  charts,  the  instructor  said,  "This  is  better  than  the  elab- 
orate statistical  exhibits  that  conceal  rather  than  reveal  conditions."  Many  questions 
of  a  practical  character  were  asked  by  the  class,  including  questions  of  policy  like  this: 
"In  case  of  excessive  costs  due  to  the  fact  that  the  work  is  just  being  organized,  is  it 
desirable  to  give  it  out  to  the  public?"  Here  the  instructor  answered,  "Nothing  is  bad 
to  give  the  public  if  it  is  true." 

Contrast 

At  the  previous  exercise  in  this  class  in  educational  psychology,  the  instructor  stepped  down 
and  surrendered  the  chair  to  an  assistant,  a  postgraduate  student  who  delivered  a  lecture 
on  muscular  fatigue.    The  instructor  did  not  remain  to  observe  what  was  done. 

The  beginning  of  the  Thursday  exercise  found  the  assistant  in  the  chair  again  with  no  sign 
of  the  instructor.  The  assistant  began  by  giving  a  brief  resume  of  his  Tuesday  lecture. 
Having  finished  this,  he  went  on  with  his  advanced  work,  describing  the  methods  by 
which  organic  energy  was  used  up  and  how  the  dynamometer  was  used  to  determine 
the  amount  of  pressure  exerted  by  the  grip,  for  instance,  and  dilTercntiated  between  this 
and  an  instrument  which  he  described  as  the  "Mosso  ergogra|)h."  As  this  device  was  men- 
tioned, several  of  the  pupils  looked  at  each  other  as  though  to  ask  how  its  name  was 
spelled,  but  he  did  not  put  anything  upon  the  board.  This  class  was  composed  of  almost 
entirely  undergraduates,  most  of  whom  did  not  seem  to  be  of  the  type  that  would 
make  future  teachers. 

The  members  of  the  class  seemed  to  be  intensely  bored  by  the  first  part  of  the  lecture. 
The  room  was  very 'large,  and  the  students  were  pretty  well  scattered.  Three  or  four 
pairs,  especially  the  girls,  sat  and  chatted  intermittently  through  the  whole  lecture. 
There  were  several  of  both  sexes  who  took  no  notes  at  all.  The  great  majority  of  them 
wrote  in  their  notebooks  for  spaces  of  half  a  minute,  perhaps  twice  in  the  course  of  each 
five  minutes.  The  lecturer  was  much  more  technical  in  his  expressions  than  in  his  first 
lecture  and  referred  to  numerous  authorities,  psychologists,  experimenters  in  different 
countries,  none  of  whose  names  he  offered  to  spell  or  write  upon  the  board.  I  lis  language 
was  halting,  repetitive,  and  faltering.  For  instance,  at  one  time,  he  said,  "The  nerves 
have  become  anesthetized,  and  the  sensation  is  double — I  should  say  that  the  sensation 
is  single — I  should  have  said  the  nerves  were  sensitized.  .  ."  Toward  the  end  of  his 
lecture,  he  brightened  up,  and  his  language  became  less  technical.  The  class  paid  better 
attention,  and  seemed  to  be  getting  something  of  more  value.  For  instance,  one  of  his 
statements  at  this  stage  of  the  lecture  was:  "In  a  state  of  rest.  I  can  control  what  I 
wish  to  do,  but  as  fatigue  grows,  our  efforts  are  more  random — that  is,  our  results  are, 
and  so  in  mental  fatigue,  we  are  unable  to  see  as  many  means  of  solving  a  problem,  etc." 

Ten  minutes  before  the  close  of  the  period,  he  came  to  the  real  meat  of  the  two  days' 
lecture,  and  spoke  of  the  fact  that  from  9:00  to  9:30,  the  efliciency  of  the  pupils  is  not 
as  great  as  it  is  later  in  the  morning,  that  the  first  half  hour  is  spent  in  settling  down  and, 
as  it  were,  getting  the  mind  oiled  up  so  that  it  is  not  nearly  as  valuable  as  the  second  half 
hour.  By  9:30  the  maximum  efficiency  is  reached,  and  it  is  maintained  from  one  to  two 
hours  according  to  the  age  of  the  pupils.  The  last  half  hour  in  the  morning  sees  a  drop- 
ping of  the  efficiency.  In  the  afternoon  at  1  :30,  tKe  efficiency  is  lower  that  it  was  in 
the  beginning  in  the  morning,  but  soon  rises,  reaching  its  height  in  a  shorter  time  that 
it  took  to  reach  the  height  in  the  morning.  However,  it  docs  not  reach  quite  the  height 
that  it  attained  in  the  morning  session  nor  does  it  remain  on  the  plateau  as  long.  After 
one  hour  of  fairly  steady  effort;  it  begins  to  decline  and  by  the  close  of  the  day,  it  has 
reached  its  lowes!  point. 

He  spoke  of  the  fact  that  memorizing  processes  are  more  exhaustive  mentally  than  processes 
where  interest  exists.  In  general  the  conclusion  of  his  lecture  contained  several  points 
which  might  be  of  advantage  to  future  teachers. 

I  met  the  regular  instructor  in  the  afternoon,  and  told  him  that  I  was  sorry  not  to  have 
heard  him  lecture.  He  explained  that  the  assistant  was  a  graduate  student,  and  had 
done  very  clever  work  in  his  thesis,  and  that  he,  the  instructor,  had  asked  the  assistant 
to  present  this  subject  to  the  class.  "By  the  way,"  said  he.  "how  did  he  do?"  I  pro- 
ceeded to  describe  the  two  days'  lecture  to  him  much  in  the  fashion  in  which  I  had  given 
it  in  this  report,  and  the  instructor  shook  his  head  sadly  and  said  that  he  had  expected 
better  things  from  the  assistant. 

5.      Skilful   questioning   by   instructor 

A  class  in  principles  of  education.  The  instructor  began  with  the  assignment  ot  reartmg 
and  of  problems  for  wTitten  discussion  for  the  next  day's  work.  The  topic  for  the  day  was 
announced  as  "fair  play  as  applied  to  school  activities."  The  instructor  had  just  begun 
the  statement  of  a  problem  for  class  discussion  when  a  young  man  came  into  the  room 
tardy.  After  the  student  was  seated  the  instructor  restated  the  topic  of  the  hour  and 
asked  the  tardy  student  to  discuss  the  problem  of  tardiness  from  the  standpoint  of  fair 

267 


University  Survey  Report 

play.  The  student  said  that  fair  play  would  require  promptness  at  classes  unless  some 
legitimate  reason  for  tardiness  could  be  given.  This  opened  the  question  of  what  would 
be  a  legitimate  excuse  and  whether  or  not  a  person  arriving  late  for  any  reason  might 
fairly  be  excluded  from  class.  The  discussion  was  participated  in  by  a  large  number  of 
students,  in  several  instances  four  or  five  asking  to  be  heard  at  once.  Almost  all  had 
specific  cases  from  their  experience  as  students  or  as  teachers  upon  which  to  base  their 
statements  or  questions. 

The  question  of  the  right  of  one  teacher  to  cause  a  student  to  be  tardy  at  another  teacher's 
class  brought  up  the  question  of  fair  play  of  teachers  with  other  teachers  and  with 
pupils — in  the  matter  of  running  over  the  hour  in  a  recitation,  requiring  an  undue 
amount  of  time  in  preparation  for  a  single  recitation,  showing  favors  to  children  of  in- 
fluential parents,  the  treatment  of  the  bright  and  the  slow  child,  etc. 


Contrast 

A  class  in  education  was  reciting  on  the  "socialistic  tendency."  The  subjects  in  the  opinion 
of  the  observer  were  such  as  to  call  for  a  "topical  recitation;"  i.e.,  explanation  and  elabor- 
ation by  the  student.  The  instructor's  questioning  is  illustrated  by  the  following  direct 
quotation  from  the  description  of  part  of  this  recitation: 

Instructor:     What  were  the  contributions  of  Herbart? 

Answer:     Ethical  rather  than  social. 

Instructor:     What  were  the  contributions  of  Froebel? 

Answer:     Self  activity. 

Instructor:  What  is  the  substance  of  Washington's  message?  (supposedly  in  reference  to 
socialistic  tendencies). 

(Several  vague  guesses  were  volunteered). 

In  most  cases  where  an  answer  was  given  by  the  student,  the  instructor  found  it  necessary 
to  amplify  the  answer.  The  majority  of  his  questions  he  answered  himself,  after  having 
framed  the  same  question  in  numerous  ways  without  adequate  results  from  the  class. 
The  questions  themselves  were  such  as  to  call  largely  for  memory  answers,  none  calling 
for  the  experience  of  students  themselves  with  "socialistic  tendencies,"  or  with  conditions 
directly  related  to  the  educational  theories  of  Herbart  and  Froebel.  In  several  other 
classes  this  instructor  had  to  ask  questions  which  practically  answered  themselves. 
In  one  instance  he  rebuked  a  student  by  saying:  "There  is  no  excuse  for  not  answering 
that  because  I  answered  it  in  the  way  I  asked  it." 


6.      Making   work   concrete 

In  a  class  of  students  (18  students)  preparing  to  teach  English  in  high  schools,  the  grading 
of  English  compositions  was  under  discussion.  Copies  of  compositions  that  had  been 
corrected  by  the  instructor  were  put  into  the  hands  of  the  students.  Comrnendable 
points  were  brought  out,  criticisms  were  offered  as  to  arrangement,  punctuation,  sen- 
tence structure  and  thought.     * 

Contrast 

Another  class  of  students  (32  students)  preparing  to  teach  were  discussing  seats  and  seat- 
ing. Fourteen  points  were  given  for  judging  a  desk  and  seats.  Three  samples  were 
displayed  in  the  room.  No  member  of  the  class  was  called  upon  to  use  the  14  tests  in 
judging  the  relative  merits  of  these  three  sample  desks.  The  possibility  of  impartial 
judgment  on  the  part  of  students  was  pr'^cluded  by  the  instructor's  saying  that  he  was 
willing  to  stake  his  reputation  upon  one  of  the  three  seats.  Later  he  reported  that  he 
himself  had  grave  doubts  as  to  this  same  desk,  and  had  accepted  it  because  of  the  insis- 
tence of  a  subordinate.  The  need  for  correct  adjustment  of  seat  or  desk  was  discussed, 
but  no  adjustments  were  made  of  the  desks  and  seats  on  display. 


,   Requiring  students   to  prepare  assigned   work 

An  English  class  had  come  to  the  recitation  with  a  prepared  outline  of  a  thesis  which  had 
been  assigned  to  be  worked  up  from  their  textbook.  The  instructor  wrote  the  outhne 
on  the  board  as  the  class  contributed  point  after  point.  He  wrote  first  the  main  headings, 
then  the  subheadings  so  far  as  the  class  was  able  to  go.  The  instructor  then  stopped, 
and  assigned  .for  the  next  lesson  a  further  analysis  of  the  essay.  He  directed  that  the 
outline  be  completed  and  the  additional  points  reported  to  the  class  at  the  next  recitation 
period. 

268 


Exhibit  3 


Contrast 


An  English  class  of  four  and  a  fifth  person  who  seemed  to  be  a  visitor,  sat  around  a  table 
listening  to  a  lecture  on  freshman  English  in  college.  The  lecturer  talked  steadily  for 
an  hour  and  ten  minutes,  and  was  evidently  planning  to  complete  the  two  full  hours. 
Not  a  word  was  spoken  except  by  the  instructor.  At  the  end  of  70  minutes  of  lecture, 
the  survey  visitor  left  for  a  second  class. 

8.  Holding   students'   attention 

A  class  in  psychology  had  for  the  day's  topic:  "measuring  the  time  of  association."  Free 
and  restricted  association  was  discussed  and  illustrated.  Lists  of  words  were  presented 
which  could  be  used  for  "part-whole"  and  "genus-species"  association  tests.  Method 
of  determining  guilt  or  innocence  of  suspected  individuals  was  explained.  The  rate  of 
memorization  was  taken  up.  "Learning  curves"  were  explained  by  the  use  of  charts. 
The  plateaus  in  the  Bryan  and  Herter  experiment  were  explained.  The  lecture  was 
delivered  in  a  conversational  tone  and  the  manner  seemed  to  encourage  students  to 
interrupt  whenever  they  desired  additional  explanation  of  subjects  discussed.  The  class 
as  a  whole  paid  close  attention. 

Contrast 

A  class  in  scoutcraft  had  for  its  problem  building  a  fire  without  matches.  The  kinds  of 
wood  best  adapted  were  discussed.  The  preparation  of  bow,  block  and  drill  was  illus- 
trated and  an  unsuccessful  attempt  to  start  a  fire  was  made.  The  instructor  remarked: 
"This  is  difficult  under  some  circumstances  but  is  a  useful  thing  for  Boy  Scouts  to  know, 
and  it  is  a  good  exhibition  feature  for  scout  entertainments ." 

While  various  trials  were  being  made,  groups  of  students  wandered  to  one  side  to  buy  photo- 
graphs of  the  students  taken  at  diflerent  outdoor  meetings.  These  photographs  were 
chiefly  of  the  class  playing  outdoor  games.  The  instructor's  assistant  had  taken  them 
and  was  selling  them.  A  few  students  remained  observant  throughout  the  entire  time; 
others  went  back  and  forth  from  the  pictures  to  the  fire-making  group.  The  period  ended 
before  the  fire  was  started. 

9.  Full  use  of  time  illustrated 

For  a  lecture  in  economics  the  members  of  the  class  took  regularly  assigned  seats.  Attend- 
ance was  checked  by  an  assistant.  The  lecture  began  at  the  ringing  of  the  bell.  The 
material  was  so  organized  that  there  were  no  pauses  .  The  lecture  closed  at  the  ringing 
of  the  dismissal  bell. 

Contrast 

Many  illustrations  might  be  cited  of  beginning  late  and  ending  early,  and  of  wastefully 
using  time  occupied. 

An  English  class  in  sub-freshman  English  (28  students)  students  remained  out  of  doors 
until  the  final  class  bell  had  sounded.  This  made  the  recitation  late  in  beginning. 
The  instructor  took  up  time  in  repeating  instructions  w^hich  had  been  previously  given 
for  writing  a  theme.  These  repeated  instructions  were,  furthermore,  in  the  books  which 
students  held  in  their  hands.  After  a  number  of  questions  had  been  asked  concerning 
these  instructions,  the  instructor  had  a  student  open  his  book  and  read  the  instructions 
aloud.  Other  inconsequential  questions  were  asked  and  answered,  such  as:  What  is  the 
number  of  this  theme?  Shall  it  be  in  the  form  of  a  letter?  What  kind  of  original  work 
must  it  be? 

To  each  question  the  instructor  replied  deliberately.  Sentences  were  read  and  corrected 
by  members  of  the  class.  At  9:30  (20  minutes  before  the  end  of  the  period)  the  class 
was  dismissed.  Similar  wasteful  use  of  time  by  this  same  instructor  was  noticed  on 
other  occasions. 

II.      Conditions   observed   which   need   administrative   attention,   discouragement, 
elimination   or  correction 

The  illustrations  thus  far  given  have  stated  undesirable  characteristics  of  teaching  against 
a  background  of  desirable  qualifications.  The  illustrations  that  follow  reverse  the  order, 
naming  first  undesirable  characteristics. 

Instead  of  citing  instruction  in  some  other  institution  and  instead  of  appealing  to  some 
theoretical  standard  of  effectiveness  each  undesirable  characteristic  is  immediately 
followed  by  and  contrasted  with  a  desirable  characteristic  observed  at  the  University 
of  Wisconsin. 

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University  Survey  Report 

It  asked  how  often  does  each  of  those  characteristics  appear,  the  survey  will  answer: 
The  first  question  is  not  how  often  does  it  appear,  but  why  does  it  appear  at  all.  The 
second  question  is  what  is  the  university  doing  to  find  out  where  if  at  all  each  character- 
istic appears.  The  third  question  is  what  is  being  done  to  correct  conditions  needing 
correction. 

1.  Kamblinji   iinorfjanized  lectures 

To  a  class  in  [)hilosophy  the  instructor  lectured  on  "ideals."  He  pointed  out  the  inability 
of  the  improving  mind  to  set  up  perfection  as  an  ideal,  since  each  improvement  must 
carry  with  it  a  iiew  conception  of  perfection.  The  progressive  and  conservative  types 
of  mind  were  compared  in  some  detail,  and  the  effect  of  each  upon  social  progress  was 
shown. 

About  15  minutes  before  the  end  of  the  hour,  the  instructor  asked  if  there  were  any  ques- 
tions any  one  cared  to  ask.  In  asking  this,  however,  he  was  reminded  of  some  new  line 
of  thought  and  talked  on  for  several  minutes  more.  He  then  again  asked  for  questions, 
and  again  started  on  a  new  topic,  on  which  he  spoke  until  five  minutes  before  the  end  of 
the  hour,  when  the  class  was  dismissed  without  having  had  opportunity  to  accept  his 
invitation  to  ask  questions.  The  first  35  minutes  of  the  lecture  seemed  almost  as 
"impromptu"  as  the  last  15  minutes. 

Contrast 

Among  carefully  outlined  lectures  was  one  in  history  on  "the  history  that  lies  at  our 
door."  The  lecturer  discussed  the  history  that  lies  behind  common  expressions  such  as 
act  and  deed,  aid  and  abet,  will  and  testament,  etc.,  and  behind  the  formation  of  single 
words  from  old  phrases  such  as  arithmetic  from  rhyme-craft.  The  history  of  architec- 
ture as  in  such  signs  as  the  barber's  pole  was  pointed  out.  Not  only  was  the  lecture 
organized,  but  so  organized  as  to  be  completed  within  the  50  minute  period.  The 
instructor  stated  that  subject  matter  contained  in  this  lecture  had  never  before  been 
collected  in  this  country.  The  survey  observer  added  that  the  lecture  was  so  well 
organized  that  he  thought  perhaps  the  lecturer  had  organized  it  for  presentation  through 
a  book. 

2.  Failure  to   make   technical  terms  clear 

A  class  in  education  was  considering  a  scale  for  measuring  merit  in  English  composition, 
and  another  scale  for  measuring  ability  in  spelling.  An  account  was  given  of  how  the 
grades  of  the  different  samples  of  the  composition  scale  had  been  determined.  The  pro- 
cess and  its  explanation  were  technical.  That  neither  was  grasped  by  the  class  was 
indicated  by  the  lack  of  response  when  asked  what  suggestions  they  cared  to  make.  One 
young  wonian  said  she  could  not  see  how  87  on  the  scale  w^as  different  from  the  usual 
school  grade  of  87. 

The  instructor  passed  next  to  the  spelling  scale,  which  is  even  more  intricate.  Time  was 
occupied  in  putting  on  the  board  50  words  with  their  numerical  values. 

The  survey  observer  telt  quite  uncertain  as  to  what  the  figures  meant,  but  quite  certain 
that  the  class  shared  his  uncertainty.  The  material  in  explanation  of  this  scale  is  pub- 
lished in  a  50  page  monograph,  which  the  instructor  held  in  his  hand,  but  to  which 
the  class  had  not  been  referred.  One  or  two  questions  were  asked  about  the  method  of 
using  this  scale  and  the  composition  scale  previously  discussed.  No  opportunity  was 
offered  for  the  actual  use  of  the  scales  during  the  class  hour  or  elsewhere  on  the  part  of 
those  who  were  taking  the  course  for  two  credits. 

Contrast 

Class  in  rural  economics  was  discussing  rural  credit.  Questions  were  raised  by  students. 
Answers  were  given  and  the  discussion  in  general  was  in  terms  of  concrete  local  condi- 
tions: the  Wisconsin  law;  the  Rusk  County  cooperative  organization;  local  interest  rates; 
northern  Wisconsin  interest  rates.  The  change  from  grain  to  dairy  farming  was  used 
to  illustrate  the  change  from  "robber"  to  "conservative"  farming.  The  principle  of 
diminishing  returns  was  discussed  and  made  clear  in  terms  of  class  experience  and 
Wisconsin  life,  but  the  technical  phrase  "diminishing  returns"  was  not  used. 

3.  Failure   to  support  debatable  statements 

In  a  class  in  education  the  instructor  made  many  extravagant  statements,  was  dogmatic 
and  arbitrary.  His  style  was  bombastic;  he  did  not  allow  for  difference  of  opinion  or 
give  opportunity  for  suggesting  possible  alternative  opinions  by  his  students.  His 
attitude  was  that  of  one  saying  the  last  word  upon  the  questions  at  issue.     It  was  most 

270 


'  Exhibit  3 

difficult  at  times  to  know  just  wiiat  the  speaker  meant  due  to  use  of  expressions  that 
were  not  clear.  The  entire  time  of  the  recitation  was  taken  up  by  the  lecturer.  In  the 
four  or  five  lectures  which  were  Hstened  to  by  the  survey,  only  one  student  asked  a  ques- 
tion. In  not  a  single  instance  was  there  any  discussion  by  the  class  of  anv  proposition 
brought  before  it. 

In  the  course  of  one  hour  the  instructor  made  sweeping  statements,  without  qualification 
or  discussion,  on  the  13  following  points: 

1.  The  value  of  the  study  of  foreign  language  is  to  get  a  critical  attitude  toward  English. 

2.  Education  is  not  scientific. 

3.  Units  of  unequivocal  character  for  measurement  of  educational  process  and  results 

are  impossible. 

4.  There  is  no  such  thing  as  objective  validity  of  facts. 

5.  Teaching  cannot  be  measured  because  it  is  not  a  thing  but  a  process. 

6.  A  different  kind  of  history  textbooks  must  be  written  before  we  can  have  proper  teach- 

ing of  history. 

7.  The  purpose  of  teaching  history  is  not  "practical  patriotism"  but  the  development  of 

an  historical  attitude — the  development  of  judgment. 

8.  In  regard  to  formal  discipline  "Don't  be  led  astray  by  the  cheap  clap-trap  of  people 

expressing  the  opinion  that  there  is  little  transfer  of  training.     They  don't  know  what 
they  are  talking  about.     Keep  this  in  mind  in  answering  the  examination  questions." 

9.  Latin  is  easier  to  teach  than  history. 

10.  A  single  course  in  the  high  school  which  must  be  taken  by  all  is  better  than  to  have 

several  courses  from  which   students  may   choose. 

11.  Condemned  the  St.  Cloud  plan  of  giving  one  credit  in  sixteen  for  home  work. 

12.  Preparation  for  college  is  one  of  the  very  strongest  motives  for  high  school  work. 

13.  "Soft  pedagogy"  was  scathingly  condemned. 

This  description  is  commented  upon  as  follows  by  the  instructor: 

Mr.  A.  N.  Farmer  is  responsible  for  these  paragraphs.  He  sat  in  the  lecture  room 
from  day  to  day,  taking  notes  in  long  hand,  slow  at  that.  He  has  written  his  own 
impressions  and  recorded  his  own  preconceived  opinions.  To  say  that  the  speaker  made 
extravagant  statements,  was  dogmatic  and  arbitrary,  bombastic,  etc.;  is  nothing  more 
than  an  opinion  of  a  biased  observer.  The  speaker  manifested  all  throujih  the  course 
a  vigorous  presentation  of  the  various  points  of  view  of  educators  relative  to 
the  problems  of  secondary  education.  The  speaker  admits  that  he  put  the  best 
he  had  into  his  lectures,  that  he  does  speak  at  a  rapid  rate,  and  that  he  spent  himself 
in  an  honest  effort  to  make  the  summer  worth  while  to  the  mature  students  enrolled 
in  his  courses.  The  composition  of  the  enrollment  was  clearly  understood  from  the 
beginning.  Teachers,  superintendents,  and  principals  of  wide  experience  constituted 
the  enrollment  in  the  course  in  which  Mr.  A.  N.  Farmer  spent  most  of  his  time — the 
course  in  high  school  organization. 

The  students  in  this  course  submitted,  daily,  questions  growing  out  of  the  discussion. 
They  were  urged  to  express  "difference  of  opinion  in  writing.''  The  speaker  devoted 
ten  to  fifteen  minutes  each  day -to  a  consideration  of  these  questions  and  observations  of 
the  students  of  the  course.  This  was  a  regular  performance.  The  questions,  tenta- 
tive judgments  and  examination  papers  are  available.  There  is  abundant  evidence 
that  students  in  this  course  expressed  themselves  in  efTective  and  thoughtful  ways. 

No  apology  is  offered  for  conducting  this  lecture  course  on  the  lecture  plan.  The 
speaker  had  had  considerable  experience  as  a  student  in  listening  to  the  superficial 
opinions  of  a  few  members  of  various  summer  courses  in  other  universities,  and  if  he  is 
any  judge  at  all  of  the  reactions  of  students  who  attend  such  courses  with  a  serious, 
scholarly  purpose,  he  would  remark  that  the  procedure  adopted  in  his  own  course  meets 
the  approval  of  mature  students.  They  want  to  get  what  the  professor  has  to 
offer,  and  they  are  impatient  under  the  plan  which  this  criticism  implies  as 
being  superior  in  merit.  The  side  tracking  of  thought  by  persons  who  have  opinions 
"to  air"  is  the  most  aggravating,  disgusting  and  futile  performance  the  sincere  student 
has  to  encounter  in  the  lecture  room. 

The  speaker  admits  that  it  must  have  been  difficult  for  the  observer  to  know  what 
was  meant  unless  the  observer  had  been  following  the  course  with  more  than  a  super- 
ficial interest. 

Contrast 

In  another  class  in  education  the  following  five  conclusions  were  reached  after  free  dis- 
cussion in  which  a  large  number  of  students  took  part,  their  opinions  being  supported  by 
concrete  data  from  their  own  school  experiences: 

1.  It  is  better  for  all  concerned,  whether  the  pujiil  is  dull  or  bright,  that  there  Lo  frequent 

rather  than  yearly  promotion. 

2.  There  should  be  plasticity  in  grading  and  promotion. 

3.  No  pupil  who  is  not  fitted  to  a  grade  should  be  held  in  that  grade  until  the  end  of  a  term. 

271 


University  Survey  Report 

4.  Successful  leaching  requires  adaptation  of  subject  matter  to  children,  and  its  presenta- 

tion in  terms  within  the  children's  comprehension. 

5.  Freedom,  limited  to  non-interference  with  others,  should  be  the  right  of  every  child  in 

the  classroom. 

4.  Failure  to  adapt  subject  matter  to  purpose  of  course 

A  course  on  the  "teaching  of  English  composition"  did  not  in  any  way  differ  from  a  course 
on  the  formal  structural  side  of  the  English  language.  So  far  as  subject  matter  and  method 
of  handling  were  concerned,  it  might  have  been  a  class  in  freshman  English.  It  was  not 
conducted  from  the  standpoint  of  aiding  teachers  in  the  teaching  of  the  subject,  but  rather 
to  give  academic  training  in  grammatical  structure,  punctuation,  pronunciation,  etc.  It  was 
a  study  of  formal  grammar,  not  of  how  to  teach  English  composition.  After  the  recitation, 
the  instructor  saidlhat  he  took  no  stock  in  the  idea  that  you  can  train  teachers  to  teach  P^ng- 
lish;  that  what  the  people  in  his  teachers'  course  needed  was  a  good  mastery  of  English  itself. 

Contrast 

For  a  class  in  a  teachers  course  in  drawing  the  instructor  was  outlining  the  course.  He 
pointed  out  that  there  would  be  no  time  in  the  regular  class  hour  to  teach  drawing; 
therefore  if  a  student  needed  assistance  in  his  technique,  he  must  make  special  appoint- 
ments: that  class  work  was  to  be  devoted  to  how  to  teach  drawing;  i.  e.,  by  cooperating 
with  manual  arts,  with  design  and  costuming;  home  decoration;  fine  and  industrial  arts. 
Drawing  was  to  be  made  a  useful  tool  in  mechanical  and  industrial  arts,  in  statement  of 
facts,  in  design,  in  aesthetic  creation.  The  work  for  the  class  was  outlined  to  be  done  in 
such  a  way  that  each  student  would  end  the  course  with  a  full  set  of  suggestions  for  his 
own  later  use  as  well  as  with  a  method  of  developing  new  ideas. 

5.  Failure  to  invite  response  from   students 

In  a  class  of  19  students  in  philosophy,  students  straggled  in.  No  notice  was  taken  of 
them  by  the  instructor.  No  assignment  was  made  for  future  work.  It  was  announced  that 
at  the  next  period  there  would  be  a  report  on  pragmatism  and  early  the  next  week  a  talk 
by  another  instructor  in  the  department  on  William  James.  The  lecture  to  be  given  on  the 
following  Friday  which  the  university  had  announced  to  the  public,  by  the  English  philoso- 
pher, Mr.  Bert  rand  Russel,  was  not  mentioned.  The  topic  for  the  day  was  "the  contribution 
of  evolution  to  philosophy."  The  instructor  lectured,  reading  parts  of  his  discourse  from 
manuscript.  The  class  gave  no  signs  of  either  appreciation  or  interest.  The  lecture  was 
completed  and  the  class  dismissed  11  minutes  before  the  close  of  the  period.  No  word  was 
said  by  any  one  other  than  the  instructor. 

Gontrast 

A  course  in  freshman  English,  given  by  a  woman  instructor  to  21  men,  began  with  a  list 
of  the  most  common  errors  found  in  the  students'  compositions;  e.  g.,  the  use  of  "less" 
for  "fewer."  She  showed  the  class  the  relation  of  "less"  to  "much"  and  of  "fewer"  to 
"many."  Another  common  error  was  the  use  of  "him"  for  "his"  in  such  expressions  as 
"they  told  of  him  going  to  the  city."  Fifteen  minutes  were  given  to  this  part  of  the 
recitation. 

When  the  corrected  compositions  were  distributed,  the  survey  observer  collected  all  those 
near  and  observed  the  method  of  criticism.  The  topic  was:  "Resolved  that  Madison  should 
be  anti-saloon  territory."  Red  pencil  in  the  margin  indicated  the  errors.  Grading  was  indi- 
cated by  "good",  "poor",  "ex."  When  the  form  was  very  bad  "personal  interview"  was 
written  on  the  paper. 

The  next  15  minutes  were  given  to  consideration  of  an  outline  for  composition,  setting  forth 
arguments  about  the  general  question  of  license  or  no  license.  One  student  had  placed  upon 
the  board  his  outline.  The  class  proceeded  to  criticise  it.  There  was  considerable  diflerence 
of  opinion  in  regard  to  the  best  arguments  of  the  points,  and  as  to  the  proper  subordination 
of  points.  The  latter  part  of  the  recitation  was  given  to  the  reading,  by  the  teacher,  of  a  few 
compositions.  These  the  class  criticised  as  to  fact  and  use  of  fact.  At  the  close  of  the  reci- 
tation the  students  flocked  around  the  desk  to  ask  questions  about  their  papers. 

Whether  students  ought  to  be  invited  to  ask  or  answer  questions  or  discuss  points  in  a 
philosophy  class  is  not  the  point  of  this  contrast.     The  survey  gives  the  fact  of  the  contrast. 

6.  Failure  to  receive  response  by  students  sympathetically 

In  a  class  in  education  answers  to  question  asked  by  the  instructor  were  held  up  to  more  or 
less  mild  ridicule.  The  greatest  error,  not  the  greatest  truth,  was  re-stated  by  the  instructor  in 
such  a  way  as  to  "get  a  laugh"  from  the  class.  One  student  volunteered  that  knowledge  of  sub- 
ject matter  might  not  be  of  prime  importance  as  a  qualification  of  a  teacher.  The  instructor 
re-stated  this  to  mean  that  teachers  should  be  chosen  for  their  ignorance. 

272 


.       Exhibit  3 

Having  by  such  comment  suppressed  the  development  of  ideas  bv  students,  the  instructor 
used  this  as  a  background  against  which  to  throw  out  his  own  contributions  at  the  end  of  the 
hour  with  the  air  of  one  making  the  final  contribution.  The  manner  used  was  reported  as  an 
effective  way  to  emphasize  an  instructor's  own  position,  but  as  hardly  compensating  for  the 
embarrassment  to  which  students  were  subjected  when  they  tried  to  say  practicallv  the  same 
thing.  Of  this  same  instructor,  two  candidates — one  for  master's  and  one  for  doctor's 
degree — reported  that  their  nervousness,  in  one  case  a  temporarv  setback  and  in  the  other 
a  permanent  breakdown,  was  due  to  "his  heckling."  The  following  contrast  is  furnished 
bv  this  same  instructor. 

Contrast 

A  summer  class  of  teachers  was  divided  into  committees  to  consider  and  rei)ort  upon  certain 
practical  school  problems.  Each  committee  met  with  the  instructor  before  beginning 
its  work.  The  reports  of  the  committee  were  brought  before  the  class  in  mimeograph 
form,  distributed,  and  freely  and  thoughtfully  discussed.  The  survey  heard,  from  several 
members  of  the  various  committees  out  of  class,  that  the  interest  and  free  discussion 
observed  at  three  class  meetings  were  typical  of  the  summer  term.  The  recitation  was 
a  laboratory  period  for  students,  many  of  whom  were  holding  responsible  school  posi- 
tions. They  felt  that  the  problems  were  their  problems,  not  merelv  the  instructor's 
^     problems. 

7.  Defective  questioning  leading  to  inadequate  response 

A  class  in  education  was  confused  in  the  extreme  by  the  first  ciuestion.  Xo  one  seemed  to 
know  at  what  the  instructor  was  driving.  The  observer  could  not  tell.  The  instructor 
seemed  to  change  his  point  of  view  several  times  during  the  discussion.  Throughout  the 
lesson  there  was  more  or  less  confusion  of  interpretation  of  the  questions  considered;  in  fact 
the  whole  period  was  a  series  of  trips  "to  somewhere  over  paths  that  led  to  nowhere."  Of 
the  same  instructor,  an  observation  made  two  months  earlier  noted  the  same  conditions. 
In  several  instances  the  person  reciting  was  made  to  feel  that  his  recitation  was  unsatisfac- 
tory; when  a  statement  almost  identical  in  meaning,  but  verbally  dilTerent,  would  later  be 
accepted  by  the  instructor  from  another  student  or  would  be  made  by  the  instructor  himself. 

Several  observations  of  this  same  instructor  were  made  by  a  number  ot  different  observers. 
The  report  of  questioning  on  one  occasion  is  cited  above  as  an  illustration  of  effective  ques- 
tioning. At  other  exercises  there  were  no  questions;  and  still  others  there  were  questions 
which  seemed  "never  to  arrive."  Among  students,  who  were  also  experienced  teachers, 
similar  differences  of  judgment  were  found. 

Does  this  indicate  that  it  is  worth  while  for  the  department  itself,  for  the  dean  and  for  the 
president  to  ascertain  by  personal  observation  what  the  strong  points  and  what  the  weak 
points  of  this  particular  instructor  are,  and  to  use  the  strong  points  in  an  effort  to  eliminate 
the  weak  points? 

Contrast 

A  class  of  teachers  was  considering  the  consequences  of  a  lie.  It  was  a  "question  and 
answer"  recitation.  For  example,  what  loss  does  a  person  suffer  who  is  detected  in  a 
lie?    What  loss  does  a  person  suffer  who  lies,  but  is  undetected? 

Free  discussion  of  the  second  question  was  summarized  by  one  student  as  follows:  (a)  is 
apt  to  give  himself  away;  (b)  has  a  fear  of  being  suspected;  (c)  loses  confidence  in  himself, 
knowing  that  he  is  hollow. 

The  instructor  was  not  satisfied  with  the  summar>'  and  called  for  mention  of  a  still  further 
loss.  The  efTect  finally  named  was  this:  Our  confidence  in  a  person  grows  as  we  see  him 
telling  the  truth  under  temptation.  Every  lie  which  we  tell,  even  if  never  suspected,  deprives 
us  of  an  opportunity  to  win  the  confidence  of  others.  Every  truth  told,  under  temptation  to 
do  otherwise,  operates  inevitably  to  increase  the  confidence  of  people  in  us. 

Samples  of  other  questions  asked  are:  Is  it  good  or  bad  to  have  a  pessimistic  view  of  life? 
What  is  the  effect  upon  the  character  of  pupils  of  trusting  them? 

8.  Failure  to  make  instruction  concrete 

Observations  of  a  teachers  course  in  physical  education  in  elementary  schools  are  com- 
mented on  by  the  observer  as  follows: 

Illustrations  given  of  how  intense  is  the  gang  spirit  at  this  time,  but  no  suggestions  as 
to  how  to  make  use  of  it  in  school.    No  use  made  of  blackboard. 

The  instructor  confines  himself  closely  to  his  notes  and  does  not  seem  sure  of  the  mat- 
ter he  is  presenting.  This  results  in  formal,  lifeless  work  and  a  rather  formal,  distant 
classroom  atmosphere.  A  chart,  a  thing  in  which  the  class  evinced  the  most  interest, 
was  so  small  that  it  was  of  little  value  and  it  was  not  passed  along  for  individual  view. 

The  instructor's  comments  on  the  reports  on  his  work  are  included  under  number  18 
following. 

273 

SuR.— 18 


University  Survey  Report 

Contrast 

A  class  of  IS  in  interpretive  reading  was  opened  l)y  the  statement,  "I  shall  Jiear  one  of  you 
read  this  morning.  You  may  make  a  selection  of  20  lines;  anything  excepting  those 
containing  dialect."  The  insiruclor  read  first  from  a  selection  not  yet  taken  up  by  the 
class.  Parts  ex|)ecially  useful  for  the  development  of  variety  and  pitch  of  voice  were 
used  illustratively  and  discussed,  treasons  were  given  for  each  interpretation.  Students 
were  then  called  upon  to  read  their  selections.  After  Miss  S.  had  read,  the  instructor 
asked  for  a  re-reading  of  a  given  part  to  bring  out  better  a  certain  idea.  They  illustrated 
the  suggestions  for  improvements  which  Miss  S's  voice  needs.  The  reading  by  Miss  J  was 
criticised:  "Range  in  pilch  is  needed  in  that  selection.  Technical  work  needs  to  be  done 
before  interpretation."  Here  the  instructor  illustrated  in  such  a  manner  that  Miss  J 
seemed  embarrassed.  Another  member  of  the  class  read  the  same  selection.  The  in- 
structor commented:  "This  needs  to  come  down  in  pitch  as  much  as  the  others  needs  to 
go  up.  Your  'ings'  have  a  minor  cadence.  You  must  sustain  those  endings,  etc."  To 
Mr.  W  the  instructor  said:  "May  I  stop  you,  Mr.  W?  Your  voice  is  not  direct.  You 
must  give  your  mind  to  your  w^ords.  Your  rythm  must  be  different.  It  must  be  direct." 
The  criticisms  of  Mr.  W's  reading  were  so  severe  that  at  last  he  sat  down  seemingly 
abashed  and  discouraged. 

9.  Failure  to  do  the  thing  talked  about  even  though  this  was  both  desirable  and 

possible 

A  teachers  class  in  physical  education  was  discussing,  under  the  general  topic  of  physical 
diagnosis,  eye  testing  by  the  use  of  Snellen  charts.  No  Snellen  charts  were  shown;  hence  the 
use  could  not  be  demonstrated.  The  instructor  was  unable  to  tell  even  where  they  could  be 
obtained.  After  he  suggested  that  they  could  cost  $3  or  $4  a  student  volunteered  that  they 
cost  60  cents.  The  watch  test  for  hearing  was  discussed.  No  demonstration  tests  were 
made.  Next  the  simplicity  of  the  apparatus  for  testing  blood  pressure  was  explained,  but 
the  apparatus  was  not  shown  nor  was  the  method  of  making  the  test  demonstrated. 

Contrast 

For  a  teachers  class  in  science  a  student  had  set  up  and  reviewed  with  the  instructor,  before 
class,  the  demonstration  for  the  day's  discussion.  When  the  class  met  he  went  through 
the  demonstration  before  the  class  and  answered  their  cjuestions.  Students  in  this 
course  take  regular  turns  in  teaching  what  they  are  preparing  to  teach.  Free  use  was 
made  of  the  blackboard.  Simple  apparatus,  such  as  could  be  home  made,  was  used.  The 
total  cost  with  one  exception  was  within  75  cents. 

10.  Failure  to  require  preparation  by  stvidents 

For  a  class  in  history  the  report  reads  practically  the  sarne  for  each  of  three  successive  visits. 
The  lecture  was  given.  No  discussion  or  quiz.  (This  class  has  no  separate  quiz  section.) 
An  assignment  had  been  given  at  the  previous  lecture.  No  reference  was  made  to  it  at  this 
time.  The  lecture  was  quite  detailed  so  that  a  careful  listener  could  secure  all  the  informa- 
tion he  needed  for  a  final  examination  by  attention  to  the  lecture.  (This  was  not  one  of  the 
general  information  courses,  in  which  the  conditions  above  described  are  normal  and 
expected.) 

The  above  illustration  is  given  in  full  knowledge  of  the  fact  that  there  are  many  who 
believe  in  the  unsupplemented  lecture  system  and  especially  for  a  class  in  history.  The 
description  is  given  here  under  the  heading  of  failure  to  require  preparation  for  the  purpose  of 
illustrating  lack  of  preparation,  not  for  the  purpose  of  arguing  against  the  lecture  system. 

From  another  field  the  failure  and  the  contrast  are  taken,  so  that  the  illustration  will  not 
be  complicated  by  difference  of  opinion  regarding  the  lecture  system. 

A  class  in  English  began  with  a  resume  of  the  last  lecture.  The  lecture  was  read  from 
manuscript  with  few  interruptions.  The  lecturer  talked  so  rapidly  that  adequate  notes  could 
not  be  taken.  The  main  points  to  be  taken  up  at  the  lecture  w^ere  on  the  board  when  the 
class  opened.  No  question  was  asked  of  the  class  by  the  instructor.  No  question  was  asked 
the  instructor  by  any  member  of  the  class.  The  assignment  given  at  the  previous  lesson  was 
not  followed  up.  Members  of  the  class  went  out  of  the  room  expressing  joy  over  their  escape 
from  the  expected  recitation  on  the  assignment  which  had  been  given  at  the  previous  period. 
An  assignment  for  the  next  lesson  was  given  hurriedly  at  the  close  of  the  lecture. 

Contrast 

Another  English  class  of  26  was  considering  the  short  story.  The  first  part  of  the  recitation 
was  spent  on  the  qualities  which  effective  titles  for  short  stories  must  possess.  Prepa- 
ration of  the  list  had  been  part  of  the  assignment  to  the  class.    Members  developed  the 

274 


Exhibit  3 

list  by  questions.    The  instructor  then  endorsed  the  Hst  and  made  another,  giving  after 
each  quahty  named,  one  or  more  titles  to  illustrate  the  point;  e.  g., 

1.  Apt— 

a.  "The  Man  Who  Would  Be  King" 

b.  "The  Whip[)ing  of  Uncle  Henry" 

2.  Specific — 

a.  "The  Lady  or  the  Tiger" 

b.  "The  Sin  of  the  Bishop  of  Modenstein" 

This  was  continued  through  seven  headings.     Students  were  expected  to  contribute,  and 
did  contribute. 


11.   Failure  of  instructors  to  hold  attention 

Wherever  in  the  working  world  a  man  is  paid  for  talking,  one  test  of  his  efliciency  is  whether 
his  audience  listens,  attends,  understands,  or  merely  "sits."  Attention  on  the  [Kirt  of  those 
talked  to  is  expected  from  the  minister,  the  salesman,  the  promoter,  the  kindergartner,  ele- 
mentary school  teacher,  high  school  teacher,  normal  school  teacher. 

Is  lack  of  att^ention  on  the  part  of  university  students,  when  sitting  in  lecture  courses, 
evidence  of  need  for  administrative  attention  to  the  way  in  which  subject  matter  is  being  pre- 
sented, no  matter  what  the  academic  rank  of  the  lecturer? 

Four  illustrations  of  failure  to  hold  attention  are  cited — The  lectures  of  three  department 
chairmen,  and  one  instructor  in  charge  of  the  course.  The  following  comments  are  almost 
verbatim  from  reports  made  by  survey  observers,  except  that  references  to  subject  matter 
which  might  identify  the  department  chairmen  are  omitted. 

Chairman  1.  (11  students  in  class).  It  was  difTicult  to  follow  the  trend  of  the  discourse. 
The  instructor  expatiated  at  considerable  length  upon  the  Beatitudes,  and  called  attention 
to  their  freedom  from  anything  suggestive  of  materialism.  Several  in  the  class  were  seri- 
ously inattentive.  One  young  man  spent  his  entire  time  disturbing  the  girl  before  him, 
unclasping  her  necklace  and  taking  out  her  hairpins.  Two  young  men  in  front  of  the  observer 
showed  disapproval  of  these  performances.  The  lecturer  appeared  to  be  quite  oblivious  of 
the  condition  of  inattention. 

Chairman  2.  Two  students  in  the  rear  of  the  room  out  of  27  students  were  paying  no 
attention  to  what  was  going  on,  but  were  busily  preparing  for  a  recitation  in  some  other  sub- 
ject. The  lecturer  was  evidently  highly  enthusiastic  about  his  own  work.  He  was  lively 
and  full  of  animation  and  seemed  to  be  trying  hard  to  impart  this  feeling  to  the  students.  To 
the  observer  "the  subject  matter  was  extremely  dry  and  soporific.  The  subject  matter 
was  extremely  technical  and  would  be  out  of  place  in  the  high  schools  for  which  I  am  resjion- 
sible" — although  the  purpose  of  this  course  was  to  train  students  how  to  teach  this  particular 
subject  in  high  schools. 

Chairman  3.  There  were  350  students  in  class.  As  lecturer  continued  class  became  drow- 
sier. There  was  quite  a  flurry  of  taking  notes  when  the  lecture  began,  but  this  dwindled 
down.  In  the  row  back  of  the  observer  5  of  15  students  seemed  dead  asloe[).  Students  all 
over  the  room  were  in  semi-conscious  condition.  Some  were  whispering.  Inllection  of 
lecturer's  voice  scarcely  changed  throughout  the  lecture.  There  was  no  enthusiasm.  The 
summarizing  of  points  and  the  stating  of  facts  were  very  imperfect.  No  concrete  applica- 
tion of  lecture  to  knowledge  or  experience  of  students  was  made,  nor  was  application 
made  in  lecture  to  what  student  would  see  or  had  seen  in  the  laboratory  supposed  to  supple- 
ment the  lecture. 

Instructor  in  charge  of  course.  There  were  55  students  in  cla.ss.  During  the  period 
the  lecturer  changed  the  subject  without  reviewing  the  subject  on  which  he  had  been  lectur- 
ing or  indicating  a  break  or  change.  He  simply  stopped  talking  al)out  the  first  and  began  on 
the  second  subject.  As  the  lecture  proceeded,  in  spile  of  mechanical  elTorts  to  hold  attention, 
students  became  sleepier.     Several  seemed  fast  asleep.     Two  students  whisjiered  frequently. 

Two  of  the  three  department  heads  were  visited  in  May  and  one  in  October,  191  I.  and  the 
head  of  the  course  in  October.  Again  it  is  emphasized  that  failure  to  hold  attention  or  holding 
attention  is  only  one  of  several  characteristics,  undesirable  and  desirable,  of  lecture  manage- 
ment. The  survey  has  seen  no  instances  of  lack  of  attention  due  to  subject  matter  apart 
from  the  way  matter  was  presented. 

Contrasts 

Chairman  1.  A  two  hour  seminary  co.urse  again  in  charge  of  a  department  chairman,  was 
held  on  a  hot  and  exhausting  evening.  Work  was  conducted  under  serious  diniculties — 
the  heat  and  humidity  of  the' air,  thellying  beetles  in  the  room  and  the  freshmen  burning 
caps  and  yelling  on  the  campus — yet  interest  did  not  Hag.  The  attention  was  fully  sustained 
during  the  hour  and  a  half  that  the  survey  observer  was  present.  The  main  topic,  Courtis 
tests,  was  presented  by  a  member  of  the  class.     He  had  worked  it  up  with  care.      He  had 

07-1 


Exhibit  3 

the  charts  present  to  put  the  tests  before  the  class.  Typewritten  outlines  of  his  discussion 
on  the  origin  of  the  tests  and  the  manner  of  their  making  were  distributed.  The  members 
of  the  seni^inaj-y  look  part  in  questioning  and  contributed  to  the  discussion.  The  seminary 
head  guided  them  occasionally  to  fuller  understanding,  wider  application  and  wiser  con- 
clusions than  they  seemed  to  be  reaching  unaided. 

Chairman  2.  Had  160  in  a  beginning  class.  For  40  minutes  the  instructor  recited  on 
what  was  to  be  done  in  the  course,  especially  how  notes  were  to  be  taken.  The  class  seemed 
attentive  throughout. 

Chairman  3.  Had  370  students.  The  class  though  large  was  attentive  throughout,  which 
fact  is  the  more  remarkable  because  a  number  of  persons  were  sitting  in  uncomfortable  posi- 
tions, crowded  on  the  end  of  benches,  window-sills,  on  the  steps,  more  than  25  of  them  stand- 
ing throughout  the  lecture. 

Chairman  4.  Had  500  students,  again  in  a  beginning  subject.  All  the  500  students 
seemed  to  give  attention  throughout  the  hour. 

Such  advantage  as  the  three  chairmen  last  named  may  have  enjoyed  because  they  were 
beginning  a  course  and  a  semester  was  partly,  if  not  entirely  offset  by  the  disadvantage  of 
having  160,  370  and  500  students. 

12.  Failure  to  use  class  time  fully  and  profitably 

A  class  in  bacteriology  in  charge  of  an  assistant  professor  started  with  seven  students  pres- 
ent. No  instructor.  Within  the  next  seven  minutes  three  more  students  arrived;  still  no 
instructor.  Eight  minutes  after  the  hour  the  instructor  arrived,  but  was  gone  seven  minutes 
to  get  samples  for  the  work.  After  returning  with  bottles  of  water  he  was  away  again  for 
five  minutes  to  bring  other  samples.  At  22  minutes  after  the  hour  the  eleventh  student 
arrived  and  the  instructor  explained  to  the  class  that  those  students  who  were  giving  but  one 
hour  to  this  course  had  better  not  begin  work,  but  wait  until  they  had  more  time.  About 
half  the  students  then  left.  Of  those  remaining  two  or  three  threw  away  the  material  pre- 
pared the  last  time,  as  they  had  forgotten  to  sterilize  it  before  putting  it  away.  They  pre- 
pared new  fermentation  tubes  for  sterilizing.  The  remainder  of  the  class  received  their 
samples  of  water  and  began  work  to  find  the  bacteria  in  water  samples. 

Another  illustration,  aO  students,  is  added  because  the  time  wasted  was  that  of  a  group  of 
earnest  students,  who  came  to  the  university  with  considerable  experience  and  wanting  help 
toward  their  next  year's  work  as  teachers.  Time  was  wasted  first  because  the  lecturer  spoke 
in  so  low  a  tone  of  voice  that  it  was  impossible  for  students  in  the  back  part  of  the  room  to 
hear  him.  Similarly,  more  than  half  the  replies  of  members  of  the  class  could  not  be  heard. 
As  a  result  the  class  engaged  in  whispered  conversations  which  added  to  the  confusion  and 
made  it  still  more  difficult  to  hear  what  was  being  said.  The  instructor  used  30  minutes  in 
pronouncing  a  list  of  147  words.  No  one  was  present  who  could  not  easily  have  found  out 
the  proper  pronunciation  of  the  words  listed.  The  textbook  seemed  to  be  easy  to  compre- 
hend, especially  by  a  class  of  teachers  in  the  subject,  and,  therefore,  ought  not  to  require 
interpretation  through  lecture. 

Contrast 

A  class  in  a  scientific  subject  with  35  mature  students.  Entering  the  room  about  one 
minute  after  the  hour,  the  instructor  immediately  began  his  lecture.  "We  were  dis- 
cussing the  belt  of  equatorial  calms.  Now  we  will  go  to  the  belt  of  prevailing  winds  and 
of  variable  winds."  Each  point  in  this  lecture  was  definitely  and  fully  developed.  As 
the  bell  rang  the  assignment  was  made  to  the  class.  The  class  was  interested,  took  notes 
a  good  share  of  the  time  and  every  now  and  then  asked  thoughtful  questions. 

13.  Failure  to  use  foreign  language  in  classes  where  it  is  being  taught 

Second  semester  French,  the  text  w^as  translated  without  pronunciation  of  the  French; 
i.  e.,  students  gave  the  English  without  pronunciation  or  use  of  the  French — slow,  faulty, 
assisted  by  instructor.  At  the  suggestion  of  a  student  the  instructor  would  translate  the 
passage.  When  work  turned  to  drill  in  regular  verbs  and  drill  in  idioms,  responses  were 
disjointed  without  attempt  to  answer  in  sentences.     Pronunciation  deficient. 

Contrast 

A  second  semester  French  class  showed  practical  use  of  the  spoken  language.  Before 
translation  text  was  read.  The  transaltion  was  good,  but  the  pronunciation  faulty. 
Class  showed  good  acquaintance  with  grammar.  Responses  to  questions  were  quite 
ready  in  fair  French.  Definite  drill  followed  in  the  irregular  verbs,  in  the  vocabulary  and 
in  idomatic  French. 

276 


Exhibit  3 

A  similar  contrast  was  furnished  between  second  semester  German  classes  observed. 
The  university's  position  with  regard  to  the  use  of  foreign  language  in  foreign  language 
classes  is  stated  and  discussed  in  exhibit  12. 

14.  Failure  to  use  quiz  section  for  quiz  purposes 

Two  quiz  sections  in  the  same  department  furnish  this  contrast.  In  one  class  (26  students) 
the  instructor  in  charge  used  the  larger  part  of  the  quiz  section  time  for  lecturing.  The  class 
opened  with  an  assignment  by  the  instructor  to  which  the  students  objected  on  the  ground 
that  the  lecturer  in  the  course  had  made  a  different  assignment.  The  correction  was 
accepted.  The  instructor  asked  but  a  few  questions  and  in  most  cases,  after  repeating  the 
student's  answer  made  a  considerable  addition  in  the  form  of  a  five  to  seven  minute  lecture. 
Only  two  questions  were  raised  by  students.  The  instructor  urged  students  to  save  their 
questions  and  bring  them  to  him  at  his  ofTice. 

Contrast 

In  the  other  quiz  section  (20  students)  in  the  same  subject  the  instructor  opened  the  hour 
with  the  statement  of  a  problem  which  had  been  under  discussion  at  the  end  of  the 
previous  quiz  period.  The  statement  of  the  problem  was  on  the  board.  The  instructor 
asked  for  questions  from  students.  Two  were  asked  and  answered.  The  instructor 
then  began  questioning.  Volunteers  were  called  for  when  the  designated  student  failed 
to  answer  a  question  asked.  Two  students  were  warned  that  their  preparation  of  the 
lesson  was  deficient.  Many  of  the  questions  asked  were  in  the  form  of  problems.  A 
number  of  questions  were  rt^ised  by  students.  The  discussion  of  doubtful  points  was 
extended  and  several  students  participated. 

15.  Failure  of  instructor  conducting  a  question-answer  type  of  recitation  to  know 

students  by  name  after  five  weeks 

In  a  class  of  60  students  the  instructor  read  from  a  text  questions  to  which  students  had 
been  asked  to  prepare  answers.  Then  from  cards  in  alphabetical  order  he  called  on  students 
to  answer.  After  each  answer  he  called  for  volunteer  additions.  Students  indicated  will- 
ingness to  give  additional  answers  by  holding  up  hands.  The  instructor  indicated  the  stu- 
dent whom  he  wished  to  hear  by  pointing  his  finger,  nodding  his  head  and  saying  "You." 
A  few  others,  who  seemed  to  be  volunteering  most  frequenth',  were  designated  by  name. 

Contrast 

In  a  section  of  28  students  the  instructor  used  no  cards,  but  called  all  students  by  name. 
He  seemed  to  be  acquainted  with  the  peculiar  difhcultics  of  each  student  and  made 
frequent  references  to  previous  correction  of  faults  into  which  individuals  had  fallen 
when  reciting  at  this  time.  (If  a  class  of  28  seems  too  small  to  contrast  with  a  class  of  60, 
there  are  sections  of  100  where,  in  many  recitations  observed  by  the  survey,  the  instruc- 
tor called  on  students  bv  name.) 


16.   Failure  to  illumine  instruction  with  results  of  specialization 

A  class  of  3  graduates,  14  seniors,  9  juniors  and  one  special,  mentioned  earlier,  was  being 
told  how  much  of  certain  technical  matter  they  could  utilize  in  high  school  teaching  and  whal. 
they  might  profitably  omit.  The  instructor  did  nine-tenths  of  the  work  and  the  students 
seemed  content  to  have  him  do  it.  Two  students  were  paying  no  attention  to  what  was  going 
on,  but  were  busily  preparing  a  recitation  in  some  other  subject.  The  instructor  seemed 
highly  enthusiastic  about  his  own  work.  But  he  did  not  help  prospective  teahcers  see  their 
own  problems  clearly. 

Contrast 

Another  instructor  whose  work  might  be  regarded  as  ultratechnical,  had  a  class  of  8,  in- 
cluding four  graduate  students.  No  word  was  spoken  during  the  hour  by  any  one  other 
than  the  instructor.  The  hour  was  given  to  the  "general  aspects  of  the  intellectual  senti- 
ments" following  a  chapter  in  Ribot's  text  which  deals  with  this  topic  with  certain 
material  from  Lloyd  Morgan  on  animal  behavior,  and  a  considerable  amount  of  original 
material.  The  material  was  admirably  arranged,  and  effectively  and  attractively  pre- 
sented. 

277 


University  Survey  Report 

17.  Failure  to  subordinale  the  first  pers^oiial  pronoun 

In  a  class  of  6  men  and  30  women  the  lecturer  discoursed  on  an  author,  but  more  largely 
on  himself  He  constantly  referred  to  himself  and  "how  he  does  it."  He  spoke  in  a  rambling 
manner  His  voice  and  intonation  made  it  difficult  to  know  what  he  was  saying.  He  does 
no't  read  the  subject  matter  well,  yet  he  read  several  selections  in  the  course  of  the  hour, 
principally  from  his  own  works.  He  spoke  of  a  University  of  Chicago  professor  who  had 
criticised  the  other  author  "as  an  old  fool."  ,       ,^      ,       -,.        ,  t  u    u    . 

He  spoke  of  his  habil  of  improvising  additions  to  others  writings  to  see  if  he  had  appre- 
ciation He  gave  a  lengthy  descrijition  of  how  he  wrote  one  selection  which  he  had  with 
him  Speaking  of  Browlning,  he  said:  "I  know  more  about  psychology  than  some  of  those 
poets      In  Browning  we  sometimes  have  only  the  imitation  of  psychology." 

His  expressions  seemed  bookishly  psychological.  (It  is  of  this  instructor  that  the 
regents  asked  information  at  the  April  1914,  meeting  and  regarding  whom  they  received  a 
report  not  based  upon  examination  of  class  work,  as  referred  to  in  exhibit  35). 

Contrast 

Another  instructor  in  the  same  subject  was  visited  at  a  different  season  of  the  school  year. 
The  two  pages  of  single  spaced  description  of  this  second  lecturer  are  given  entirely  to 
the  subject  and  not  at  all  to  the  lecturer. 

18.  Failure  to  capitalize  students'  experience 

In  a  teachers  training  course,  made  up  of  teachers  and  prospective  teachers,  eight  recita- 
tions of  a  department  chairman  were  observed.  In  not  one  was  a  question  asked  or  a  sugges- 
tion solicited  of  the  student  nor  was  a  suggestion  volunteered  by  a  student.  The 
blackboard  might  have  been  used  to  organize  and  make  more  definite  the  points  stated. 
Illustrations  and  suggestions  might  have  clinched  points  and  stimulated  the  interest  of  stu- 
dents. Nothing  was  demanded  of  them.  They  only  passively  followed  the  lecture  without 
doing  constructive  thinking.  The  matter  which  was  formally  presented  could  have  been 
read  in  less  time  in  the  works  of  several  authors.  Had  the  instructor  used  even  moderate 
speed,  the  work  of  the  hour  could  have  been  given  in  15  minutes  and  the  remaining  35  min- 
utes been  available  for  capitalizing  the  experience  of  his  students. 

Commenting  on  this  description,  the  instructor  concerned  says: 

I  do  not  believe  that  the  opinion  respecting  speed  of  delivery  is  at  all  correct.  The 
implication  here  is  that  over  three  times  as  much  time  was  taken  in  actually  speaking 
the  material  as  would  have  been  required  at  "even  moderate  speed."  My  own  impres- 
sion has  been  from  observation  of  my  classes  that  I  speak  more  rapidly  in  most  cases 
than  is  for  the  best  interests  of  the  student  in  handling  material  that  I  desire  he  shall 
retain  or  make  notes  upon.  Without  doubt  my  work  in  these  courses  can  be  very 
m.aterially  improved  by  greater  use  of  the  blackboard,  richer  series  of  illustrations  and 
suggestions  and  larger  participation  by  the  students  in  the  consideration  of  the  subject, 
particularly  in  the  case  of  those  who  have  had  teaching  experience  in  connection  with 
the  topics  under  discussion. 

Contrast  ^ 

Another  class  of  teachers  and  prospective  teachers  were  discussing  with  the  instructor  the 
way  to  teach  regional  geograohv  for  desert  regions  or  semi-desert  regions.  The  lecturer's 
talk  was  made  vivid  by  blackooard  sketches.  The  lecture  itself  was  preceded  by  ques- 
tions as  to  how  various  members  of  the  class  would  begin  the  teaching  of  this  particular 
kind  of  geography.  Several  gave  their  opinions,  after  which  the  instructor  gave  his  own, 
with  reasons,  and  with  helpful  suggestions  as  to  methods  of  teaching. 

19.  Failure  to  address  questions  to  others  than  the  particular  student  called  upon 

In  a  quiz  section  the  instructor  used  class  cards,  called  the  name  from  a  card  and  then 
asked  his  question.  After  knowing  the  name  of  the  student  who  was  to  recite  the  rest  of  the 
class  felt  no  responsibility  for  that  question. 

In  another  section  students  were  called  upon  in  alphabetical  order.  No  student  whose 
initial  letter  was  remote  from  that  of  the  student  just  called  upon  needed  to  listen  to  questions. 

Contrast 

A  class  of  29  in  chemistry  was  interested  in  every  question  and  in  taking  up  and  completing 
incomplete  answers  by  other  students. 

97S 


Exhibit  3 

20.  Failure  of  the  instructor  to  dispense  with  repeating  answers  by  students 

In  a  quiz  section  the  instructor  asked  51  questions,  and  repeated  the  answers  in  37  cases. 
The  repetition  was  not  for  the  purpose  of  giving  a  clearer  statement.  In  the  majority  of 
cases  he  did  not  materially  change  the  wording  of  the  student's  answer.  This  practice  was 
observed  in  the  quiz  sections  of  three  different  instructors. 

Contrasts 

Numerous  other  sections  of  combination  lecture  and  recitation  and  quizzes  were  observed 
where  instead  of  repeating  the  answer  the  instructor  would  ask  the  next  important 
question,  or  ask  the  class  if  it  agreed,  or  called  for  a  modification  of  the  answer  or  appli- 
cation of  the  answer. 

21.  Failure  of  instructor  to  make  himself  heard  and  understood 

In  an  English  class  the  instructor's  manner  of  talking  was  unintelligible.  He  spoke  in 
tones  both  rumbling  and  mumbling;  moved  slowly  and  talked  slowly.  Some  of  the  students 
in  this  class  also  spoke  in  the  same  mumbling,  unintelligible  way. 

Contrast 

A  foreign  language  class  heard  only  clearness  of  enunciation.  The  class  showed  results  of 
training  in  this  particular.  One  student  in  the  class,  who  spoke  carelessly,  was  severely 
taken  to  task  by  the  instructor. 

22.  Failure  to  speak  and  to  require  correct  English 

In  many  classes  errors  of  English  on  the  part  of  both  instructor  and  student  were  observed. 
In  one  case  the  instructor  in  shop  practice  used  expressions  such  as  "them  there,"  "how  many 
there  is,"  "they  like  to  git  them  things."  This  is  obviously  an  extreme  case.  The  university 
may  be  right  in  holding  that  correct  English  is  not  required  of  shop  instructors.  The  notes 
show,  however,  that  error  in  English  was  not  otYset  in  this  case  by  excellence  of  instruction. 
In  an  English  class  when  discussing  errors  in  themes,  many  errors  in  English  were  made  by 
the  class  without  correction  of  any  kind  by  the  instructor.  One  full  professor  was  heard  at 
several  exercises  to  use  "underlay"  for  "underlie."  The  errors  already  noted  in  doctors" 
theses  (exhibit  4);  the  errors  of  English  permitted  in  freshman  blue  books  (exhibit  10); 
and  errors  in  faculty  answers  to  questionnaires  indicate  that  the  illustrations  in  this  para- 
graph are  significant. 

23.  Failure  to  exclvide  irrelevant  material 

Digressions  serve  several  purposes.  Two  members  of  the  university  Board  of  Visitors 
express  special  gratitude  for  digressions  made  by  certain  noted  i)rofcssors  to  whom  they  had 
listened  while  at  the  University  of  Wisconsin  and  other  universities.  By  irrelevant  material 
is  not  meant  the  digression  for  purpose  of  relating  matter  more  elTectively.  By  irrelevant 
matter  is  meant  matter  that  does  not  apply,  does  not  illustrate,  does  not  engage  student's 
attention,  and  does  not  drive  home  the  lesson.  Several  illustrations  are  given  in  observers' 
notes,  including  the  first  personal  pronoun,  tirades  and  difl'usions.  One  instance  was  of  a 
class  whose  time  w^as  taken  by  trivialities.  Eor  students"  view  of  digressions  in  chemistry 
1,  see  exhibit  14. 

Contrast 

Were  numerous,  as  shown  in  many  of  the  illustrations  already  given. 

24.  Failure  of  instructor  to  prepare  himself  adequately  for  a  class  exercise 

In  a  course  in  the  teaching  of  literature  the  instructor  several  times  remarked  that  his  pre- 
paration on  that  point  was  poor;  that  he  had  not  read  suiliciently.  One  topic  under  dis- 
cussion was  the  teaching  of  Burke's  Conciliation.  The  instructor  said  that  he  had  read 
Burke  but  little  and  based  what  he  said  mainly  upon  tradition.  Speaking  of  Addison,  the 
instructor  outlined  the  work  necessary  as  preparation  for  teaching  it,  saying  that  he  was  not 
so  prepared.  He  also  corrected  a  mistake  he  said  he  had  formerly  made  in  referring  the  class 
to  a  source  where  the  material  to  be  looked  for  was  not  to  be  found. 

In  another  teachers  course,  the  instructor  was  using  his  own  textbook  and  reading  questions 
from  it.  So  little  preparation,  seemingly,  had  been  given  to  the  day's  work  that  in  order  to 
read  these  questions,  it  was  necessary  to  consult  the  book. 

279 


University  Survey  Report 

In  a  third  case  the  instructor  was  physically  worn  out  at  the  beginning  of  the  summer 
session.  The  observer  wrote,  "Instructor  appears  to  be  in  poor  health  and  to  be  extremely 
nervous."  The  week  before  this  same  instructor  had  asked  the  survey  to  excuse  him  from 
answering  the  questionnaire  because  he  needed  all  the  time  between  the  spring  semester  and 
summer  session   to  gain  strength  for  the  summer's  work. 

Contrasts 

Numerous  contrasts  could  be  provided,  as  will  be  gathered  from  illustrations  given  above. 

25.  Failure  of  lecturer  to  give  any  material  not  easily  available  in  books 

Regarding  the  educational  value  of  lectures  when  the  class  could  easily  obtain  the  same 
information  or  in  fact  has  already  obtained  the  same  information  from  a  textbook,  there  is 
dilTerence  of  opinion.  The  fact  is,  however,  that  many  lectures  were  heard  on  subjects  not 
only  already  adequately  treated  in  textbooks,  but  in  many  cases  treated  in  words  almost 
identical  with  those  used  by  the  lecturer.  There  were  instances  of  instructors  who  lectured 
on  matter  that  they  had  already  put  into  textbooks.  Again  lecturers  gave  material  which 
had  been  more  clearly  put  in  the  text  actually  in  students'  hands,  while  the  lecturer  was 
talking.  One  observer  describes  a  lecture  by  a  professor  all  of  the  material  for  which  could 
be  obtained  by  reading  a  few  pages  from  the  textbook  prepared  on  the  subject  by  the  lecturer 
himself. 

Of  this  same  type  is  the  instance  already  cited,  under  number  12,  of  an  instructor  pro- 
nouncing for  a  class  of  teachers  147  words,  which  words  they  had  before  them,  and  could 
look  up  in  a  dictionary  with  less  time  and  with  probably  greater  profit.  Both  students  and 
professor  in  this  course  have  said  that  there  is  no  occasion  for  taking  notes  on  lectures  because 
there  is  nothing  said,  dealing  with  the  subject,  which  is  not  in  the  text  written  by  the  lecturer 
himself. 

Contrast 

A  contrasting  lecture  has  already  been  cited  in  another  connection.  It  illustrates  here  use 
of  new  material  for  it  was  a  lecture  upon  material  to  be  found  in  an  English  book  that  as 
yet  has  no  counter  part  in  the  United  States.  Question  has  already  been  raised  whether 
there  is  advantage  to  students  in  hearing  an  instructor  of  whatever  rank  repeat  aloud 
what  either  that  lecturer  or  other  have  put  in  print  or  manuscript;  and  whether  it  would 
not  be  a  good  investment  for  the  university  to  arrange  to  print  lectures  which  are 
repeated  year  after  year  and  release  more  time  for  illumination  from  the  lecturer's  study 
and  experience. 

26.   Failure  to  bring  lecture  material  up  to  date 

In  a  language  class  an  instructor  was  discussing  poets,  one  of  whom  died  in .     The 

instructor  said:     "In  these  notes  I  have  no  record  of 's  death  (of  the  poet's  death) 

as  he  was  living  when  these  notes  were  made." 

Contrast 

A  telegram  sent  to  another  city  was  called  to  the  attention  of  the  survey  and  furnishes  a 
concluding  contrast:  "Send  at  once  by  express  100  sets  forms  for  records  public  school 
number  188B  to  Professor ,  Formal  order  follows.  University  of  Wis- 
consin." 

According  to  the  survey's  original  plan  described  in  part  I,  this  section  of  the  survey  report 
dealing  with  visits  to  classes,  was  sent  to  the  university  before  final  formulation,  together  with 
the  complete  description  of  these  exercises  as  originally  written  by  survey  observers. 

At  the  university's  request  the  survey  sent  also,  for  the  confidential  use  of  the  president's 
special  representative  a  key  showing  in  each  case  the  instructor  whose  work  was  described. 
Each  summary  description  was  then  sent  by  the  university  to  the  instructor  who  informed 
the  survey,  through  the  president,  where  if  at  all  he  disagreed  with  the  survey's  statement  of 
fact.  Some  instructors  made  no  comment.  Several  conferences  were  held  between  indi- 
vidual instructors  and  the  survey.  In  all  but  two  cases  agreement  as  to  fact  was 
reached;  in  those  two  instances  the  instructor's  comments  are  quoted  in  the  final  report. 
In  other  instances  other  descriptions,  as  agreed  upon  between  individual  instructor  and 
survey  were  substituted. 

Departmental  courses  for  the  training  of  teachers 

Of  the  illustrations  given  above,  of  practices  to  be  encouraged  and  practices  to  be  discour- 
aged, the  greater  part  are  from  instructors  who  give  courses  for   the   training  of  teachers. 

280 


Exhibit  3 

Classes  in  other  divisions  have  been  visited  in  sufTiciently  large  numbers  to  show  that  they 
have  the  same  needs. 

The  instruction  observed  in  the  Wisconsin  high  school  which  is  also  for  the  purpose  of 
training  teachers  is  reported  separately  in  exhibit  23. 

Significant  facts  regarding  departmental  courses  for  the  training  of  teachers;  i.  e.,  courses 
given  outside  of  the  Department  of  Education,  follow: 

1.  In  one  of  16  departments  offering  courses  for  the  training  of  secondarv  school  teachers 
1913-14,  the  instructor  in  charge  of  the  course  had  had  no  secondarv  school  experience. 
Five  instructors  of  teachers  courses  in  other  departments  had  from'  one-half  to  2  years 
experience,  3  had  from  3  to  4  years.  The  experience  of  8  instructors  in  secondary 
work  was  more  than  4  years.  That  of  one  instructor  is  unknown.  These  depart- 
mental instructors  not  only  give  the  demonstration  courses  at  the  university,  but  also 
are,  with  one  or  two  exceptions,  the  special  supervisors  of  teaching  at  the  Wisconsin 
high  school. 
2.  One  instructor  who  gives  a  course  for  the  training  of  teachers  stated  to  the  survey  that 
the  course  he  offered  is  a  waste  of  time  for  himself  and  for  the  students  taking  it. 
Another  instructor  said  that  nothing  could  be  done  in  his  course  for  teachers,  except 
to  review  secondary  school  subject  matter,  because  no  one  could  teach  teachers  how 
to  teach  his  subject. 

3.  In  three  departments  the  instructors  in  charge  reported  that  the  students  taking  their 

courses  were  so  poorly  prepared  that  the  courses  must  be  devoted  largely  to  reviewing 
subject  matter,  A  fourth  department  ofTered  a  special  review  course  for 
such  poorly  prepared  students,  but  it  was  not  required  and  came  in  the  second  semes- 
ter whereas  the  teachers  course  came  in  the  first  semester. 

4.  In  all  the  teachers  training  courses  in  vocational  subjects,  a  considerable  part  of  the 

course,  as  outlined  by  the  person  in  charge,  consists  of  general  theory-  of  education, 
thus  duplicating  work  done  in  the  Department  of  Education.  These  outlines  were 
furnished  the  survey  by  the  director  of  the  course  for  the  training  of  teachers  to  whom 
they  had  been  sent  by  instructors  in  charge. 

5.  An  instructor  in  one  teachers  course  has  complained  to  the  director  that  "the  entire 

[university's]  high  school  work  was  planned  without  any  consultation  as  to  our 
desires"  and  that  "those  in  authority  have  decided  that  there  are  many  more  impor- 
tant studies  than  ours." 

6.  Four  departmental  courses  for  training  teachers  require  no  observation  of  secondary 

school  classes;  one  requires  one  hour,  one  two  hours.  The  maximum  requirement  in 
any  course  is  12  hours. 

7.  One  department  used  the  Madison  high  school  for  practice  work  (zoology-)  and  one  for 

observation  work  (manual  arts).  In  the  training  course  in  music  for  the  public  school 
supervisors  and  in  manual  arts  the  Madison  public  schools  were  used  for  practice 
work.  Two  others  (German  and  French)  used  elementary-  classes  in  the  university. 
Three  use  the  training  class  itself,  (English,  physics,  and  Latin);  the  so-called  practice 
in  the  first  case  consists  of  practice  in  assigning  lessons;  in  the  second  and  third  cases 
it  is  limited  to  one  hour  for  each  student.  One  (physical  education)  uses  the  Wiscon- 
sin high  school  for  six  selected  students.  In  the  catalogue,  page  539,  it  is  announced 
that  the  public  schools  and  playground  of  Madison  are  used  for  observation  and 
practice  teaching  in  this  subject,  but  the  report  to  the  director  did  not  state  this  fact. 
Another  department  used  a  "special  group  of  children"  and  social  settlement  work 
for  a  limited  number  of  students  in  the  course.  Three  (history,  mathematics,  and 
English)  report  use  of  the  Wisconsin  high  school  for  practice  work;  in  one  case 
practice  is  described  as  "practice  in  assigning  lessons;"  in  another  it  was  limited  to  six 
students.  In  a  third  case  a  "limited  number"  from  the  training  courses  were  used 
as  assistant  teachers  who  took  charge  of  small  groups  of  delinquent  pupils.  Five 
departmental  courses  had  no  practice  teaching  requirements  (chemistr>',  physical 
geography,  botany,  political  economy,  and  agriculture). 


UNIVERSITY  COMMENT  ON  ALLEN  EXHIBIT  3.  SECTION  2.  ENTITLED 
"432  OBSERVATIONS  OF  362  CLASSROOM  EXERCISES  IN  123  COURSES- 
INTRODUCTION:     On  the  Technique  of  the  Allen  Exhibit  Regarding  Verification 

of  Observations  of  Teaching 

1.   What  Dr.  Allen  promised 

The  observations  or  "descriptions"  of  classroom  exercises  were  made  almost  exclusively 
in  the  Spring  and  Summer  of  1914.  The  detailed  sheets  of  instructions  given  to  the  Allen 
observers  include  the  following: 

"Note  2.     All  statements  of  fact  regarding  any  work  seen  will  be  submitted  for 
verification  to  the  one  whose  work  is  described." 

281 


University  Survey  Report 

At  a  nioeling  of  the  Board  of  Public  Afl'airs,  held  in  June  (the  meeting  at  which  the  sub- 
ject of  the  iiandling  of  dishonesty  cases  was  up),  Dr.  Allen  formally  pledged  himself  that  no 
facts  obtained  in  the  observation  of  class  exercises  would  be  employed  in  his  report  unless  the 
facts  were  accepted  by  the  instructor. 

It  is  a  well-known  rule  of  legal  and  historical  evidence  that  the  verification  of  oral  observa- 
tions must  be  made  within  a  few  days  after  the  observations  are  made,  if  the  verification  is 
to  be  adequate. 

1.  Scientific  necessity  required  that  the  verifications  should  be  made  within  a  day  or  two. 

2.  Expediency  required  that  the  verifications  should  be  made  within  a  day  or  so. 

3.  The  formal  promise  of  Dr.  Allen  demanded  prompt  verification,  for  if  verification  were 

left  too  late  it  would  be  difficult  for  Dr.  Allen's  aids  to  make  other  observations,  and 
Dr.  Allen  was  pledjied  not  to  use  statements  of  fact  which  had  not  been 
accepted    hy    the   instructor. 

2.  What  Dr.  .\llen  did 

1.  The  observations  were  not  submitted  within  a  day  or  two.     Some  of  them  were  sent  to 

Professor  Elliott  without  instructions,  October  3,  1914.  "We  are  sending  herewith 
...  (3)  Unedited  notes  of  classroom  observation,  which  include  not  only  material 
on  Course  for  the  Training  of  Teachers  (half  a  dozen  other  courses  are  included  with 
the  thought  that  thev  may  be  of  interest)  .  .  ."  (Letter  of  Dr.  Allen  to  Professor 
Elliott.  October  3,  1914.) 

2.  Clippings  from  the  first  draft  of  the  present  exhibit  3,  section  2,  showing  excerpts  of 

observations  "of  facts"  and  comment  were  sent  out,  November  23  to  the  instructors 
whose  work  is  passed  upon  in  exhibit  3,  section  2,  for  their  approval  as  to  facts. 

3.  Many  excerpts   (from  observations)  which  were  not  accepted  by  the  instructors  as 

accurate  as  to  the  fac'ts,  appear  in  this  exhibit,  in  its  present,  final  form,  despite  the 
promise  of  Dr.  Allen  and  without  any  indication  that  the  facts  were  not  so  established. 
The  proofs  of  this  can  of  course  be  submitted,  although  they  cannot  well  be  set  forth 
here  in  writing. 

3.  Conclusion 

Enough  has  been  said  as  to  scientific  technique  in  this  section  of  the  Allen  report.  We 
shall  now  consider  the  observations  and  conclusions  themselves. 


General  Character  of  Exhibit   3.   Section  2 

Form  in  which  university  criticisms  will  be  presented  ' 

Although  this  section  purports,  as  Dr.  Allen's  title  indicates,  to  cover  432  observations  of 
classroom  exercises,  the  university  has  been  given  copies  of  only  287  of  them,  in  spite  of  the 
fact  that  it  has  made  repeated  requests,  orally  and  in  writing,  officially  and  unofficially,  for 
the  remainder. 

According  to  Dr.  Allen  the  observations  or  descriptions  were  made  mainly  by  "city  super- 
intendents of  schools,  instructors  from  normal  schools,  and  visiting  representatives  of  other 
universities,"  but  he  neglects  to  tell  us  how  negligible  was  the  number  of  "visiting  repre- 
sentatives of  other  universities,"  the  one  class  of  observers  from  the  very  nature  of  things  best 
qualified  really  to  evaluate  university  work.  However,  the  objections  to  be  made  are  not 
concerned  so  much  with  the  reports  of  the  observers  as  with  the  editing  and  piecing  together 
of  statements  from  these  reports  by  Dr.  Allen  until  they  give  a  different  impression  from  that 
conveyed  by  the  reports  of  the  original  observers. 

As  an  illustration  of  Allen  methods  may  be  cited  a  case  he  makes  much  of  in  this  section 
of  the  exhibit  under  the  general  head  II,  sub-head  3,  "Failure  to  support  debatabel 
statements."  The  comments  not  only  illustrate  the  unfairness  of  his  methods  but  also 
the  misuse  of  his  own  witnesses.  The  thirteen  propositions  enumerated  by  Dr.  Allen  under 
No.  3  are  listed  in  the  same  order  as  they  occur  in  the  observer's  report;  but  the  observer  gives 
certain  points  which  Dr.  Allen  has  edited  out  and  others  which  he  has  garbled.  Eor  instance 
Dr.  Allen's  version  of  proposition  10  reads,  "A  single  course  in  the  high  school  which  must  be 
taken  by  all  is  better  than  to  have  several  courses  from  which  students  may  choose." 
Now  Mr.  Farmer,  the  real  observer  and  sole  witness,  from  whom  Dr.  Allen's  version  is  nomi- 
nally taken  actually  says  in  his  report  (Notes,  .luly  29,  p.  3) :  "He  made  a  plea  for  organiz- 
ing the  work  in  the  high  school  around  the  individual  rather  than  around  the  subject  and 
stated  that  this  was  the  reason  for  his  not  wanting  a  variety  of  courses  in  the  high  school  but 
preferred  to  have  just  one." 

Mr.  Farmer's  notes  on  this  lecture  say  nothing  about  "a  single  course  which  must  be  taken 
by  all,"  or  about  "several  courses  from  which  students  may  choose."  A  painstaking 
examination  reveals,  moreover,  that  in  none  of  Mr.  Farmer's  other  notes  on  the  work  of  this 
instructor  can  Dr.  Allen  find  a  basis  in  words  or  meaning  for  his  statement.     The  plea  of  the 

282 


Exhibit  3 

instructor  in  question,  as  may  be  seen  from  Mr.  Farmer's  notes  and  even  better  from  the 
note-books  of  students  who  took  the  course,  was  ch'arly  one  for  ort^anizinq  work  around  the 
individual  student  instead  of  following  an  absolutely  cut-and-dried  course  of  studv. 

This  is  by  no  means  an  isolated  instance.  It  is  obvious  that  by  picking  out  here  a  bit  of 
sentence,  there  another,  one  can  make  a  report  say  something  very  different  from  what  the 
original  writer  intended. 

Even  in  (1)  the  second  draft  of  this  section  of  exhibit  3  and  in  (2)  the  section  as  it  now 
stands.  Dr.  Allen  does  not  give  the  same  version  of  the  same  incident,  although  each  pur- 
ports to  be  the  exact  observation  taken  from  the  same  original  document.  For  example,  in 
his  second  draft,  at  the  end  of  "complete  account  3"  he  recorded  the  observer    as    saving, 

"He  replied  that  no  such  criticism  had  been  given.  We  asked  him  if  the  chairman  of  the 
department  had  consulted  with  him  at  the  beginning  of  the  year  and  help[edl  him  lay  out  the 
material  that  he  was  going  to  teach.  He  answered,  'No' — ^At  the  beginning  of  the  year  the 
chairman  had  talked  with  him  regarding  the  course." 

In  his  present  version  (exhibit  3,  section  2,  complete  account  3j,  however,  he  quotes  the 
observer  as  saying,  "He  replied  that  suggestions  had  been  given  in  planning  the  course.  We 
asked  him  if  the  chairman  of  the  department  had  consulted  with  him  at  the  beginning  of  the 
year  and  helped  him  lay  out  the  material  that  he  was  going  to  teach.  He  answered,  'Yes,' — 
At  the  beginning  of  the  year  the  chairman  had  talked  with  him  regarding  the  course." 

Dr.  Allen's  capacity  for  really  sound  criticism  of  classroom  procedure  may  be  readilv  in- 
ferred from  such  astounding  statements  as  the  following: 

"The  fact  that  an  otherwise  highly  perfected  class  exercise  is  being  marred  by  even  one 
feature  calls  as  imperatively  for  administrative  attention  as  does  the  fact  that  a  class  is 
being  conducted  with  the  minimum  of  desirable  details  and  the  maximum  of  faulty  details." 
We  find  him  laying  this  down  (exhibit  3,  section  2  under  the  caption  I — Contrast  of  char- 
acteristics of  instruction)  as  one  of  the  cardinal  principles  upon  which  his  criticisms 
are  based. 

An  examination  of  this  section  on  observations  of  classroom  exercises  shows  it  to  be  in  the 
main  a  marvel  of  misconceptions,  inaccuracies  and  trivialities,  if  not  worse.  The  dis- 
tortion of  facts  and  incidents  toward  an  unfavorable  interpretation  in  this  final  summing 
up  is  evident  throughout.  Although  Dr.  Allen  hides  behind  such  phrases  as,  "the  survey 
is  qualitative,  not  quantitative,"  we  are  loath  to  believe  that  even  he  is  obtuse  enough  not  to 
realize  that  a  series  of  statements  (even  if  they  were  true)  put  out  in  the  form  he  employs 
in  this  section  would  give  a  disproportionately  unfavorable  and  even  harmful  impression  of 
university  instruction  in  general.  Dr.  Allen  does  not  frankly  tell  us  the  following  facts, 
namely: 

(1)  Many  of  the  classes  were  visited  but  once. 

(2)  The  statements  of  the  observers  from  which  Dr.  Alien  has  concocted  this  section  of  the 
exhibit  relate  chiefly  to  pedagogical  form.  An  exercise  used  as  an  illustration  of  a  defect 
may  have  been  excellent,  on  the  whole,  and  one  used  to  illustrate  an  excellence  may  have 
been  defective.  No  general  conclusions,  therefore,  should  be  drawn  from  the  illustrations 
either  favorable  or  unfavorable,  regarding  the  departments,  persons,  or  classes  referred  to. 

(3)  The  statements  are  in  some  part,  statements  of  fact;  but  in  large  part  statements  of 
opinions  of  visitors,  or  opinions  of  Dr.  Allen,  based  on  visitors'  reports. 

(4)  The  statements  usually  relate  to  the  single  classroom  exercise  regarded  as  a  single 
exercise  only,  and  frequently  only  to  specific  points  of  pedagogical  practice. 

Choosing  certain  issues  in  this  way  and  then  giving  a  good  and  bad  example  of  each,  with- 
out any  indication  of  the  relative  number  of  excellences,  compared  with  the  number  of 
faults  iri  instructional  w^ork,  is  vicious  in  the  extreme,  particularly  as  in  Dr.  Allen's  report 
much  more  space  is  usually  given  to  the  bad  than  the  good  examples.  It  is,  in  brief,  straight- 
forward misrepresentation. 

Space  will  not  permit  a  consideration  of  every  case  Dr.  Allen  brings  forward  even  if  it  were 
worth  while  to  discuss  each  one.  Only  a  few  of  the  more  glaring  fallacies  need  be  cited  to 
demonstrate  the  unreliability  of  the  whole.  These  may  be  conveniently  enumerated  under 
a  few  general  headings  as  follows: 

I.  Failure  to  comprehend  or  to  indicate  the  purpose  of  the  course  as  a  whole. 

II.  Failure  to  realize  the  aim  of  the  particular  exercise  criticized. 

III.  Misconstruction  of  what  was  said  or  inaccurate  statement  of  situation. 

IV.  Final  report  of  the  director  though  purporting  in  certain  instances  to  be  statements  of 

the  actual  surveyor,  really  an  edited  statement. 
V.  Quality  of  service  judged  ujion  minor  incidents  rather  than  major  service. 
\T.  What  purports  to  be  a  complele  account  really  a  fragmentary  one. 
VH.  Avoidance  in  final  summing  up  by  director  of  certain  statements  or  circumstances 
not  in  line  with  adverse  criticism. 

I.  Failure  to  comprehend  or  l«)  indiciate  the  purpose  of  the  course  as  a  whole 

1.  In  a  scathingly  adverse  criticism  of  a  class  in  "Education"iAllen  exhibit  3.  section  2:11,7) 
— in  reality  a  course  in  ethics — the  professor  is  cited  as  characteristically  exemplifying  "Defec- 
tive Questioning  Leading  to  Inadequate  Response."  The  surveyor  reports  that  "no  one 
seemed  to  know  at  what  the  instructor    was    driving.      The    observer    could    not    tell." 

283 


University  Survey  Report 

This  is  a  statement  of  fact  as  far  as  the  inability  of  the  observer  "to  tell"  is  concerned,  but 
it  is  questionable  if  his  statement  is  true  regarding  the  class  at  large  inasmuch  as  in  that 
course  the  questions  are  given  to  the  class  in  mimeographed  form,  the  answers  written  out  at 
home,  and  then  discussed  in  class. 

The  whole  period  is  further  characterized  as  "a  series  of  trips  'to  somewhere  over  paths  that 
lead  to  nowhere'  "  and  other  occasions  are  recorded  as  replete  in  questions  which  "seemed 
never  to  arrive."  The  contemptuous  attitude  of  the  exhibit  toward  this  professor  is  not 
shared  by  some  of  the  most  eminent  teachers  of  philosophy  in  the  country.  For  example, 
one  of  America's  best  known  teachers  of  philosophy  was  so  impressed  with  the  method  used 
by  this  instructor  that  he  borrowed  his  notes  for  use  in  his  own  class,  and  similarly,  a  professor 
in  still  another  university  has  been  using  these  same  notes  with  their  questions  as  the  basis  of 
his  course  in  social  ethics.  Moreover,  this  same  instructor's  manual  of  moral  instruction 
for  the  junior  or  senior  class  of  a  high  school,  based  on  a  similar  question  method,  is  in  its 
second  edition  with  the  necessity  for  a  third  edition  in  sight.  It  has  been  used  in  many 
high  schools  and  is  used  in  classes  in  education  in  other  universities,  such  for  example  as  the 
University  of  Chicago,  as  a  model  text-book. 

Is  it  not  strange  that  all  these  outside  authorities  in  the  same  line  of  work  should  be  so 
deceived  in  the  ability  of  this  professor  to  make  his  questions  "arrive"  and  that  it  has  re- 
mained for  a  member  of  an  impartial  and  non-appraising  "survey"  to  unmask  the  culprit? 

2.  As  illustrating  a  wasteful  use  of  time,  in  a  course  in  English  (exhibit  3,  section  2:  I,  9) 

we  find  according  to  the  critic  that  "Other  inconsequential  questions  were  asked  and 
answered.  .  .  Similar  wasteful  use  of  time  by  this  same  instructor  was  noticed 
on  other  occasions."  To  this  the  instructor  replies,  "Many  proceedings  that  the 
critic  considers  'wasteful  use  of  time'  I  believe  are  useful  and  necessary.  I  do  not 
agree  with  the  critic's  views  as  to  the  aims  and  methods  of  the  course  in  the  teaching  of 
composition."  Since  the  instructor  in  question  is  noted  for  his  success  in  teaching 
composition  to  students  who  are  backward  in  the  subject  (the  course  is  one  in  sub- 
freshman  English)  and  is  the  author  of  a  text-book  on  composition  which  is  more 
widely  used  in  the  United  States  than  any  other  single  book  on  the  same  subject,  being 
found  even  on  many  business  men's  desks,  whose  opinion  is  more  worth  while,  his  or 
his  critic's? 

3.  Under  the  caption  "Failure  to  Invite  Response  from  Students"  (II,  5)  the  method  of  an 

instructor  in  philosophy  is  cited  as  the  bad  example.  The  critic  was  apparently 
oblivious  of  the  fact  that  the  immediate  exercise  was  meant  to  be  a  lecture  solely,  the 
plan  of  this  instructor  being  to  set  apart  entire  periods  at  intervals  for  discussion. 
Had  the  observer  been  present  at  the  previous  exercise  of  this  class  he  could  have 
reported  the  class  hour  as  devoted  entirely  to  discussion,  questions  being  asked  and 
answered  by  students  and  instructor.  All  of  which  goes  to  show  the  utter  absurdity 
of  presuming  to  judge  in  such  matters  from  one  or  a  few  piecemeal  observations. 
Although  the  observer  (who  sat  in  the  back  of  the  room)  assures  us  that  "the  class 
gave  no  signs  of  either  appreciation  or  interest,"  in  reality  this  course  is  noted  in  uni- 
versity circles  for  the  enthusiasm  which  students  show  in  it  and  their  high  esteem 
of  the  instructor  in  charge. 

4.  In  the  criticism  on  the  class  in  scoutcraft  (I,  6)  the  instructor  feels  that  the  observer 

missed  the  whole  spirit  of  the  course.  However  this  may  be,  the  report  is  strongly 
condemnatory  in  tone  and  gives  no  indication  of  the  enthusiasm  with  which  this  course 
is  regarded  by  the  majority  of  teachers  who  take  it  in  summer  school. 

5.  In  a  certain  course  in  English  (II,  10),  "Failure  to  Require  Preparation  by  Student," 

it  is  objected  that  no  questions  were  asked  of  the  class  by  the  instructor,  or  of  the 
instructor  by  the  class.  The  observer  apparently  failed  to  discover  that  there  were 
three  quiz  sections  in  the  course,  each  meeting  once  a  week  for  the  purpose  of  question- 
ing the  students  both  on  the  contents  of  the  lectures  and  on  the  assigned  reading. 
What  part  the  observer's  imagination  may  have  played  in  this  report  may  be  inferred 
from  his  allegation  that  "the  class  went  out  of  the  room  expressing  joy  over  their 
escape  from  the  expected  recitation,"  when  as  a  matter  of  fact  the  students  never  are 
given  and  never  expect  a  recitation  at  the  regular  lecture  hour  in  this  course.  The 
instructor  in  the  course  justifiably  remarks,  "The  survey  can  obviously  know  little 
about  the  general  method  of  my  course  if  it  fails  to  inspect  so  important  a  part  of  it 
as  the  quiz  sections." 

II.  Failure  to  realize  the  aim  of  the  particular  exercise  criticized 

1.  In  a  criticism  on  the  non-participation  of  students  in  the  exercise  (I,  2)  the  observer 
failed  to  discover  that  the  particular  session  was  a  lecture  session,  and  that  the  ques- 
tions asked  were  rhetorical  questions  and  not  questions  designed  to  elicit  answers  from 
the  student,  the  purpose  being  simply  to  give  the  minds  of  the  students  time  to  fix  on 
the  points  indicated.  The  observer  obviously  mistook  what  was  really  a  philo- 
sophical course  on  the  "Theory  of  Scientific  Method''  for  a  class  in  argumentation. 
Since  the  instructor  was  making  no  attempt  to  teach  "logic" — "the  art  of  logical 
thought  and  argument," — the  comments  of  the  critic  are  entirely  beside  the  point. 

284 


Exhibit  3 

2.  The  lecture  of  a  professor  of  philosophy  (II,  1)  is  cited  under  the  heading  "Rambling 

unorganized  lectures"  and  is  characterized  as  "impromptu."  As  a  matter  of  fact 
this  professor  of  philosophy,  last  year's  president  of  the  American  Philosophical 
Society,  lectures  every  year  on  this  same  topic  of  "Ideals,"  and  the  lecture  could 
obviously  therefore  not  be  exactly  impromptu.  Is  it  not  more  probable  that  if  the 
critic  had  had  this  man's  experience  in  teaching  philosophy  to  students,  and  had  stood 
in  front  of  them  utilizing  the  expressions  of  their  faces,  as  is  the  custom  of  this  professor, 
to  gauge  his  rate  of  advance  into  new  topics,  the  critic  might  have  a  bit  more  esteem 
for  the  object  of  his  disapproval? 

3.  In  the  chastisement  of  a  departmental  chairman  (chairman  2;  II,  11)  for  failure  to  hold 

attention  (2  students  out  of  27  are  reported  as  inattentive!)  in  an  advanced  course  in 
English  the  surveyor  concludes  with  the  naive  remark  that  "the  subject  matter  was 
extremely  technical  and  would  be  out  of  place  in  the  high  schools  for  which  I  am 
responsible."  Let  us  hope  so!  In  university  circles  it  is  commonly  believed  that  high 
school  teachers  come  to  the  university  in  order  to  secure  greater  mastery  of  their 
subject  and  not  merely  to  get  tid-bits  of  information  which  may  be  passed  over  directly 
to  their  brood  much  as  a  mother-bird  would  a  worm. 

4.  Another  prominent  professor  (designated  as  Instructor  in  charge  of  course  4)  is  taken 

to  task  (II,  11)  as  follows:  "During  the  period  the  lecturer  changed  the  subject 
without  reviewing  the  subject  on  which  he  had  been  lecturing  or  indicating  a  break 
or  change."  Had  the  surveyor  taken  the  trouble  to  attend  to  his  task  he  could  easily 
have  discovered  that  every  student  had  before  him  a  complete  outline  of  this  profes- 
sor's lecture  topics  and  knew  exactly  on  what  topic  he  was  lecturing  and  the  topic  to 
which  he  passed. 

5.  Under  the  heading  of  "Failure  to  subordinate  the  first  personal  pronoun"  (II,  17)  there 

is  so  bitter  an  arraignment  of  an  instructor  that  one  is  compelled  to  suspect  personal 
animus  back  of  it.  One  of  the  mildest  statements  in  the  account  reads,  "he  constantly 
referred  to  himself  and  'how  he  does  it'."  Apparently  it  never  dawned  on  the  observer 
that  to  tell  "how  he  does  it"  is  precisely  what  he  was  expected  to  do,  inasmuch  as  the 
instructor  in  question  was  lecturing  by  invitation  before  a  class  on  the  psychology  of 
composition  as  he  had  observed  it  in  his  own  writings.  Furthermore,  his  bits  of 
intentional  bombast  have  apparently  been  taken  seriously  by  the  surveyor. 

III.  Misconstruction  of  what  was  said  or  inaccurate  statement  of  situations 

1.  In  complete  account  3  (near  the  beginning  of  this  section  of  exhibit  3),  the  observer  re- 

ports the  instructor  as  saying  "The  development  of  the  child  is  supposed  to  represent 
this  inner  being  of  man."  What  he  really  said  was  "the  development  of  the  child  is  sup- 
posed to  represent  the  working  out  of  this  inner  law."  Similar  discrepancies,  accord- 
ing to  the  instructor,  may  be  found  throughout  the  report. 

2.  In  a  class  in  education  (II,  2)  the  professor  in  charge  would  acquiesce  in  the  observer's 

admission  that  "The  survey  observer  felt  quite  uncertain  as  to  what  the  figures 
meant,"  but  would  question  the  allegation  of  the  observer  that  the  class  shared  this 
uncertainty,  since  the  principles  underlying  the  construction  of  the  scales  in  question 
had  been  fully  explained  to  the  class  during  previous  hour  when  the  surveyor  was  not 
present.  The  further  objection  that  the  class  had  not  been  referred  to  a  monograi)h 
in  which  the  material  in  explanation  of  a  certain  scale  was  published,  betrays  ignorance 
of  the  fact  that  the  monograph  in  question  had  just  come  from  the  press  and  was  not 
yet  in  the  library.  While  the  observer  makes  the  criticism  that  "No  opportunity  was 
ofTered  for  the  actual  use  of  the  scales  during  class  hour  or  elsewhere  on  the  part  of 
those  who  were  taking  the  course  for  two  credits,"  he  neglected  to  state  that  those 
taking  the  full  course,  which  includes  laboratory  work,  have  abundant  opportunity 
for  practice  in  the  use  of  these  and  similar  scales. 

3.  As  an  example  of  "Failure  to  require  preparation  by  students"  (II,  10)  to  which  reitera- 

tive attention  is  called  by  Dr.  Allen,  a  sophomore  lecture  course  in  history  is  cited. 
While  in  this  course  work  is  not  assigned  at  each  lecture  period,  much  preparation  is 
required  of  the  student.  In  the  instructor's  own  words,  "Most  of  the  assignments 
are  given  once  for  all  early  in  the  course:  (1)  a  certain  amount  of  outside  reading  to 
be  reported  weekly  and  to  be  taken  from  books  and  other  material  referred  to  from 
time  to  time;  (2)  a  syllabus  of  the  course  to  be  handed  in  at  examination  tune;  (3) 
a  series  of  maps  illustrating  the  course  to  be  handed  in  after  Chrislmas;  (1)  a  topic 
upon  which  I  hold  individual  conferences  with  every  student.  Occasional  special 
assignments  are  added."     The  absurdity  of  the  observer's  criticism  is  obvious. 

IV.  Final  report  of  Dr.  Allen,  though  purporting  in  tertain  instances  to  be  state- 

ment of  the  actual  observer  really  an  edited  statement 

One  instructor  (II,  24)  is  pilloried  under  the  rubric  "F'ailure  of  Instructor  to  Prepare  Him- 
self Adequatelv,"  on  the  ground  that  he  told  the  class  that  his  own  preparation  on  a  certain 
point  (the  writings  of  Burke  and  Addison)  was  poor.     The  report  fails  to  reveal  the  fact 

285 


University  Suhvev  Repokt 

that  "the  confession  of  ignorance"  had  Utile  or  nothing  to  do  with  the  real  work  before  the 
class  and  was  mainly  in  the  nature  of  a  suggestion  to  a  class  of  teachers  that  those  who  were 
going  to  teach  in  a  (■(•rlain  liold  (not  that  of  the  instructor)  should  read  certain  works  of  Burke 
and  Addison  to  enliven  and  enrich  their  own  work,  although  the  speaker  himself  knew  these 
works  mainly  through  tradition.  Moreover,  from  an  inspection  of  the  verbatim  report  of 
the  real  observer  it  clearly  appears  that  although  the  instructor,  presumably  through  modesty, 
savs  "I  first  want  to  olfer  an  apology  for  talking  about  Burke,  knowing  so  little  about  his 

works,"  etc.,  he  reallv  was  adequately  jireparcd  for  the  observer  continues:     "Mr. 

then  gives  an  outlineOf  his  own  jM-eparation  on  Burke,  which  seems  rather  complete."  The 
original  criticism  is  in  the  main  a  favorable  and  an  ajipreciative  one,  although  exactly  the 
reverse  would  be  inferred  from  Dr.  Allen's  edited  version.  The  observer  comments  on'the 
instructor  as  having  a  "pleasant,  easy  manner  of  lecturing."  (In  all  these  cases,  it  will  be 
remembered,  the  university  has  a  copy  of  the  observers'  notes.) 

It  may  be  added  that  another  original  report  of  an  observer  comments  on  another  recita- 
tion of  this  same  instructor  as  follows:  "I  consider  this  a  fine  lesson.  It  was  strictly 
business-like  from  first  to  last;  not  a  moment  of  time  was  lost;  not  a  personal  or  trivial  remark 
was  made;  the  attention  of  the  class  was  held  closely  to  the  work.  It  was  efi^icient  teaching. 
It  was  courteous,  interesting,  clear-cut,  and  agreeable.  It  was  worthy  of  emulation  by  the 
students  in  classes  of  their  own,  if  ever  they  teach." 

V.  Quality  of  service  judged  upon  minor  incidents  rather  than   major  service 

1.  Under  I,  3,  "Material  well-adapted  to  purpose  of  course"  much  to-do  is  made  in  the 

contrasting  case  about  the  non-utility  of  an  experiment  on  pitch  discrimination.  To 
anyone  informed  in  the  field  of  psychology  the  purpose  of  the  test  is  obvious.  In 
any  event  it  occupied  some  30  minutes  out  of  a  total  34  hours  of  laboratory  work. 

2.  In  a  criticism  on  not  making  technical  material  clear  (I,  4)  the  observer  chooses  for  his 

criticism  of  the  course  the  occasion  when  the  professor  who  regularly  conducted  it  had 
given  way  to  an  assistant  whom  the  department  was  "trying  out."  The  assistant  had 
been  asked  to  give  to  the  class  the  results  of  his  very  meritorious  researches  on  the  sub- 
ject of  fatigue.  Naturally  he  did  not  lecture  with  the  skill  of  an  experienced  professor. 
The  technical  terms  objected  to  were  or  should  have  been  familiar  to  all  the  members 
of  the  class  from  their  previous  training  in  elementary  psychology.  Although,  accord- 
ing to  the  observer,  "the  professor  in  charge  did  not  remain  to  observe  what  was  done," 
he  heard  the  entire  lecture.  The  adverse  opinions  on  these  two  lectures  expressed 
in  the  report  do  not  accord  with  those  given  by  the  observer  to  the  professor  in  charge 
of  the  course  immediately  after  the  class,  nor  with  those  of  the  better  students  in  the 
course,  nor  with  those  of  the  professor  in  charge. 

3.  Under  "Failure  to  Speak  and  to  Require  Correct  English"  (II,  22)  the  piece  de  resistance. 

is  an  instructor  who  uses  ungrammatical  expressions.  In  the  first  two  drafts  of  this 
section  Dr.  Allen  intentionally  neglected  to  state,  however,  that  the  man  was  an 
Instructor  in  Foundry  Practice,  in  one  of  the  technical  departments,  chosen 
because  of  his  unusual  skill  in  foundry  work.  The  personal  attention  of  the  director 
was  specifically  called  to  this  instance  after  the  first  draft  of  his  rfeport  appeared 
but  he  refused  to  make  the  necessary  correction  in  the  instructor's  title  so  that  the 
fact  might  appear  in  its  true  light.  The  best  he  would  do,  in  his  second  draft,  was  to 
characterize  him  as  an  instructor  in  practice.  To  the  uninitiated,  of  course,  this 
might  mean  practice  in  almost  any  subject  in  the  curriculum.     The  original  observer 

was  fair  enough  to  say,  "This  course  is  one  in  foundry  practice. — Mr. is  a 

practical  man  and  not  a  trained  teacher."  In  this,  the  final  draft.  Dr.  Allen  has 
inserted  the  word  "shop"  before  practice,  but  he  leaves  the  baseless  insinua- 
tion, "The  university  may  be  right  in  holding  that  correct  English  is  not  required  of 
practice  instructors  (italics  mine). 

Dr.  Allen  is  also  shocked  at  "errors  in  faculty  answers  to  questionnaires."  Perhaps 
these  replies  were  in  keeping  with  the  "What  not  yet  met"  phraseology  and  other 
felicities  of  expression  with  which  the  questionnaire  and  his  exhibits  abound. 

4.  Under  II,  26,  "Failure  to  bring  lecture  material  up  to  date,"  is  given  as  the  awful 

example  an  incident  that  seems  almost  too  trivial  to  call  for  a  reply  except  for  the  fact 
that  Dr.  Allen  specifically  notices  it  under  a  separate  heading  (26). 
The  professor,  a  man  of  international  reputation,  had  seen  a  relatively  recent  newspaper 
notice  of  the  death  of  a  writer.    In  his  class  he  said :  "In  these  notes  I  have  no  record  of 

's  [the  poet's]  death,  as  he  was  living  when  the  notes  were  made."     This 

constitutes  the  "failure"  which  is  worthy  of  a  separate  heading! 

VI.  What  purports  to  be  a  complete  account,  really  a  fragmentary  or  inaccurate 

one 

1.  The  instance  already  cited  under  IV  is  a  good  example  of  this  and  the  one  commented 

on  in  my  introductory  remarks  is  even  a  more  flagrant  case. 

2.  Although  "complete  account  3"  (near  the  beginning  of  the  section)  is  cited  as  a  com- 

plete report  the  observer  himself  characterizes  his  report  by  the  phrase  "fragments 

286 


Exhibit  3 

of  which  are  given  below"  and  yet  we  find  the  account  cited  by  Dr.  Allen  as  complete, 
the  implication  being  that  the  instructor  should  be  judged  on  such  dissociated  ex- 
cerpts, when  arbitrarily  put  into  a  relationship  and  phraseology  not  the  instructor's 
own. 
3.  "Complete  account  3"  is  accurate  as  far  as  it  goes,  according  to  the  instructor  in  ques- 
tion, but  she  affirms  that  "the  omissions,  intentional  or  unavoidable,  give  constantly 
distorted  notions  of  the  discussion  and  make  it  appear  much  more  fragmentary  than 
it  actually  was." 

VII.   Avoidance  in  final  suniniinji  up  by  Dr.  Allen  of  <-erlain  statements  or  circum- 
stances not  in  line  with  adverse  <'ritieisin 

In  general  this  is  shown,  with  one  or  two  exceptions,  in  the  disproportionate  space  given  to 
adverse  criticisms  in  comparison  with  favorable  accounts;  e.  g.,  compare  the  four  line  account 
(I,  1)  with  the  contrasting  example. 

1.  A  flagrant  case  of  this  is  seen  in  connection  with  foreign  language  teaching.     \Vhat 

appears  to  be  a  deliberate  attempt  to  bring  such  teaching  into  disrepute  is  in  evidence 
throughout  more  than  one  exhibit  of  Dr.  Allen's  reports,  .\lthough  an  examination 
of  theactual  report  of  Dr.  Allen's  observer  in  Germanic  and  P»omance  languages  shows 
that  a  majority  of  his  observations  were  markedly  favorable,  as  is  attested  by  such 
expressions  as"  "excellent,"  "worthy  of  emulation,"  "masterful,"  "leaders,"  these 
comments  have  almost  without  exception  been  suppressed  and  mainly  adverse  re- 
marks cited.  And  yet  we  find  Dr.  Allen  sagely  remarking  (under  the  heading,  "oppor- 
tunity to  help,  not  appraisal,  purpose  of  observations"),  '"Neither  commendation  of 
classroom  instruction  in  the  university  as  a  whole  nor  criticism  of  classroom  instruc- 
tion in  the  university-  as  a  whole  is  offered."  "Nor  is  any  generalization  made  as  to 
the  432  classes  observed.  .  ."  "An  excellence  seems  to  the  survey  [Dr.  Allen] 
no  less  important  because  found  in  one  class  out  of  ten  than  if  found  in  seven  classes 
out  of  ten."     And  so  on. 

2.  Regarding  criticism  of  a  class  in  education  under  "Failure  to  receive  resppnse  by 

students  sympathetically"  (II,  6),  which  is  wholly  condemnatory,  may  be  cited  the 
report  by    another  of  Dr.  Allen's  observers  on  the  same  class  exercise,  as  shown  by  the 
original  notes,  who  comments  as  follows:     "No  other  one  observed,  deserves  a  more 
emphatic  'yes'  to  the  question  given  in  5,  of  the  outline  furnished  inspectors.     It 
.certainly  was  'stimulating'  every  moment;  there  was  'interest'  and  responsiveness, 
'and  the  'results'  were  in  my  judgment  thoroughly  'worth  while"."     Several  para- 
graphs of  commendation  follow. 
If  Dr.  Allen  really  desired  to  be  fair  why  was  the  derogatory  one  of  these  reports  cited  and 
•the  appreciative  one,  on  the  same  class  exercise,  suppressed'? 


Conclusion 

Perhaps  the  most  instructive  result  of  mv  incomplete  analysis  of  the  observations  made 
bv  the  survey  observers,  and  sent  to  Dr.  Allen  is  that  the  observers  are  much  more  accurate 
than  he.  If  the  university  had  been  given  all  of  the  observations,  and  not  merely  287  of 
them,  and  had  been  given  the  names  of  the  observers,  we  might  now  be  able  to  state  definitely 
that  the  secondary  school  observers,  on  the  whole,  did  excellent  work. 

The  flagrant  disregard  of  data  (collected  by  his  stalT)  by  Dr.  Allen  may  well  raise  further 
questions. 

We  are  not  of  the  opinion  that  the  elementary  rules  of  pedagogical  procedure,  listed  in  this 
exhibit,  are  not  violated  bv  some  university  teachers.  The  list  is  not  objectionable.  But 
the  list  is  not  relevant,  and  the  "illustrations"  given  by  Dr.  Allen  usually  will  not  bear 
impartial  investigation. 

(Signed)  M.   F.  GUYER. 


Section  3 

Teaching  experience  of  faculty  members  prior  to  appointment  at  the  University  of 
"Wisconsin  as  reported  by  them  to  the  university  survey 

Faculty  members  in  regular  departments,  not  including  those  who  teach  only  in  the 
university  Extension  Division,  furnished  information  as  to  their  teaching  experience  prior  to 
and  including  their  work  at  the  University  of  Wisconsin.  These  facts  are  summarized  with- 
out efTort  here  to  indicate  their  significance,  but  rather  to  let  them  prompt  questions  when 
read  in  connection  with  the  foregoing  descriptions  of  class  exercises. 

•287 


University  Survey  Report 

Of  458  facultv  members  329  had  not  taught  in  elementary  (including  rural)  schools;  293 
had  not  taught  "in  high  schools;  395  had  never  taught  in  both  elementary  and  high  schools; 
432  had  never  taught  in  a  normal  or  county  training  school;  230  had  never  taught  in  any 
other  college  or  university;  110  had  never  taught  anywhere  before  beginning  to  teach  at  the 
University  of  Wisconsin. 

Stated  in  terms  of  length  of  experience,  111  had  taught  in  graded  elementary  schools 
from  1  to  10  years;  158  had  taught  in  high  schools  from  1  to  15  years;  62  had  had  the  combined 
experience  of  elementary  and  secondary  school  teaching  from  1  to  20  years;  15  had  taught  in 
normal  schools  from  1  to  5  years;  212  had  taught  in  other  colleges  or  universities  from  1  to 
15  years,  including  1  who  had  taught  more  than  20  years. 

Of  80  professors,  4  had  taught  in  a  normal  school;  28  had  taught  in  high  schools;  26  in 
elementary  schools;  9  in  both  elementary  and  secondary  schools;  56  in  some  other  college 
or  university.  Stated  negatively,  9  had  had  no  teaching  experience  before  appointment  at 
Wisconsin;  76  had  not  taught  in  normals;  54  had  not  taught  in  elementary  schools;  52  had 
not  taught  in  higli  schools;  71  had  not  taught  in  both  elementary  and  high  schools;  24  had 
not  taught  in  any  other  college  or  university. 

Of  41  associate  professors  1  had  taught  in  a  normal;  13  in  elementary  schools;  16  in  high 
schools;  4  in  both  elementary  and  secondary  schools;  28  in  some  other  college  or  university 
before  coming  to  W'isconsin.  Stated  negatively,  2  had  had  no  teaching  experience  before 
appointment  at  Wisconsin;  40  had  no  normal  experience;  28  had  not  taught  in  elementary 
schools;  25  had  not  taught  in  high  schools;  37  had  not  the  combined  elementary  and  secondary 
school  experience;  13  had  not  taught  in  any  other  college  or  university. 

Of  89  assistant  professors,  5  had  taught  in  normals;  26  had  taught  in  elementary  schools; 
35  had  taught  in  high  schools;  14  had  taught  in  both  elementary  and  secondary  schools; 
45  had  taught  in  some  other  college  or  university.  Stated  negatively,  18  had  had  no  teach- 
ing experience  before  appointment  at  Wisconsin;  84  had  no  normal  experience;  63  had  not 
taught  in  elementaiy  schools;  54  had  not  taught  in  high  schools;  75  had  not  the  combined 
elementary  and  secondary  school  experience;  44  had  not  taught  in  other  college  or  university. 

Of  145  instructors,  10  had  taught  in  normal  schools;  37  had  taught  in  elementary  schools; 
48  had  taught  in  high  schools;  17  had  taught  in  both  elementary  and  secondary  schools; 
71  had  taught  in  another  college  or  university.  Stated  negatively,  36  had  had  no  teaching 
experience  before  appointment  at  W^isconsin;  135  had  not  taught  in  normal  schools;  108  had 
not  taught  in  elementary  schools;  97  had  not  taught  in  high  schools;  128  had  not  the  com- 
bination of  elementary  and  secondary  school  experience;  74  had  not  taught  in  other  college 
or  university. 

In  connection  with  the  teaching  experience  of  faculty  members  it  would  have  been  inter- 
esting and  valuable,  had  time  permitted,  to  correlate  these  facts  with  the  following  regarding 
new  courses  and  changes  in  courses  during  1913-14.  Even  without  this  correlatio.n  it  is 
believed  the  figures  here  given  will  be  of  value  to  administrative  officers  and  regents  in 
making  future  appointments  to  the  faculty  and  in  distributing  the  time  of  the  present  faculty. 
Such  facts  as  are  here  disclosed  should  currently  be  in  the  hands  of  regents  and  responsible 
university  officers. 


UNIVERSITY  COMMENT  ON  ALLEN  EXHIBIT  3,  SECTION  3,  ENTITLED 
"TEACHING  EXPERIENCE  OF  FACULTY  MEMBERS,"  ETC. 

This  is  another  of  Dr.  Allen's  statistical  sections,  in  which  statistics  carefully  collected  are 
made  to  yield  a  minimum  of  information.  Properly  handled,  they  would  have  shown  how  a 
large  university  faculty  has  been  recruited.  As  they  are  presented,  they  give  little  know- 
ledge beyond  the  bare  facts  that  they  state. 

Dr.  Allen  states  that  110  members  of  the  faculty  never  taught  before  joining  the  Univer- 
sity of  Wisconsin.  The  present  writer  is  one  of  these  110;  never  having  faced  a  class  of  any 
kind  before  he  met  a  university  class  in  zoology  in  1876.  He  would  have  been  glad  of 
statistics  regarding  his  fellows  in  this  situation.  Did  they  begin  as  laboratory  assistants, 
or  in  other  supervised  work,  or  were  they  put  at  once  in  charge  of  independent  classes,  or, 
like  him,  in  charge  of  a  department?  W^hat  has  been  the  success  of  such  teachers  as  com- 
pared with  those  who  have  come  with  more  experience?  How  far  is  the  university  training 
its  own  teachers  by  starting  men  in  the  lower  ranks  and  promoting  those  who  succeed,  and 
how  far  does  it  depend  on  selecting  men  who  have  succeeded  elsewhere?  Do  laboratory 
sciences,  or  departments  like  history  with  numerous  quiz  courses,  show  a  difference  in  these 
respects  from  departments  like  philosophy  or  education?  How  have  the  leading  men  of  the 
faculty — the  full  and  associate  professors — been  obtained;  by  growth  within  the  university 
or  by  transplanting? 

These  are  only  a  few  of  the  interesting  general  questions  which  a  broader  handling  of  the 
topic  could  have  answered.  An  answer  to  some  of  them  is  necessary  to  even  a  rudimentary 
understanding  of  the  statistics  presented.  It  is,  for  instance,  of  little  use  to  state  that 
''18  assistant  professors  had  no  teaching  experience  before  appointment  at  Wisconsin." 
The  bare  fact  means  little  or  nothing.  Its  significance  lies  in  the  history  of  the  men  before 
appointment,  and  in  the  grade  of  work  that  they  first  undertook  here.  If  this  information 
is  withheld,  that  which  is  given  is  of  little  use.     So  of  those  who  taught  in  institutions  of 

288 


Exhibit  3 

various  grades  before  appointment  to  Wisconsin, — the  nature  of  their  first  appointment  here 
must  be  known  if  the  bearing  of  their  previous  experience  on  Wisconsin  is  to  be  understood. 
If  correlation  tables  had  been  prepared  from  the  data  which  Dr.  Allen  presumaljly  has  at 
hand,  all  this  could  have  been  shown.  It  is  to  be  regretted  that  he  preferred  to  arrange  his 
data  and  to  present  them  in  a  way  that  deprives  then  of  most  of  their  value. 

(Signed)  E.  A.  BIRGE. 

Sec  lion  4 

Courses  given  in  1913-14  for  the  first  time 

Every  member  of  the  instructional  staff  was  asked  three  questions  regarding  courses  given 
last  year:  How  many  were  given  by  you  for  the  first  time?  How  many  have  you  given 
two  or  more  times  before?  How  many  changes  were  made  in  those  given  two  or  rnore  times 
before? 

It  is  to  be  noted  that  these  questions  and  the  following  summaries  of  courses  given 
in  1913-14  refer  to  the  experience  of  the  individual  instructors  with  the  courses  offered 
in  the  university  and  not  to  the  introduction  of  new  courses  in  the  curriculum. 

Of  371  faculty  members  who  definitely  answered,  216  stated  that  they  had  given 
no  new  courses  last  year,  new  courses  meaning  courses  given  by  the  instructors  for  the 
first  time,  whether  at  the  university  or  elsewhere. 

New  courses  were  reported  by  155  instructors  (of  371  answering  definitely)  who  had 
given  all  told  264  new  courses.  One  new  course  was  given  by  92  instructors;  2  were 
given  by  41;  3  by  11;  4  or  more  were  given  by  11,  one  reporting  as  many  as  7,  4  re- 
porting 6,  5  reporting  2,  and  4  reporting  4. 

Of  216  giving  no  new  courses,  48  (of  73)  were  professors;  23  (of  39)  were  associate 
professors;  48  (of  84)  were  assistant  professors;  64  (of  125)  were  instructors;  and  32 
(of  48)  were  assistants. 

Of  those  giving  one  new  course,  14  (of  25)  were  professors;  11  (of  16)  were  associate 
professors;  24  (of  36)  were  assistant  professors;  35  (of  61)  were  instructors;  8  (of  16) 
were  assistants. 

Of  those  giving  two  new  courses,  7  (of  25)  were  professors;  5  (of  16)  were  associate 
professors;  10  (of  36)  were  assistant  professors;  13  (of  61)  were  instructors;  5  (of  16) 
were  assistants. 

Of  264  new  courses,  48  were  given  by  25  professors;  21  by  16  associate  professors; 
53  by  36  assistant  professors;  109  by  61  instructors;  31  by  16  assistants;  2  by  one  other 
rank. 

After  eliminating  the  assistants  and  duplications,  and  including  only  courses  for  which 
instructors  reporting  are  independently  responsible,  there  are  223  persons  of  the  four 
ranks,  who  report  that  they  gave  no  new  course  last  year.  Of  these.  137  were  in  the 
letters  and  science;  39  in  agriculture;  38  in  engineering;  5  in  medicine;  and  4  in  law. 

Of  137  letters  and  science  instructors  reporting  that  they  gave  no  'new  independent 
courses  last  year,  28  (of  44  definitely  answering)  were  professors;  15  (of  27)  were  asso- 
ciate professors;  33  (of  58)  were  assistant  professors;  61  (of  79)  were  instructors. 

Of  39  agriculture  instructors  reporting  that  they  gave  no  new  independent  courses, 
9  (of  14)  were  professors;  8  (of  9)  were  associate  professors;  9  (of  11)  were  assistant 
professors;  13  (of  18)  were  instructors. 

Of  38  engineering  instructors  reporting  that  they  gave  no  new  independent  courses, 

7  (of  8)  were  professors;  11  (of  13)  were  assistant  professors;  20  (of  26)  were  instructors. 

-  Of  48  professors  reporting  no  new  courses  last  year,  28  (of  44  answering  definitely) 

were  in  letters  and  science;  9  (of  14)  in  agriculture;  7  (of  8)  in  engineering;  2  (of  3)  in 

medicine;  and  2  (of  4)  in  law. 

Of  23  (of  39  answering  definitely)  associate  professors  reporting  no  new  courses,  14 
were  in  letters  and  science;  8  in  agriculture;  none  in  engineering;  1  in  medicine. 

Courses   given   in    1913-11   which   instructors   reported    having   given    t>\o   or    more 
times  before 

Of  458  answers  from  faculty  members,  366  are  definite;  the  other  92  are  too  indefinite 
for  comparison. 

Of  366  instructors  definitely  answering.  35  had  given  no  courses  two  or  more  times 
before;  58  had  given  1;  7;)  liad  given  2;  59  had  given  3;  51  had  given  4;  10  had  given  5; 
26  had  given  6;  10  had  given  7;  5  had  given  8;  3  had  given  9;  3  had  given  10. 

Taking  only  the  courses  independonlly  given  for  which  instructors  were  independently 
responsible,  317  instructors  reported  definitely  regarding  courses  given  two  or  more 
times  before. 

Of  317  instructors  reporting  detinitely,  72  were  professors;  38  were  associate  professors; 
84  were  assistant  professors;  123  were  instructors. 

Of  87  men  having  given  no  course  two  or  more  times  before,  4  were  professors;  2 
associate  professors;  8  assistant  professors;  73  instructors. 

289 

Sub.— 19 


University  Survey  Report 

Of  Ml  reporting  definitely,  230  had  given  one  or  more  courses  two  or  more  times 
Ijjjfore — 68  professors  had  repeated  274  courses;  36  associate  professors  had  repeated 
1 13  courses;  76  assistant  professors  had  repeated  214  courses;  50  instructors  had  repeated 
86  courses. 

Of  230  instructors  of  the  first  four  ranks  reporting  717  courses  given  two  or  more 
times  before,  59  re{)orted  1  course  repeated;  49  reported  2  courses  repeated;  37  reported 
3  courses  repeated;  35  reported  4  courses  repeated;  19  reported  5  courses  repeated; 
18  re{)orled  6  courses  repeated;  7  reported  7  courses  repeated;  1  reported  8  courses 
repeated;  1  reported  9  courses  repeated;  4  reported  10  courses  repeated. 

Of  717  courses  reported  as  given  two  or  more  times  before  last  year,  274  were  reported 
by  68  professors;  143  by  36  associate  professors;  214  by  76  assistant  professors;  86  by  50 
instructors. 

The  administrative  importance  of  the  foregoing  facts  in  no  way  depends  upon  average 
number  of  courses  repeated  by  each  rank  of  instructor.  The  average  for  professors 
and  associate  professors  was  4  courses;  for  assistant  professors  nearly  3;  and  for  in- 
structors 1.7.  But,  7  professors  repeated  5  courses;  8  repeated  6;  4  repeated  7;  1  repeated 
8;  1  repeated  9;  3  repeated  10.  Of  associate  professors  3  repeated  5;  8  repeated  6;  1 
repeated  7;  1  repeated  10. 

Whether  courses  should  be  repeated  or  not  is  not  questioned  here.  But  these  facts 
should  be  remembered  when  considering  the  amount  of  work  which  regular  classes 
require,  the  equality  with  which  work  is  distributed,  the  cost  of  research  and  adminis- 
tration. 

Changes  reported  in  courses  reported  as  given  two  or  more  times  before 

Of  458  faculty  members,  391  answered  the  question  as  to  changes  in  courses  given 
two  or  more  times  before.  Of  the  answers  only  216  definitely  mentioned  changes. 
Of  216  faculty  members,  including  assistants,  who  reported  278  changes  in  courses 
given  two  or  more  times  before,  192  were  in  letters  and  science,  39  in  agriculture;  38 
in  engineering;  5  in  medicine;  and  4  in  law. 

Changes  in  subject  matter  in  132  courses  were  reported  by  120,  of  whom  87  were  in 
letters  and  science;  21  in  agriculture;  19  in  engineering;  3  in  medicine;  and  1  in  law. 

Changes  in  method  in  51  courses  were  reported  by  48,  of  whom  38  were  in  letters  and 
science;  5  in  agriculture;  8  in  engineering. 

To  "keep  up  to  date"  was  the  nature  of  the  change  reported  by  34  in  34  courses,  of 
whom  29  were  in  letters  and  science;  3  in  agriculture;  1  in  engineering;  and  1  in  law. 

Of  216  instructors,  1  reported  that  he  called  for  more  work;  33  that  they  had  changed 
the  organization  of  their  courses;  22  that  they  had  made  change  to  meet  classroom 
conditions. 

Of  132  courses  changed  in  subject  matter,  18  were  changed  by  16  professors  in  letters 
and  science;  5  by  4  professors  in  agriculture;  5  by  4  professors  in  engineering;  3  by  2 
professors  in  medicine;  1  by  1  professor  in  law;  12  by  10  associate  professors  in  letters 
and  science;  3  by  2  associate  professors  in  agriculture;  2  by  1  associate  professor  in 
engineering;  1  by  1  professor  in  law. 

Detailed  changes  in  a  total  of  278  courses  modified  in  various  respects,  were  made  by 
216  faculty  members,  including  the  following:  "demands  more  work  for  grade"  (1); 
"made  course  cultural  as  well  as  practical"  (1);  "required  more  writing  of  students"  (2); 
"required  less  writing  of  students"  (1);  "required  more  work  of  students"  (10);  "class- 
room "work  replaced  by  private  instruction"  (2);  "  shift  in  emphasis  "  (16); 
"work  more  practical"  (6);  "work  more  thorough"  (1);  "quiz  substituted  for  lecture" 
(1);  "change  in  length"  (11);  "more  subject  matter"  (15);  "less  subject  matter"  (7); 
"more  experiments"  (7);  "fewer  experiments"  (1);  "new  tests,  dilTerent  material  col- 
lateral reading"  (77),  etc. 

Instructors  reporting  no  changes  in  courses  given  two  or  more  times  hefore. 

At  the  first  faculty  meeting  of  the  year  1914-15  the  president  of  the  university  said 
that  he  had  heard  of  one  member  of  the  faculty  who  had  not  changed  his  course  in 
eight  or  ten  years;  that  he  didn't  want  to  know  the  name  of  this  man  because  such  work 
was  not  worthy  of  a  university;  that  courses  should  show  each  year  changes  and  illumi- 
nation due  to  last  year's  discoveries  (exhibit  24). 

The  facts  above  reported  as  to  717  courses  given  two  or  more  times  before  last  year, 
and  other  facts  to  follow,  showing  that  courses  were  reported  by  74  instructors  as  having 
been  given  without  change  two  or  more  times  before,  prove  the  need  for  administrative 
provision  for  learning  currently  which  instructors  are  "threshing  over  old  straw." 

Because  the  president  declared  the  university's  position  with  respect  to  repeating 
courses  without  new  illumination  from  last  year's  discoveries,  special  question  is  raised 
here  as  to  the  relative  efficiency  or  inefficiency  of  such  instruction. 

Again  the  survey  urges  the  important  bearing  which  these  facts  have  upon  the  equality 
of  work  required  from  different  instructors,  and  the  reservation  for  research  which  should 
be  made  in  such  cases. 

290 


Exhibit  3 

Of  230  instructors  reporting  that  they  had  given  courses  two  or  more  times,  67  did 
not  report  whether  or  not  they  had  made  changes  in  suCh  courses.  If  not  answering 
means  no  change,  the  total  reporting  no  change  shouhi  be  increased  from  71  to  141. 
Because  there  is  a  question  as  to  what  they  mean,  only  those  are  considered  here  who 
reported  definitely  that  they  had  made  no  changes  in  courses  given  two  or  more  times 
before,  or  a  total  of  74. 

Of  74  faculty  members  reporting  that  they  had  given  388  courses  two  or  more  times 
before,  without  change,  (184  first  semester,  204  second  semester),  42  (110  first  semester, 
116  second  semester)  were  in  letters  and  science;  17  (39  first  semester,  44  second  semester) 
were  in  agriculture;  11  (31  first  semester,  3.^  second  semester)  were  in  engineering;  3  (1 
first  semester,  6  second  semester)  were  in  medicine;  1  in  law  (3  first  semester,  3  second 
semester). 

Of  74  reporting  no  changes  in  184  courses  the  first  semester  and  204  courses  the 
second  semester,  7  were  professors  (22  first  semester,  25  second  semester);  1  associate 
professor  (3  first  semester,  3  second  semester);  16  assistant  professors  (50  first  semester, 
58  second  semester);  32  instructors  (78  first  semester,  87  second  semester);  17  assistants 
(29  first  semester,  30  second  semester);  1  student  assistant  (2  first  semester.  1  second 
semester). 

Of  7  professors  reporting  no  changes,  3  were  in  letters  and  science;  3  in  agriculture; 
1  in  law. 

The  one  associate  professor  was  in  letters  and  science. 

Of  16  assistant  professors,  12  were  in  letters  and  science;  3  in  agriculture;  1  in  engineer- 
ing. 

Of  32  instructors,  14  were  in  letters  and  science;  5  in  agriculture;  10  in  engineering; 
3  in  medicine. 

Of  17  assistants,  12  were  in  letters  and  science;  and  5  in  agriculture;  the  student 
assistant  was  in  agriculture. 

Research  work  reported  by  74  faculty   members  who  reported   no  change  in  388 
courses  given  two  or  more  times  before  (184  first  semester,  204  second  semester) 

Of  74  instructors  who  report  courses  given  without  change  two  or  more  times  before 
last  year  10  had  from  1  to  5  hours  classroom  work  a  week;  14  had  from  6  to  8  hours; 
16  had  from  9  to  10  hours;  26  had  from  11  to  15  hours,  18  had  over  15  hours. 

Whether  lack  of  change  was  due  to  amount  of  research  was  found  by  seeing  how  many 
hours  were  given  to  research  by  each  of  the  74  instructors  involved.  For  each  instructor 
reporting,  the  chart  in  the  survey's  files  gives  all  details.  Only  some  of  the  details 
are  given  here. 

Of  7  instructors  in  letters  and  science  who  had  5  hours  or  fewer  of  class  work,  2  re- 
ported no  research,  and  1  reported  no  research  but  8  hours  of  drill;  1  reported  3  hours; 

1  reported  4  hours;  1  answered  indefinitely;  1  did  not  answer. 

Of  3  instructors  in  agriculture  who  had  5  hours  or  fewer  of  class  work,  1  reported  6 
hours  of  research;  1  reported  8  hours,  and  a  third  reported  30  hours. 

Of  2  letters  and  science  instructors  who  reported  6  hours  of  class  work,  1  reported  20 
hours;  and  1  reported  1  hour. 

Of  4  letters  and  science  instructors  reporting  8  hours  of  class  work,  1  reported  no 
research;  1  reported  10  hours;  1  reported  18  hours;  1  reported  25  hours. 

Of  2  letters  and  science  instructors  reporting  10  hours  of  class  work,  1  reported  3 
hours  of  research,  and  1  reported  20  hours. 

Of  7  letters  and  science  instructors  reporting  15  hours  and  more  of  class  work.  1 
reported  no  research;  2  reported  10  hours;  1  reported  1  hour;  1  reported   18  hours; 

2  did  not  answer. 

Of  9  agricultural  instructors  reporting  from  15  to  32  hours  of  class  work,  1  reported 
no  research;  1  reported  10  hours;  2  reported  30  hours;  1  answered  indefinitely;  4  did  not 
answer. 

Of  8  engineering  instructors  who  reported  15  to  25  hours  of  class  work,  4  reported 
no  research;  1  reported  half  an  hour  a  week;  1  reported  10  hours;  2  did  not  answer. 

So  far  as  is  shown  by  their  own  records  of  instruction  hours  and  research  hours,  the 
74  had  other  reasons  than  research  for  not  making  changes  in  388  courses  (184  first 
semester,  204  second  semester). 

For  example,  one  full  professor  reported  24  hours  a  week  of  administrative  work. 
For  this  the  dean  of  his  college  assured  us  that  no  rebate  whatever  was  made  in  the 
number  of  hours  of  instruction.  This  professor  reported  8  hours  of  instruction  and  4 
hours  of  research. 


UNIVERSITY  COMMENT  ON  ALLEN  EXHIBIT  3,  SECTION  4.  ENTITLED 
"COURSES  GIVEN  IN  1913-14  FOR  THE  FIRST  TIME" 

The  first  set  of  statistics  presented  in  section  4  of  exhibit  3  gives  the  number  of  instructors 
of  the  various  ranks  who  repeated  courses  in  1913-14,  and  the  number  who  gave  certain 

■     291 


University  Survey  Report 

courses  in  1913-1 1  for  the  first  time.     The  numbers  refer  to  the  experience  of  instructors  in 
giving  the  courses  and  not  to  the  introduction  of  new  courses  in  the  curriculum. 
No  use  seems  to  have  been  made  of  this  material,  Dr.  Allen  merely  stating, 

"Whether  courses  should  be  repeated  or  not  is  not  questioned  here.  But  these  facts 
should  be  remembered  when  considering  the  amount  of  work  which  regular  classes 
require,  the  equality  with  which  work  is  distributed,  the  cost  of  research  and  adminis- 
tration." 

It  is  certainly  self-evident  that  the  exact  nature  of  each  course  is  all  important  in  a  com- 
petent study  of  "the  equality  with  which  work  is  distributed,"  etc.,  and  these  statistics 
presented  by  Dr.  Allen  seem  to  be  of  interest  only  as  an  example  of  misdirected  energy  on 
the  part  of  the  investigator. 

Dr.  Allen  next  reports  statistics  based  upon  the  information  given  by  the  faculty  under  the 
heading,  "Please  indicate  the  changes  you  have  made  in  them  this  year",  i.e.,  in  the  courses 
given  in  1913-14  which  the  instructors  had  given  two  or  more  times  before. 

Dr.  Allen's  use  of  the  answers  to  this  request  gives  an  interesting  illustration  of  the  ease 
with  which  the  investigator  proposes  to  solve  vital  educational  problems  by  numerical 
methods.  An  attempt  Is  made  to  classify  these  answers  catagorically  as  either  "change" 
or  "no  change."  As  a  result  such  an  answer  as  "nothing  of  importance"  is  classified  as  no 
change;  whereas,  the  answer  "In  general  I  have  tried  to  make  them  more  thorough"  is 
classified  as  a  change.  The  value  of  the  resulting  statistics  is  not  evident.  P2ven  if  their 
reliability  be  granted,  the  interpretation  of  them  made  by  Dr.  Allen  is  entirely  erroneous. 
It  is  evidently  a  matter  of  great  importance  that  the  courses  of  the  University  be  given 
each  year  with  fresh  inspiration  and  illumination — a  point  upon  which  the  president  of  the 
University  constantly  lays  great  emphasis — but  there  is  no  connection  between  this  important 
question  and  that  of  "changes  in  courses"  discussed  by  Dr.  Allen. 

The  remaining  figures  of  this  section  of  the  exhibit  give  the  number  of  hours  spent  in 
research  by  members  of  the  faculty  who  reported  "no  change"  in  a  course.  Manifestly  a 
man  doing  research  work  is  in  a  position  to  bring  fresh  illumination  and  inspiration  to  his 
courses.  Whether  he  changes  his  courses  or  not,  in  the  meaning  of  the  statistics,  is  a  matter 
of  minor  importance,  nor  have  changes  in  courses  any  necessary  relation  to  the  time  and 
energy  devoted  by  an  instructor  to  his  classes. 

The  investigator  in  presenting  the  statistics  of  this  exhibit  and  commenting  upon  them 
shows  a  confusion  of  ideas  which  would  be  impossible  in  any  but  a  most  superficial  study  of 
the  problems  of  university  instruction. 

(Signed)  MAX  MASON 
JOHN  L.  KIND 


Section  5 

What  is  the  best  proportion  of  instruction  to  research? 

One  of  the  fundamental  questions  before  the  University  of  Wisconsin  and  other  great^ 
universities  concerns  the  allotment  of  time,  money  and  prestige  between  instruction' 
and  research. 

Several  instalments  of  the  survey  report  have  to  do  with  the  relation  between  instruction 
and  research. 

One  of  the  miscellaneous  questions  asked  the  faculty  was:  "What  is  the  best  proportion 
of  instruction  to  research?" 

Answers  to  this  question  have  not  been  tabulated  to  show  the  distribution  of  time,  but 
excerpts  are  given  here  in  statements  by  16  professors,  8  associate  professors,  24  assistant 
professors,  30  instructors,  6  assistants.'  Repetitions  have  for  the  most  part  been  elimi- 
nated.    Each  excerpt  is  included  because  of  a  different  shade  in  its  opinion  or  suggestion. 

As  repeatedly  stated  with  regard  to  excerpts  taken  from  faculty  answers  it  seems  to  the 
survey  that  the  value  of  an  excerpt  is  in  the  fact  that  a  person  believing  what  an  excerpt 
states  deserves  a  special  hearing  from  his  faculty  and  from  the  university  administra- 
tion, even  if  every  other  member  of  the  faculty  disagrees  with  him. 

16  professors'  comments  on  research. 

1.  Instructors:     15  hours.     Professors:     12  hours,     Directors  or  heads:  9  hours,    In- 
struction: f.     Research:  ^. 

2.  Can't  be  put  in  figures.     At  least  half,  when  a  man  has  something  for  research. 

3.  The  proportion  of  instruction  depends  upon  the  man  and  his  proclivities.     Some  men 

should  teach  100  per  cent  of  their  time  and  others  should  give  100  per  cent  to  in- 
vestigation. The  great  majority  stand  between  these  extremes.  One-half  teach- 
ing and  one-half  research  would  be,  I  think,  a  good  average,  for  a  typical  scientist. 
In  ct;.er  llelds  of  work,  I  hesitate  to  say  what  it  would  be. 

292 


Exhibit  3 

4.  Half  and  half  is  a  good  proportion,  but  it  is  realized  by  too  few  here. 

5.  I  have  made  my  teaching  my  research,  and  I  have  devoted  to  it  my  undivided  time 

for  the  twenty-one  years  I  have  been  a  teacher  in  this  university. 

6.  The  university  is  primarily  an  institution  for  instruction.     Research  on  the  part  of 

its  stall  and  advanced  students  is  highly  desirable,  for  without  it  stagnation  soon 
results.  One  of  the  prime  objects  of  research  in  a  university  is  to  keep  both  teachers 
and  students  alive.  Doubtless  the  results  of  such  research  have  actually  been 
of  economic  value  to  the  commonwealth  in  a  goodly  number  of  cases.  But  research 
is  by  no  means  to  be  defended  mainly  for  this  reason.  It  is  impossible  to  fix  a 
best  ratio  of  teaching  to  research.  The  two  ought  to  go  hand  in  hand  in  a  univer- 
sity. Research  of  the  highest  type  requires  a  certain  atmosphere  to  develop 
properly.     It  must  grow  up  spontaneously. 

7.  All  my  research  goes  into  instruction  within  a  few  months.     I  do  not  think  any 

man  can  keep  up  inspiring  teaching  unless  he  is  doing  some  sort  of  research. 

8.  Research  instructors  should  have  one  lecture  course  to  keep  in  touch  with  thf  aver- 

age human  intelligence.     There  are  few  research  minds. 

9.  Most  teachers  should  give  the  bulk  of  their  time  to  classwork  and  the  study  of  read- 

ing that  pertains  thereto. 

10.  Instruction  ^  or  6  hours  a  week;  investigation  according  to  subject;  3  hours  work  with 

abstract  data  is  quite  enough  in  starting  a  piece  of  investigation;  4  and  rarely  rt 
hours  may  be  tolerated  later.  The  proper  test  is  one's  ability  to  work  more  rigor- 
ously  the  following  day. 

11.  The  proportion  of  instruction  to  research  depends  entirely  upon  the  man.     The 

average  professor  who  has  shown  ability  as  an  investigator  should  be  allowed 
to  put  in  at  least  half  of  his  time  in  research;  exceptional  men  might  w^ell  put  in 
a  considerably  greater  proportion  of  their  time. 

12.  A  man  who  has  proved  his  ability  to  do  research  work  of  a  high   order  ought  to  be 

encouraged  in  every  way;  but  if  he  is  a  good  teacher  he  will  want  to  teach;  he 
should  be  freed  from  administrative  and  clerical  duties. 

13.  It   seems   to  me  vital   to   have   research   work  in  connection  with  instruction.     A 

desirable  portion  might  be  one-half  of  each. 

14.  I  do  not  know.     Many  times,  I  be'ieve,  any  teaching  or  other  work  which  breaks 

the  continuity  of  the  research  is  harmful.  It  depends  on  the  character  of  the 
research.  Some  research  needs  constant  attention  for  extended  periods,  other 
work  can  be  dropped  without  disadvantage. 

15.  In  a  new  subject  such  as  agricultural  economics  I  should  say  that  the  division  be- 

tween research  and  instructional  work  on  the  half  and  half  basis  is  ideal. 

16.  The  proportion  of  instruction  to  research  must  vary  with  the  individual.     A  gifted 

investigator  may  leaven  a  whole  institution  even  though  he  teaches  little  or  not 
at  all.  On  the  other  hand,  a  mere  uninspired  plodder  is  of  as  little  value  in  research 
as  in  teaching.  It  is  difficult  to  conceive  of  a  real  university  teacher  who  is  not 
to  some  extent  a  born  investigator. 

8  associate  professors'  comments  on  research 

1.  I  am  convinced  that  |  time  spenfin  teaching,  i  in  research  and  I  for  extension  is  the 

ideal    division   for  efficiency. 
The  deans  in  those  colleges  where  research  work  is  conducted  could,  in  my  opinion, 
profitablv  call  the  vounger  men  together  each  year  and  instruct  them  as  to  the 
ideals  of  and  best  methods  to  follow'in  ])ursuing  work  of  a  strictly  research  nature. 

2.  Depends  upon  whether  you  are  dealing  with  a  real  university  or  a  combination 

of  high  school  and  university,  such  as  most  American  universities  are. 

3.  Including  all  of  the  professor's  study  as  research  he  ought  to  give  three  times  as 

many  hours  to  study   as  to  teaching. 

4.  The  proportion  of  instruction  and  research  work  depends  to  a  large  extent  upon  the 

nature  of  the  man.  Some  men  are  fitted  primarily  for  instruction  work  and  not 
for  research  work  and  vice  versa. 

5.  The  proportion  of  research  to  instruction  is  hardlv  determinable  in  ratios.     Men 

reallv  gifted  for  research  should  be  liberally  encouraged  and  to  effect  this  the 
more  plodding  must  also  be  allowed  to  follow  it  up  also.  A  university  where 
research  is  not  emphasized  is  only  a  technical  school. 

6.  The  proportion  of  instruction  to  research  should  vary  with  dilTerent  branches  of 

instruction  and  with  individual  men.  Some  men  don't  care  to  do  research,  though 
thev  may  be  excellent  teachers.  'Hiev  should  have  more  teaching  hours;  mini- 
mum tinie  spent  in  that  work  should  be  at  least  one-fourth  that  si)ent  in  teaching 
and  preparation  for  teaching. 

7.  The  successful  investigator  usually  makes  the  best  teacher,   though  this  will  not 

hold  in  all  cases. 

293 


University  Survey  Report 

8  It  seems  to  me  that  no  absolute  formula  can  ever  be  found  as  an  answer  to  this 
question.  I  would  say  that  every  teacher,  and  chief  of  all,  the  college  and  uni- 
versity teacher,  ought  to  be  given  time  to  do  research  work,  the  more,  the  better. 
I  certainly  have  never  yet  met  the  teacher  who  was  not  a  better,  a  much  better, 
instructor  and  pedagogue  for  his  private  investigation,  and  vice  versa.  The 
sooner  the  teacher  who  does  not  do  some  investigating  in  a  small  field  of  knowledge, 
however  limited,  is  removed  from  his  position,  the  better  it  will  be  for  all  con- 
cerned. 

24  assistant   professors'  comment  on  research 

1.  Instruction:   research  —  4:     1 

2.  I  should  say  about  §  instruction  to  4  research. 

3.  In  my  work  I  consider  it  essential  that  half,  at  least,  of  a  young  man's  time  be 
■   given  to  research.     It  is  my  belief  that  ratios  of  this  sort  will  vary  with  depart- 
ments. 

4.  If  one-quarter  to  one-third  of  the  time  is  spent  on  research,  I  think  this  is  enough. 

Experimental  research  is  not  the  only  research  of  importance.  Study  and  research 
which  make  a  man  more  of  a  master  in  his  subject  should  be  given  just  as  much 
encouragement   as  experimental   work. 

5.  The  best  proportion  of  teaching  to  research  will  depend  upon  the  capacities  of  the 

instructors  concerned.  In  general,  research  will  suffer  lack  of  effectiveness  when 
less  than  one-half  of  one's  time  is  devoted  to  it.  It  is  more  dependent  upon  con- 
centrated and  continuous  attention  than  is  teaching. 

6.  The  question  of  the  best  proportion  to  research  cannot  be  answered.     A  big  uni- 

versity ought  to  have  room  for  the  teacher  as  well  as  the  research-man.  Both 
types"  are  absolutely  essential. 

7.  An  equal  division  of  instruction  and  study  would  be  too  much  instruction,  especially 

if  the  best  quality  of  instruction  were  expected,  and  that  should  be  the  case. 

8.  In  mv  opinion,  after  a  man  has  been  doing  teaching  for  from  four  to  six  years  in  the 

same  field,  at  least  half  of  his  time  may  be  most  profitably  be  devoted  to  research. 
Until  then  a  much  smaller  proportion  for  successful  teaching  will  take  most  of  a 
young  man's  energy  until  he  begins  to  get  his  courses  well  established  and  satis- 
factory methods  employed.  Then  additional  time  must  be  spent  upon  research, 
else  the  teacher  is  likely  to  become  'stale.' 

9.  Some  research  is  essential  to  keep  the  mental  alertness  of  the  instructor,  but  the 

proportion  can  best  be  determined  by  the  individual. 

10.  Would    vary   with    different    departments.     In    ours   the   instruction   is   somewhat 

more  important. 

11.  Research  and  instruction  should  be  mutually  helpful. 

12.  At  first  blast  one  is  tempted  to  answer  that  research  should  always  be  subordinate 

to  instruction.  However,  in  many,  many  cases  it  is  the  prerequisite  for  instruc- 
tion. The  fundamentals  can  always  be 'taught  by  the  mere  teacher,  who  may 
himself  never  rise  beyond  his  course.  But  the  deeper  delving,  of  which  the  chosen 
few  for  whom  even  democracy  prays,  are  capable,  must  of  necessity  be  prepared 
by  the  pioneer  efforts  of  the  savant. 

13.  Every  teacher  who  hopes  to  inspire  in  his  students  a  desire  to  learn,  must  carry  on 

research.  It  is  natural  that  this  research  should  be  along  the  lines  of  the  subject 
taught.  The  results  of  such  research  need  not  always  appear  in  the  form  of  publi- 
cations. It  will  make  itself  manifest  in  an  enthusiasm  in  teaching  others,  will 
broaden  the  point  of  view  and  deepen  the  fund  of  knowledge  of  the  teacher.  The 
proportion  of  one's  time  that  should  be  used  in  this  way  cannot  be  expressed  in 
figures,  since  mental  effort  cannot  be  measured  with  a  yardstick. 

14.  The  best  proportion  between  research  and  teaching  can  not  be  struck  off  arbitrarily. 

If  the  university  25  years  ago  had  given  Dr.  Babcock  all  his  time  for  research  at 
$10,000  a  year  and  kept  his  salary  up  right  along  it  would  have  paid  the  state  beyond 
calculation.  Certainly  there  are  men  who  should  be  more  and  more  freed  from  the 
responsibilities  of  class  instruction.  The  just  proportion  must  be  determined  in 
individual  cases.  To  be  able  to  forecast  who  will  turn  out  productive  work  requires 
a  seer  and  a  prophet.  Therefore  it  seems  tenable  and  wise,  just  and  fair,  to  give 
men  who  desire  to  do  research  work  such  opportunity  as  they  feel  they  can  utilize. 
The  corrective  to  any  abuse  of  this  function  ought  to  rest  in  the  measure  of  con- 
structive work  turned  out.  A  distinctly  research  man  ought  not  to  be  required 
to  give  more  than  6  hours  to  instruction  per  week. 

15.  In  the  sciences  particularly  research  constitutes  the  life  of  the  subject.     The  absence 

of  research  in  chemistry  means  stagnation.  Those  men  who  show  a  particular 
aptitude  for  research  should  be  given  encouragement  by  way  of  time  and  equip- 
ment, and  should  have  charge  of  advanced  research  students.  The  reputation 
of  the  institution  depends  largely  upon  its  creative  work,  hence  every  encourage- 

294 


Exhibit  3 

ment  should  be  accorded  those  men  who  are  particularly  fitted  for  such  work. 
At  the  same  time  some  teaching  should  be  required  of  these  men,  in  order  that 
the  inspiration  derived  from  their  work  may  be  passed  on  to  the  students.  In 
this  respect  the  medical  department  is  in  advance  of  the  other  departments. 

16.  Many  instructors  give  courses  ranging  from   the  elementary  to  graduate  courses. 

Such  instructors  ought  not  to  be  expected  to  devote  much  of  their  time  to  the 
preparation  of  papers  purporting  to  advance  the  knowledge  of  their  subject  be- 
yond the  present  boundaries.  It  takes  time  and  energy  and  thought  to  conduct 
elementary  classes  well.  If  time  and  energy  are  taken  "from  these  classes  for  any 
other  purpose,  the  students  drift  and  conceive  a  decided  dislike  for  the  subject. 
On  the  other  hand,  instructors,  who  do  not,  or  are  not  fitted  by  taste  or  training, 
to  give  elementary  instruction  might  well  be  expected  to  devote  considerable 
time  to  research. 

17.  In  addition  to  research   for  publication,   I   am  continually  doing  research   for  my 

lectures,  to  present  the  subject  with  fullness  of  knowledge,  breadth  of  view  and 
a  proper  understanding  of  the  subject.  I  think  research  of  this  sort  which  is 
not  measured  in  terms  of  the  printed  page  takes  as  much  time  and  is  as  valuable 
as  that  which  finds  its  way  into  publications. 

18.  Research,  I  think,  is  absolutely  essential  for  a  growing  teacher,  and  one  who  is  not 

allowed  time  for  it  can  not  long  give  students  the  inspiration  he  should. 

19.  Under  the  present  arrangement,  if  an  experiment  station  worker  wants  a  semester 

off  with  pay,  he  must  work  three  summers  for  nothing.  A  man  who  does  nothing 
but  teach  need  work  but  two  summers.  I  fail  to  see  the  justice  of  this,  inasmuch 
as  a  research  man  puts  in  as  a  rule  more  time  than  the  university  regulation  calls 
for.  The  summer  school  teachers  have  time  between  the  regular  university  year 
and  the  beginning  of  summer  session  and  also  at  close  before  the  university  year 
in  the  fall.  In  my  opinion  the  research  man  should  be  paid  at  least  as  miich  as 
the  summer  school  teacher. 

20.  I  can  not  say  anything  about  a  proportion  of  instruction  to  research.     I  do  not 

think  that  everybody  should  be  expected  to  do  research  work,  and  that  proper 
recognition  should  be  given  the  teacher. 

21.  There  can  be  no  hard  and  fast  rule  about  instruction  and  research,  each  teacher 

must  find  his  own  balance.  But  when  research  interferes  with  instruction,  it 
should  be  curtailed;  no  amount  of  instruction,  however,  will  make  up  for  research 
on  the  teacher's  part. 

22.  Research  work  must  necessarily  vary  with  the  department  and,  while  of  great  im- 

portance, should  not  interfere  with  the  teaching  work.  Those  especially  qualified 
for  tesearch  work  by  temperament  and  training  should  be  given  free  opportunity 
for  such  work.  In  many  departments  (my  own,  for  example),  so  much  is  required 
of  the  members,  that  absolutely  no  time  is  given  in  which  to  conduct  very  elaborate 
or  extended  research  work. 

23.  I  do  not  believe  that  an  instructor  who  has  classroom  work  exclusively  and  work 

which  involves  the  teaching  of  fundamental  principles  should  be  expected  or  re- 
quired to  do  experimental  research  work.  The  two  kinds  of  work  in  this  case 
cannot  be  carried  on  simultaneously  without  sacrificing  efiiciency  and  effective- 
ness in  undergraduate  teaching.  In  graduate  courses  where  students  require 
less  assistance,  and  in  informational  or  laboratory  courses,  I  think  that  research 
work  of  some  kind  is  of  considerable  benefit.  I  do  not  mean  to  imply  that  men 
teaching  the  fundamental  courses  should  be  prevented  from  doing  research  work 
if  it  can  be  done  without  detracting  from  teaching  efficiency,  but  that  work  of  this 
character  should  not  be  required.  It  has  been  my  observation  that  the  limit 
of  efTectiveness  in  undergraduate  teaching  has  not  been  reached  by  any  means 
and  there  is  just  as  much  opportunity  for  research  work  along  the  lines  of  good 
instruction  as  in  the  field  of  new  discovery.  In  the  above  I  have  reference  only 
to  what  might  be  called  experimental  research.  Library  research  would  come 
in  a  different  category,  .\dvanced  study  and  investigation  along  one's  line  of 
work  should  be  encouraged,  but  I  believe  that  the  art  and  science  of  teaching 
should  be  studied  and  investigated  first,  unless  the  students'  welfare  is  to  be  made 
of  secondary  importance. 

24.  Research  is  excellent  as  keeping  the  teacher  interested  in  his  subject,  but  it  should 

have  to  do  with  the  work  which  he  is  actually  doing.  In  most  cases  it  is  so  remote 
from  his  classroom  exercises,  as  to  not  only  not  help  but  actually  to  hinder  his 
work,  in  that  it  puts  his  interest  where  it  should  nominally  not  primarily  belong. 

30  Instructors'   comments   on   research 

1.  Instruction:  research — one-half  to  one-half. 

2.  Half  our  time  ought  to  be  available  for  research  if  the  university  wants  to  honor 

itself  and  get  the  best  efiiciency  from  its  stafl". 

3.  A  man  should  have  a  third  of  his  academic  time  left  him  for  research. 

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4.  Two-thirds  instruction;   one-third   research. 

5.  Three-fourths  instruction;  one-fourth  research.     Tt  is  impossible  to  get  up  momen- 

tum in  research  unless  one  has  an  appreciai:)le  amount  of  time  for  it. 

6.  About  one-fifth  of  the  time  might  be  spent  in  research.     This  applies  to  one  with 

the  title  of  instructor.     Now  Saturdays  and  outside  hours  are  generally  used. 

7.  For  an  instructor  I  think  12-16  teaching  hours  is  plenty.     That  means  24-30  hours 

spent  on  instructional  work  at  least.  I  believe  every  man  ought  to  devote  one- 
third  to  one-fourth  of  his  time  to  research.  If  the  university  men  are  not  to  gain 
new  knowledge  for  the  world,  who  is? 

8.  The  best  proportion  of  instruction  to  research  in  terms  of  hours  of  actual  work 

would  probably  be  about  two  to  one:  that  is,  for  every  two  hours  devoted,  in  or 
out  of  class,  to  the  student  one  hour  should  be  allowed  for  research. 

9.  Twelve  to  fourteen  hours'   teaching  does  not  prevent  research  and  is  about  the 

proper  balance  to  be  kept.  Some  research  carried  on  while  instructing  tends 
to  give  more  enthusiasm  to  the  work. 

10.  An  instructor  can  give  with  profit  from  one-fifth  to  one-sixth  of  his  normal  working 

time  to  research. 

11.  I  think  an  instructor  should  have  about  an  hour  a  day  and  part  of  the  summer  for 

his  own  studies. 

12.  The   proportion   of   instruction   to   research   should   depend    upon    the   department 

and  individual.  In  some  departments  the  results  of  investigation  are  of  great 
value  to  the  state  and  humanity  in  general.  In  others  only  a  small  circle  of  the 
learned  ever  hear  of  them. 

13.  A  man  should  have  enough  research  so  he  does  not  lose  interest  and  vivacity  in  his 

work.  An  instructor  who  is  intensely  interested  and  full  of  life  for  his  subject  will 
cause  the  student  to  do  the  best  work.  In  other  words,  the  instructor  must  be 
enthusiastic  in  his  work.     That  amount  of  research  which  best  does  this  is  best. 

14.  One  can't  lay  down  any  rule  as  to  division  of  time  between  instruction  and  research. 

It  must  be  settled  for  each  individual  according  to  his  abilities  and  temperament. 
It  is  deadening  for  a  man  to  have  too  much  instructional  work.  He  must  have 
energy  left  to  do  some  studying,  or  he  cannot  be  an  inspiring  teacher. 

15.  Introduction   of   'honor  courses'   open   only  to  A-1   students,   taught   by    'research 

professors,'  well  paid  and  giving  only  half  time  to  instruction.  'Professorship' 
and  'research  instructorships,'  requiring  only  half  time  to  be  given  for  instruction, 
such  positions  to  carry  a  greater  remuneration.  Also,  'honor  courses'  should  be 
created  in  which  the  pace  is  too  fast  for  any  but  the  best  students.  And  there 
should  be  given  to  them  men  who  are  primarily  investigators,  enthusiastic  leaders 
and  creators,  that  the  student  may  catch  their  inspiration.  Such  men  are  com- 
monly very  poor  teachers  for  the  average  intellect.     Professors and 

are  notorious  examples  of  ineffective  teachers,  yet  inspiring  leaders. 

Such  men  should  be  given  'research  professorships,'  giving  only  half  time  to  teach- 
ing and  then  only  in  'honor  courses.'  It  is  time  the  attention  of  the  university 
was  directed  toward  its  best  products.     This  is  the  essence  of  'conservation.' 

16.  I  have  found  work  in  research  to  be:     (1)  necessary  to  the  proper  equipment  of 

the  teacher,  his  knowledge  should  be  adequate;(2)  exceedingly  helpful  as  a  stimulus 
to  him,  keeping  the  mind  active  and  growing — that  he  should  not  stagnate;  (3) 
a  re-creation,  something  that  keeps  his  spirit  up. 

17.  The  university  ought  to  establish  research  laboratories  for  engineering  and  chemistry 

to  work  out  problems  olTered  by  the  people  of  the  state.  This  woriv  is  now  gener- 
ally done  by  a  few  faculty  members  who  can  not  spare  the  time  from  their  teaching 
without  hindering  it.  The  result  of  the  establishment  of  such  laboratories  would 
be  better  teaching  and  the  solution  of  problems  in  a  satisfactory  manner  for  the 
people  of  the  state. 

18.  It  seems  to  me  that  all  research  men  should  do  at  least  a  little  teaching,  as  that  will 

keep  a  research  man  from  narrowing  down  too  much  to  particular  limited  line 
of  thought.  Whether  or  not  all  teachers  should  do  some  research  work  is  ques- 
tionable. Some  men  make  very  good  teachers,  but  do  not  make  good  research 
workers.  I  believe  the  best  plan  is  to  have  two  sets  of  workers:  (a)  those  that 
devote  most  of  their  time  to  instruction  and  do  a  small  amount  of  research  work; 
(b)  those  that  devote  most  of  their  time  to  research  work  and  do  a  small  amount 
of  teaching,   amounting  to  perhaps  one-fourth  time. 

19.  I  can't  tell,  except  that  I   believe  people  teaching  freshman  English  should  give 

practically  all  of  their  time  to  teaching.  There  are  problems  to  be  dealt  with  that 
should  take  up  their  entire  teaching  time.  A  freshman  needs  frequent  guidance 
and  I  think  it  is  a  mistake  to  make  him  feel,  as  has  unconsciously,  perhaps,  been 
done,  that  an  instructor  is  too  busy  with  important  research  work  to  be  inter- 
rupted. I  have  had  students  give  that  as  a  reason  for  not  asking  aid  of  certain 
instructors  and  professors,  and  not  in  a  grumbling  spirit.  They  said  it  was  quite 
right  that  such  and  such  a  man  should  not  be  bothered,  because  he  was  writing 
and  doing  research  and  making  Wisconsin's  fame  greater  in  that  way;  but  it  seems 

296 


Exhibit  3 

to  me  unfortunate  that  students  should  not  get  dirertly  the  best  from  their  teachers. 
I  think  students  often  feel  the  lack  and  are  sorry  that  they  must  go  through  college 
without  any  more  personal  contact  with  men  they  admire  than  is  at  present  the 
case. 

20.  I  do  not  see  that  there  is  any  great  relation  between  instruction  in  some  courses,  say 

literature,  and  research,  if  by  research  is  meant  special  scientific  investigation 
of  technical  points  of  English  literary  history  and  allied  suljjects.  What  the 
teacher  of  literature  needs  is  to  become  saturated  with  the  world's  best  literature 
and  best  literary  criticism;  without  this  saturation  he  is  not  prepared  for  his 
position  as  he  should  be;  if  this  is  research,  then  I  should  say  that  instructors 
in  literature  should  have  the  minimum  of  teaching  hours  and  the  maximum  of 
time  for  this  slow  process  of  self-culture:  in  the  end  the  state  would  reap  more 
from  such  men  because  what  they  had  to  give  would  be  worth  giving. 

21.  The  elementary  courses  in  German  have  hardly  any  relation  with  research.     Re- 

search does  not  improve  the  tenor  of  those  courses.  As  for  the  more  advanced 
courses,  I  believe  that  no  course  should  be  given  by  an  instructor  who  has  not 
done  some  original  work  in  that  field.  And  in  such  cases  the  amount  of  research 
would  have  to  be  determined  by  the  personal  qualities  of  the  instructor  at  work. 
"  It  seems  to  me  impossible  to  fix  in  the  abstract  the  best  proportion  of  instruction 
to  research. 

22.  Instruction  and  assigned  research  work  should  not  be  mixed.     Instruction  should 

be  handled  by  teachers  and  assigned  research  by  research  assistants  who  do  no 
teaching.  By  assigned  research  work  I  mean  research  work  that  is  chosen  by 
the  dean  or  head  of  the  department  and  then  assigned  to  an  instructor.  Personally 
I  have  found  that  I  can  not  do  good  work  in  both  teaching  and  research  because 
I  do  not  find  time  enough  for  both.  As  I  like  teaching  better  than  research  (as- 
signed) I  slight  the  research.  I  believe  that  research  work  can  be  done  more 
economically  by  regular  research  assistants  under  the  supervision  of  a  competent 
professor,  because  most  of  the  work  can  be  done  l)y  men  who  draw  salaries  about 
half  (or  less  than  half)  as  great  as  the  salary  of  the  average  instructor.  1  do  not 
think  that  enough  emphasis  is  given  to  good  teaching.  It  seems  that  more  stress 
is  given  to  the  research  work  that  he  does. 

23.  Absolutely  depends  on  the  work  and  the  individual — some  people  are  not  adapted 

to  research  at  all.     Practically  all  good  research  men  are  excellent  teachers. 

24.  The  proportion  of  time  between  instruction  and  research  depends  on  the  kind  of  each 

and  on  the  instructor.  Some  instructors  are  often  good  in  research  and  poor  in 
teaching  or  vice  versa,  and  some  are  good  in  both  or  extremely  poor  in  both.  If 
the  teaching  and  research  are  along  similar  lines,  then  as  much  time  as  can  be 
spared  should  be  put  on  each.  But  no  definite  rule  can  be  laid  down  to  be  followed 
in  all  cases. 

25.  Instruction  and  research  should   be  separate.     One  should  do  research  work  one 

semester  then  give  all  his  time  to  instruction  the  following  semester,  or  the  follow- 
ing year.  About  half  and  half  is  right  in  lines  where  research  can  really  accom- 
plish results. 

26.  Some  men  are  not  adapted  to  research  and  should  devote  little  time  to  it  and  much 

to  teaching.  Others  could  with  profit  devote  sixty  per  cent  of  their  time  to  re- 
search.    Mostly  a  matter  of  ability  and  taste. 

27.  Instruction   and  research  should  not   be  required   of  the  same   person.     I   do  not 

believe  that  best  results  can  be  obtained  by  mixing  the  German  gymnasium  and 
the  German  university — one  or  the  other  will  sutler. 

28.  Any  attempt  to  set  forth  the  respective  claims  of  'research  versus  teaching'  is  bound 

to  be  a  failure.  The  individual  teacher  must  settle  for  himself  in  how  far  he  is 
qualified  for  either,  whether  research  will  aid  him  in  his  classroom,  how  much 
energy  he  can  devote  to  either.     Generalizations  on  this  subject  are  mere  nonsense. 

29.  I  don't  think  that  there  should  be  any  established  proportion  in  the  assigning  of 

instruction  and  research.  But  the  two  should  be  sejiarated  and  considered  sepa- 
rately. Some  lines  of  university  teaching  recjuire  teaching  ability  of  a  high  order — 
others  require  research.  In  many  lines  it  might  be  well  to  set  a  certain  amount 
of  research  to  be  accomplished  before  a  man  is  taken  into  the  faculty.  But  in 
all  lines  the  two  should  be  dilTerentiated.  A  man  should  not  be  hired  primarily 
because  he  is  a  good  teacher  and  his  work  demands  teaching  ability. — and  then 
be  judged  on  the  basis  of  his  research, — and  vice  versa.  A  man  should  receive 
promotion  for  his  success  as  a  teacher,  as  well  as  for  his  success  in  research.  For, 
after  all,  the  university  exists  primarily  for  the  resident  student  who  must  be 
taught.  The  impossibility  of  demanding  a  Jixed  proportion  of  each  from  each 
man  results  from  the  fact  that  good  teachers  are  rarely  good  research  men,  and 
vice  versa. 

30.  I    believe    that    in    many    courses,  such,    for   example,  as    introductory  courses    in 

economics,  language,  etc.,  a  good  pedagogue  is  of  very  much  more  value  than  a 
man  doing  profound  research  work. 

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6  Assistants'  comments  on  research 

1.  Instruction  should  be  to  research  as  2:1. 

2.  It  seems  to  nie  that  under  the  present  system  the  proportion  of  teaching  and  research 

should  be  half  and  half.  If  one  could  give  half  of  one's  time  to  teaching  and 
preparing  for  teaching  and  the  other  half  for  research  it  would  be  well.  As  it  is, 
one  teaches  a  couple  of  hours  or  so,  then  does  some  research;  but  if  one  could 
teach  consecutively  and  then  do  research,  both  would  be  done  more  efhciently. 

3.  Proportion  of  instruction  to  research,  variable  with  character  and  grade  of  work, 

nature  of  subject,  purpose  of  course,  etc. — for  undergraduate  juniors  and  seniors, 
perhaps  about  two  to  three,  for  graduate  work,  two  to  five  or  six. 

4.  This  varies  much  with  the  type  of  man.     Some  men  are  excellent  teachers,  but  care 

little  for  research. 

5.  Too  much  emphasis  placed  on  a  Ph.  D.  for  undergraduate  teaching.     Many  men 

very  capable  as  teachers  refused  work  or  sufTicient  advance  in  pay  to  keep  them 
because  they  do  not  possess  qualifications  or  desire  to  do  research  work  for  a  Ph.  D. 
Many  men  with,  or  capable  of  securing,  a  Ph.  D.  and  with  little  or  no  ability  to 
handle  a  class  of  students  readily  welcomed.  I  think  the  university  faculty  should 
be  partly  divided — into  an  undergraduate  faculty  and  a  graduate  faculty  and 
let  'teachers'  teach  in  undergraduate  work,  even  if  they  do  not  wish  to  become 
Ph.  D's.  and  let  the  specialized  and  research  men  be  confined  more  to  graduate 
work.  Many  departments  have  instructors  and  assistants  who  teach  only  to 
pay  expenses  while  going  on  for  advanced  degrees.  I  think  if  these  were  reduced 
in  number  and  'teachers'  hired,  and  more  graduate  fellowships  for  research  given, 
the  efiiciency  of  the  university  would  be  increased  and  those  wishing  to  do  advanced 
work  and  research  could  do'so  with  a  fellowship  instead.  Such  a  method,  how- 
ever, would  cost  more. 

6.  It  appears  to  me  that  in  some  departments  instructors  are  selected  rather  for  their 

research  ability  than  for  ability  as  teachers.  If  the  state  wants  research,  let  it 
employ  men  for  that  purpose  as  do  the  large  manufacturing  corporations.  If 
the  state  wants  teachers,  let  it  employ  men  who  are  capable  of  imparting  knowledge, 
and  of  guiding  and  inspiring  their  students  along  the  line  of  their  work  and  whose 
time  out  of  class  work  will  be  given  to  such  purposes.  Along  this  line  the  idea  of 
"teaching  fellows"  and  "research  fellows"  should  be  more  carefully  considered. 
(This  comment  is  quoted  also  in  exhibit  2,  but  is  repeated  here  because  it  has  a 
distinct  bearing  upon  the  question  of  the  best  proportion  of  instruction  to  research 
as  well  upon  the  question  of  teaching  efTiciency.) 


UNIVERSITY  COMMENT  ON  ALLEN  EXHIBIT  3,  SECTION  5,  ENTITLED 
"WHAT  IS  THE  BEST  PROPORTION  OF  INSTRUCTION  TO  RESEARCH?" 

The  proportion  of  research  to  teaching  can  have  no  possible  general  solution  and  this  is 
made  evident  by  the  answers  given  in  this  section.  Some  men  are  good  teachers  who  can 
never  excel  in  investigation  and  some  men  of  great  scientific  distinction  are  poor  teachers, 
except  perhaps  for  a  few  gifted  advanced  students,  e.  g.  Rowland  in  physics  and  Sylvester 
in  mathematics. 

Nevertheless  a  careful  study  of  the  answers  given  to  the  question  asked  with  regard  to 
the  best  proportion  of  research  to  instruction  suggests  a  conclusion  of  great  interest  and 
importance.  It  is  evident  that  the  older  men  of  professorial  rank  attach  greater  importance 
to  research  than  do  the  younger  men  so  far  as  the  effects  of  research  upon  teaching  are  con- 
cerned. The  reasons  for  this  difference  are  probably  due  to  the  longer  experience  of  the 
older  men.  A  young  man  who  has  recently  finished  his  graduate  studies  may  not  feel  the 
need  of  research  so  keenly  as  an  older  man,  precisely  because  he  himself  has  so  recently  been 
engaged  in  research  and  has  been  associated  with  other  young  men  who  have  been  similarly 
occupied.  The  older  men,  however,  have  come  to  see  as  a  result  of  their  own  experience 
and  observation  that  to  teach  continuously  even  such  subjects  as  elementary  history  and 
mathematics  without  the  quickening  influence  of  research  has  a  deadening  influence,  which 
eventually  renders  teaching  mechanical  and  lifeless.  While  there  may  be  exceptions  to  all 
rules,  there  seems  to  be  a  general  agreement  on  the  part  of  those  who  have  had  large  exper- 
ience that  such  is  the  result. 

Personally  I  have  had  some  opportunity  to  observe  teaching  in  secondary  schools  in 
Germany,  and  so  far  as  my  observation  goes  the  teachers  who  are  thoroughly  alive  and  success- 
ful in  unusual  degree  are  engaged  in  some  productive  scholarship,  even  if  they  do  not  have  the 
facilities  which  the  university  professor  enjoys;  and  even  if  their  work  on  the  whole  is,  on 
account  of  their  surroundings,  less  significant,  it  is  nevertheless  often  valuable  in  itself  and 
apparently  especially  valuable  on  account  of  its  stimulating  effects  upon  teaching. 

Two  general  conclusions  are  suggested  by  this  section  of  exhibit  3  as  well  as  by  the  related 
exhibit  5,  which  deals  with  the  effect  of  research  upon  teaching  efficiency:     First,  the  need 

298 


Exhibit  3 

of  organization  within  the  modern  university.  It  is  rank  absurdity  to  expect  of  presidents 
and  deans  what  is  demanded  of  them  by  Dr.  Allen.  This  needs  no  argument  but  an  elemen- 
tary knowledge  of  the  facts  of  the  situation. 

There  are  those  who  have  a  gift  for  leadership,  who  know  how  to  select  promising  scholars 
and  to  stimulate  them,  and  these  should  be  placed  in  positions  of  responsibility  and  presi- 
dents and  deans  should  act  largely  through  them.  They  should  be  provided  with  suitable 
offices  and  adequate  stenographic  and  clerical  assistance.  But  even  in  this  case  it  would  be 
impossible  to  have  constantly  accessible  all  the  data  demanded  by  Dr.  Allen  without  in- 
creasing very  greatly  the  expenses  of  the  university.  The  cost-accounting  system  of  a 
great  industrial  plant  is  not  applicable  to  a  university;  and  it  is  not  desirable  to  tVv  to  apply 
it.  The  proposal  misconceives  the  nature  of  a  university  and  the  conditions  of' achieving 
success. 

The  final  conclusion  I  wish  to  draw  is  this:  the  great  difficulty  we  experience  is  in  getting 
men  big  enough  for  their  tasks.  It  is  generally  agreed  that  in  too  few  cases  do  the  ablest 
undergraduates  choose  academic  careers.  They  are  turning  to  law,  medicine,  and  business. 
Business,  it  should  be  emphasized,  is  becoming  more  and  more  professional  and  has  in- 
creasing attractions  for  university  men,  while  our  great  railway  and  other  companies  in- 
creasingly look  to  university  graduates  for  men  to  fill  their  higher  posts.  The  problem  of 
problems  is  how  to  attract  strong  men  to  the  teaching  profession  with  its  small  pecuniary 
rewards,  with  the  many  pecuniary  demands  made  especially  on  university  professors,  and 
how  to  give  them  opportunities  for  their  highest  development  after  they  enter  the  teaching 
profession.  "Surveys"  and  investigations  by  incompetents  are  making  the  teaching  i)ro- 
fession  to  some  odious  and  to  all  less  attractive.  When  honor,  dignity,  and  large  freedom 
are  given,  many  men  are  readier  to  sacrifice  prospects  of  gain  than  when  they  arc  surrounded 
by  an  atmosphere  of  doubt  and  suspicion.  Until  this  truth  is  grasped  and  opportunity 
provided  tor  the  free  movement  of  the  spirit,  we  shall  never  achieve  the  greatest  success  in 
our  universities.  This  may  be  language  that  many  cannot  understand;  but  only  those  who 
do  understand  it  are  capable  of  dealing  with  university  problems. 

Finally,  mistakes  have  been  made,  many  of  them,  and  mistakes  in  abundance  will  be 
made  in  the  future;  necessarily  so.  Unsolved  problems  exist  evervwhere;  they  are  evidence 
of  growth.  We  are  all  working  on  their  solution,  and  have  unhappily  been  delayed  in  this 
feature  as  well  as  other  features  of  our  work  by  injurious  time-consuming  and  incompetently 
conducted  "surveys"  and  investigations. 

(Signed)  RICHARD  T.  ELY. 


Section  6 
Working  hours  of  a  typical  week  as  reported  by  faculty   members 

One  class  of  information  about  college  management  has  always  been  difficult  to  secure; 
namely,  the  amount  of  time  given  to  college  or  university  work  by  faculty  members. 

Practically  every  effort  which  heretofore  has  been  made  in  any  part  of  the  United  States 
to  ascertain  how  much  time  college  work  requires  of  the  teaching  stalT  has  been  met  with 
protest  against  the  "wrong  headed  and  deplorable  applications  of  the  efficiency  idea." 

Yet  regarding  few  aspects  of  university  work  has  there  been  more  misunderstanding. 
The  stock  story  in  Wi.sconsin  is  illustrative:  A  legislator  asked  a  professor,  "How  many  hours 
have  you?"  The  professor  answered,  "Eight."  The  legislator,  who  thought  in  terms  of 
day  hours  rather  than  hours  per  week,  answered,  "Well,  eight  hours  a  day  is  a  good  full 
day  for  any  man". 

For  the  farmer  or  the  clerk  or  the  banker  or  the  housewife  or  teacher,  who  contributes 
to  support  a  state  university,  it  is  difficult  to  fill  out  the  rest  of  the  week  for  an  instructor 
who  has  only  four  or  seven  or  10  or  even  15  hours  of  classroom  instruction  during  the  week. 

Because  definite  information  has  been  lacking  to  help  inquirers  fill  out  the  university 
instructor's  week,  great  numbers  conclude  that  teaching  in  a  university  is  a  "snap"  compared 
with  earning  money  to  pay  the  university's  bills. 

Nor  has  misunderstanding  been  removed  by  saying  generally  that  much  time  is  required 
to  prepare  for  classes  and  for  meeting  students. 

To  substitute  information  for  guesses,  the  survey  on  page  2;")  of  the  questionnaire,  asked 
the  faculty  to  give  the  number  of  hours  per  typical  week  which  they  were  devoting  to 
different  kinds  of  university  work  during  the  spring  semester  of  1911. 

Time  spent  by  faculty  members  as  reported  to  the  registrar  in  semester  reports  differs 
from  time  reported  to  the  survey  either  on  page  3  where  the  number  of  hours  per  course 
per  week  is  given,  or  on  page  25. 

The  faculty  member's  own  statement  therefore  and  not  the  university's  official  statement 
is  what  is  represented  in  the  following  summary.  .\  faculty  member's  statement  gives  each 
.member's  estimate  for  a  typical  week.  Some  estimates  probably  make  too  much  while 
others  make  too  little  allowance  for  exceptional  weeks.  The  figures  are  given  for  the  ques- 
tions they  raise  and  the  need  they  indicate  for  further  study  by  regents  and  administrative 
officers. 

299 


University  Survey  Report 

The  answers  to  these  several  questions  have  l^een  summarized  under  three  general  heads: 
(1)  instructional  work,  including  time  given  to  class  work,  reading  students'  papers,  con- 
ference with  students,  service  as  student  adviser,  personal  preparation  for  courses;  (2) 
research;  (3)  committee  work. 

Summary  of  time  given  to  instructional  purposes — all  colleges 

Of  436  answers,  34  were  indefinite,  or  for  other  reasons  not  comparable,  leaving  402 
comparable  answers. 

For  402  faculty  members,  whose  answers  are  comparable,  the  total  time  spent  a  week 
on  instructional  relation  with  students  is  as  follows: 


6  hours  or  less. 

7  hours 

8  "     

9  "     

10         "     

11-15    "     

16-20    "     

20  hours  or  less  . 

21-25  hours 

26-30    "     

31-35    "     

36-40    "     

Over  40  hours... 

41-45  hours 

46-50    "     

51-55    "     

56-60    "     

Over     "     


Totals 

Pro- 

Associate 

Assistant 

In- 

Assis- 

all ranks 

fessors 

professors 

professors 

structors 

tants 

18 

5 

2 

2 

5 

4 

3 

1 

1 

0 

0 

1 

13 

3 

0 

1 

3 

6 

6 

2 

1 

2 

1 

0 

7 

0 

1 

1 

1 

4 

38 

6 

4 

5 

9 

14 

55 

12 

2 

7 

10 

24 

140 

29 

11 

18 

29 

53 

55 

13 

6 

7 

16 

13 

56 

6 

7 

18 

19 

6 

68 

12 

7 

22 

20 

7 

36 

7 

4 

8 

17 

0 

47 

5 

5 

7 

29 

1 

20 

0 

1 

4 

14 

1 

8 

1 

2 

1 

4 

0 

11 

2 

0 

1 

8 

0 

4 

1 

1 

1 

1 

0 

4 

1 

1 

0 

2 

0 

402 


72 


40 


80 


130 


80 


The  detailed  charts  show  for  each  rank  of  each  college  significant  corresponding  facts. 
The  summary  follows  for  those  who  record  more  than  30  hours  a  w^eek  given  directly  to 
students  in  class,  laboratory,  seminary,  reading  papers,  conferences,  student  adviser,  and 
personal  preparation  for  courses.     The  same  402  comparable  answers  are  again  considered. 

Numbers  giving  over  40  hours  a  v>eek  to  students 

This  limit  is  taken  first  because  40  hours  is  practically  the  working  week  for  the  eight 
hour  day.     There  is  added  in  the  second  column  the  number  giving  30  hours  a  week  or  more. 


40  hours  or  more 


All  ranks- 


-letters  and  science. 

-engineering 

-law 

-medicine 

-agriculture 

-universitv 


Professors — letters  and  science. 

"  — engineering 

"  — law 

"  — medicine 

"  — agriculture 

"  — university 


Associate  professors — letters  and  science 

"  — engineering 

— medicine 

"  — agriculture 

"  — universitv .• 


31  of  267 

4  of 

51 

1  of 

6 

none  of 

9 

11  of 

69 

47  of  402 

2  of 

43 

none  of 

8 

1  of 

4 

none  of 

3 

2  of 

14 

5  of 

72 

4  of 

27 

1  of 

2 

none  of 

2 

none  of 

9 

5  of 

40 

30  hours  or  more 

95  of  267 

23  of 

51 

3  of 

6 

4  of 

9 

26  of 

69 

151  of  402 

13  of 

43 

2  of 

8 

3  of 

4 

none  of 

3 

6  of 

14 

24  of 

72 

11  of 

27 

1  of 

2 

1  of 

2 

3  of 

9 

16  of 

40 

300 


29  of 

54 

5  of 

13 

none  of 

2 

3  of 

11 

37  of 

80 

39  of 

76 

15  of 

28 

9  of 

22 

3  of 

4 

66  of  130 

3  of 

67 

5  of 

13 

8  of 

80 

Exhibit  3 

Assistant  professors — letters  and  science 5  of  54 

"             "       — engineering 1  of  13 

— law none  of  2 

"             "       — agriculture 1  of  11 

— university 7  of  80 

Instructors — letters  and  science 19  of    76 

— engineering 2  of    28 

"            — agriculture 8  of    22 

"            — medicine none  of      4 

"            — university 29  of  130 

Assistants — letters  and  science 1  of    67 

"  — agriculture none  of    13 

"  — university 1  of    80 

Summary  of  time  given  to  class  work  and  to  research,  as  reported  by  faculty  mem- 
bers 

Detailed  charts  showing  the  distribution  of  lime  spent  by  faculty  members  upon  class 
work  and  upon  research  were  sent  to  the  business  manager  of  the  university  for  use  in  com- 
puting cost.  The  summary  which  follows  eliminates,  so  far  as  was  possible,  the  laboratory 
men  giving  laboratory  time  because  facts  were  not  available  to  reduce  to  a  common  base 
the  two  hours  oflaboratory  work  which  are  supposed  to  equal  one  hour  of  class  work. 

138  persons  of  professorial  rank  answered  definitely  as  to  total  number  of  hours  given  to 
class  work  and  the  total  number  given  to  personal  research.  The  average  time  per  week 
spent  upon  personal  research  is  given  below: 

Upon  class  work — all  professorial  ranks I::. ...1.:...:. .::.::: 8.2  hours 

Upon  research  work — all  professorial  ranks 7.7 

Upon  class  work — professors 8.1 

Upon  research  work — professors 8.2 

Upon  class  work — associate  professors 8.3 

Upon  research  work — associate  professors 8.0 

Upon  class  work — -assistant  professors 8.3 

Upon  research  work — assistant  professors 7.0 

If  15  hours  per  week  (the  standard  set  by  the  president  of  the  university)  be  assumed 
as  the  total  number  of  hours  which  should  be  given  to  the  university  in  the  form  of  classroom 
time,  plus  research;  and  if,  secondly,  only  138  members  of  professorial  rank  who  answered 
definitely  as  to  both  class  work  and  research  be  considered,  the  university  receives  the 
following  number  of  hours  in  excess  of  this  15  hour  requirement: 

121.4  hours  per  week  from  138  members  of  professorial  rank. 
68.9     "         "       "         "        53  professors. 
35.1     "         "       "         "        27  associate  professors. 
17.4     "         "       "         "        58  assistant  professors. 
This  result  credits  excess  against  deficiency:  further  analysis  needed. 

Details  of  time  given  to  class  work  and  research 

The  class  work  has  considered  class  work  as  such,  omilling.  wherever  separation  had 
been  made  by  the  faculty,  the  laboratory  hours.  Among  instructors  and  assistants  sepa- 
ration is  seldom  made,  causing  averages  to  appear  larger  than  they  should. 

There  have  been  omitted  from  a  \olal  of  158  instructors  the  following  24  for  reasons 
indicated: 

Professors — 7 

Physical  Education 2  (class  work  hardly  ap|)lies) 

Zoology 1  (dean) 

Political  economy 1  (not  a  faculty  memJHM-) 

MiUtary  science 1  (class  work  hardly  applies) 

Greek 1  (emeritus') 

Agricultural  chemistry 1  (emeritus) 

Assistant  professors — 4 

Physical  education 4  (class  work  hardly  applies) 

301 


University  Survey  Report 

Instructors — 10 

Phvsical  education 9  (class  work  hardly  applies) 

English 1  (report  incomplete) 

Assistants — 2 

Physical  education 1  (class  work  hardly  applies) 

Military  science 1  (class  work  hardly  applies) 

Others — 1 

Farm  foreman 1  (has  no  class  work) 

(llass  work 

Of  the  remaining  434  instructors,  417  report  definitely  as  follows  as  to  time  given  to  class 
work : 

No  hours  of  class  work 18  or  4.3% 

Having    6  or  fewer  hours 124  "  29.7% 

7  to  15         "     219"  52.5% 

16  to  25         "     52"  12.5% 

over  25         "     4  "  1.0% 


417  "   100.0% 

Of  the  18  reporting  no  class  work  there  were: 

Professors 0 

Associate  professors 3 

Assistant  professors 1 

I  nstructors 7 

Assistants 6 

Others 1 

Of  the  124  reporting  6  or  fewer  hours  to  class  work  there  were: 

Professors 23 

Associate  professors 9 

Assistant  professors 26 

I  nstructors 20 

Assistants 42 

Others 4 

Of  these  same  124: 

10  reported  1  hour  each  to  class  work 


29 

2     "        "     " 

21 

3     ..        ..      .. 

21 

4     "        "      " 

20 

5     "        "      " 

23 

6     "        "      " 

Stated  in  terms  of  colleges,  the  124  are  divided  as  follows: 

College  of  Agriculture 33 

"  Engineering 11 

"        "  Law 2 

"        "  Letters  and  Science 76 

"  Medicine 2  while  the 

219  reporting  7  to  15  hours  are  distributed  as  follows: 

College  of  Agriculture 17 

"        "  Engineering 23 

"        "Law 4 

"  Letters  and  Science 169 

"        "  Medicine 6 

Research 

Of  the  434  faculty  members  reporting,  1.30  made  only  indefinite  or  no  statements  as  to 
research.    Of  the  remaining  304  who  reported  definitely: 

302 


Exhibit  3 

No  hours  of  research 61  or  20.1% 

Having  6  or  fewer  hours 98  "  32.2% 

7  to  15  hours 93  "  30.6% 

16to25      "     35"  11.5% 

over   25      "     17  "  5.6% 

304  "  100.0%, 
Of  the  61  reporting  no  research  there  were: 

Professors 9 

Associate  professors 2 

Assistant  professors 14 

I  nstructors 27 

Assistants 9 

Others 0 

Of  the  98  reporting  6  or  fewer  hours  of  research  there  were: 

Professors 21 

Associate  professors 10 

Assistant  professors 27 

Instructors 25 

Assistants 14 

Others 1 

Of  the  93  reporting  7  to  15  hours  given  to  research  there  were: 

Professors  14  or  15.0%    or  26.4%  of  the  53  reporting 

Associate  professors  11  "  11.82%  "  40.7%  "  "  27 
Assistant  professors  11  "  11.82%  "  18.6%  "  "  59 
Instructors  35  "  37.63%,  "  35.7%  "    "    98 

Assistants  19  "  20.43%  "  30.2%  "     "    63 

Others  3  "     3.25%  "  75.0%  "     "      4 

Stated  in  terms  of  hours,  the  98  reporting  6  or  fewer  hours  are  divided  as  follows: 

12  report  1  hour  each  to  research 

15  "  2  " 
20  "  3  " 
18  "  4  " 
17      "      5     " 

16  "      6     " 

Stated  in  terms  of  colleges,  the  98  reporting  6  or  fewer  hours  are  distributed  as  follows: 

College  of  Agriculture 19 

"        "  Engineering 17 

"  Law 0 

"        "  Letters  and  Science 62 

"  Medicine 0    while  the 

93  who  devote  7  to  15  hours  to  research  are  distributed  as  follows: 

College  of  Agriculture 15 

"        "  Engineering 6 

"        "  Law 1 

"        "  Letters  and  Science 68 

"        "  Medicine 3 

Of  the  434  reporting,  415  state  definitely  that  they  give  the  following  hours  to  class  and 
research  work: 

2  or    0.4%  give  no  hours 
42  "  10.2         "       6  or  fewer  hours 
153  "  36.9         "       7  to  15  hours 
218  "  52.5     "     15  or  more  hours 

By  ranks  these  415  are  distributed  as  follows: 

Professors "1  ^^f  1~-1% 

Associate  professors 40  ''     9.6% 

Assistant  professors ^'-  |[  .lon^ 

Instructors 133  "  32.0% 

Assistants 82  "  19.8% 

Others "  '"     1-7% 

303 


University  Survey  Report 

Distributed  again  by  rank  on  the  basis  of  15  hours  as  the  minimum  requirement: 

43  professors,  or  60.5%  of  71  professors  reporting,  give  15  or  fewer  hours;  28,  or  39.5%, 
give  more  than  15  hours 

19  associate  professors,  or  47.5%  of  40  associate  professors  reporting,  give  15  or  fewer  hours; 
21,  or  52.5%,  give  more  than  15  hours 

44  assistant  professors,  or  53.6%  of  82  assistant  professors  reporting,  give  15  or  fewej  hours; 
38,  or  46.4%,  give  more  than  15  hours 

51  instructors,  or  39.8%  of  133  instructors  reporting,  give  15  or  fewer  hours;  82,  or  60.2%, 

give  more  than  15  hours 
35  assistants,  or  42.6%  of  the  82  assistants  reporting,  give  15  or  fewer  hours;  47,  or  57.4%, 

give  more  than  15  hours 
3  others,  or  42.8%  of  7  others  reporting,  give  15  or  fewer  hours;  4,  or  57.2%,  give  more 

than  15  hours 

Time  given  per  semester  of  IH  weeks  to  committee  work  by  faculty   members 

With  few  exceptions  for  which  specific  budget  recommendation  is  made  time  given  by- 
faculty  members  to  regular  or  special  committee  work  is  not  ofTicially  allowed  for  either 
in  salary  or  in  remission  of  hours  of  classroom  work  required;  that  is  to  say,  committee 
work  is  incidental  to  being  a  member  of  the  university  community,  and  is  expected  of 
every  man  so  far  as  he  may  be  called  upon. 

From  faculty  answers  it  appears  that: 

No  committee  work  is  reported  by  214  of  365  answering  definitely  for  all  committee 

work. 
No  special  committee  work — 295  of  373  answering  definitely. 
No  regular  committee  work — 249  of  374  answering  definitely. 

The  125  who  report  definitely  that  they  have  regular  committee  work  are  distributed  by 
rank  as  follows: 

1  of    66  assistants 
15  of  121  instructors 

38  of  82  assistant  professors 
26  of  38  associate  professors 
45  of    61  professors 

The  78  who  report  definitely  that  they  have  special  committee  work  are  distributed  by 
rank  as  follows: 

2  of    66  assistants 
15  of  121  instructors 

20  of  82  assistant  professors 
11  of  35  associate  professors 
30  of    64  professors 

The  151  reporting  definitely  that  they  have  both  kinds  of  committee  work  are  distributed 
by  rank  as  follows: 

3  of    66  assistants 
26  of  117  instructors 

44  of  80  assistant  professors 
28  of  37  associate  professors 
50  of    60  professors 

Of  125  reporting  4,110  hours  on  regular  committee  work  during  one  semester  of  18  weeks 
as  follows: 


15  report  fewer  than      5  hours 

for  the  semef 

23      ' 

from    5  to     10 

"      "          " 

27      ' 

"      11  to    20      " 

"      "           " 

25      ' 

"     21  to    40      " 

"     "          " 

16       ' 

"     41  to    60      " 

"     "          " 

7 

"     61  to    80      " 

"     "          " 

3      ' 

"     81  to  100      " 

"      "          " 

9      ' 

'      over             100      " 

"     "          " 

Of  373  reporting  on  special  committee  work  78  give  1,590  hours  per  semester  of  18  weeks 
as  follows: 
18  report  fewer  than      5  hours  for  the  semester 


17      ' 

from      5  to  10 

22      ' 

"        11  to  20      "        ' 

11       ' 

"       21  to  40      "       " 

4      ' 

"       41  to  60      "        ' 

4      ' 

61  to  80      " 

2      ' 

100  or  more  " 

304 


Exhibit  3 
Committee   work   by  instructors  and   assistants 

In  discussing  the  reorganization  of  the  faculty  (exhibit  21)  the  survey  has  suggested  the 
tremendous  resources  not  yet  utilized  which  arc  represented  by  the  availability  of  instruc- 
tors and  assistants  for  committee  work. 

Only     1  of    67  assistants  had  any  regular  committee  assignments 

Only  15  of  121  instructors  had  any  regular  committee  assignments 

Only  16  of  188  instructors  and  assistants  had  any  regular  committee  assignments 

Only  2  of    66  assistants  had  any  special  committee  work 

Only  15  of  121  instructors  had  any  special  committee  work 

Only  17  of  187  instructors  and  assistants  had  any  special  committee  work 

154  of  183  instructors  and  assistants  had  been  requisitioned  last  year  for  neither  regular 

nor  special  committee  work. 
Yet  the  answers  by  assistants  and  instructors  to  the  survey  show  that  they  have  as  indi- 
viduals been  studying  and   cpiestioning  and   arriving  at  suggestions  and  conclusions 
of  great  potential  value  to  the  university. 
Of  professorial  ranks  there  are  also  resources  not  utilized: 
72  of  181  had  no  regular  committee  assigninents 
120  of  181  had  no  special  committee  assignments 
55  of  177  had  no  committee  work  of  anv  kind 


Interference  of  committee   work   with  other   university   work 

Of  151  faculty  members  reporting  definitely  that  they  had  both  kinds  of  committee  work, 
69,  or  46%,  averaged  considerably  less  than  an  hour  a  week.  This  interference  could 
obviously  not  be  serious.  18  averaged  about  five  hours  a  week  or  an  hour  a  day.  This 
interference  could  easily  prove  serious.  The  tabulation  showing  what  faculty  members 
themselves  say  about  interference  of  committee  work  with  administration  and  other 
work  has  not  been  completed  nor  have  the  correlations  been  made.  The  facts,  however, 
are  all  available  to  regents  or  legislature  for  use  in  further  analysis  of  this  problem  to 
throw  light  upon  the  potential  usefulness  of  instructors  and  assistants  who  have  not 
heretofore  been  utilized  for  committee  work.  The  suggestions  and  comments  in  the 
questionnaires  themselves  will  also  be  found  helpful. 

Time  reported   by  letters  and  science  faculty   itiembers 

Of  48  professors  in  letters  and  science  from  two  to  10  reported  indefinitely  on  each"  of  the 
points  while  from  one  to  13  failed  to  answer  as  to  dilTerent  points.  The  figures  are  given 
without  stating  the  total  possibilities  under  each  heading  because  for  purposes  of  admin- 
istration it  is  the  number  who  have  definitely  reported  which  can  be  dealt  with: 

To  classroom   and  laboratory    work 

3  professors  report     no  hours 

3  "  "           4  "  a  week 

5  "  "5  '•  "  " 

10  "  "6  "  "  " 

5  "  "7  "  "  " 

5  "  "8  "  "  " 
8  "  "9  "  "  ^' 
2  "  "  10  "  "  " 
1  "  "       11-15  "  "  " 

1  •'  "       16-20      "      •'      " 

2  "  "      over  20 

To  reading  students'   papers 

3  professors  report  no  hours 

6  "  "1       "      a  week 

14  "  '•         2      

10  "  "         3      "      "      " 

2  "  "4  "  "  " 

1  "  "5  "  "  " 

2  "  "6  "  "  " 
1  "  "7  "  "  " 


305 


Sdr.— 20 


University  Survey  Report 


To  conference   with  students  regarding   their  work 


2  professors  report  no  time 


2 

less  than  1  hour  a  week 

8 

"          1      hour  a  week 

I 

2         "      "     '• 

9 

3         ..      ..     .. 

1 

4         "      "     •' 

2 

6         "      "     " 

1 

7         "      "     " 

1 

"       11-15      "      "     " 

To  personal  preparation  for   courses 

1  professor  reports  no  time 

3  "  "2    hours  a  week 
1         "             "4 
5         "  "5 

4  "  "6 

3  "  "7 

1  "  "         10 
9         "  "       ir-15 

4  "  "      16-20 

2  "  "      21-25 
2        "  "      over  25 


To  personal  research 

6  professors  report  no  time 


10 
11-15 
16-20 
over  25 


hours  a  week 


To  professional  reading 

2  professors  report  no  time 


2    hours  a  week 

3 

4 

5 

6 

7 
10 
11-15      " 
16-20      " 
over  25   " 


To  literary  work 

6  professors  report  no  time 


2     hours  a  week 

3 

4 

5 

6 

7 
10 
11-15      " 
16-20      " 


306 


Exhibit  3 


To  personal  conferences  with  associates 

3  professors  report  no  time 


2 

less  than  1  hour  a  week 

9 

'       1  hour  a  week. 

9 

'      2     "     '•     •• 

7 

'      3     "     "     " 

4 

'      4     "     "      " 

2 

'      6     "     "     " 

To  supervision  of  others'  instructions 

18  professors  report  no  time 


1 

less  than  1  hour  a  week 

3 

1  hour  a  week 

6 

'        2     "     " 

1 

3     "     "     " 

1 

4     "     "     " 

1 

5     "     "     " 

1 

'       10     "     "     " 

To  work  as  student  adviser 

10  professors  report  no  time 


3 

less  than  1  hour  a  week 

12 

'       1  hour  a  week 

6 

'      2     "     "     '■ 

1 

'      3     "     "     " 

1 

'      6     "     "     " 

1 

'      8     "     "     " 

To  special  university  assignments 

4  professors  report  no  time 


6 

less  than  1  hour  a  week 

5 

' 

hour  a  week 

9 

'          2 

"     '*     '• 

5 

3 

"     "     " 

2 

4 

"     "     " 

1 

5 

"     "     " 

1 

9 

l(         a         ti 

1 

'      11-15 

"          "          " 

1 

'      21-25 

"         "          " 

To  clerical  work 

4  professors  report  no  time 

5  "  "      less  than  1  hour  a  week 

6  "  "1      hour  a  week 
5          "  "2 

2  "  "3 
4  "  "4 
4  "  "5 

3  "  "6 

1  "  "        10 

2  "  "       16-20     " 

The  survey  hoped  to  make  a  complete  tabulation  of  this  question  and  to  correlate  the 
returns  to  show  at  least  for  those  of  professorial  rank  these  different  facts  according  to 
the  number  of  hours  of  instruction  and  also  the  total  number  of  hours  given  to  the 
student;  the  total  given  to  university  committee  and  administrative  work:  and  the 
total  to  personal  work,  including  research  and  preparation  for  class. 

Some  of  the  tabulations  here  suggested  were  begun  but,  because  of  lack  of  time  were  not 
completed  or  interpreted  by  the  survey.  The  survey  believes  that  these  tabulations 
(together  with  manv  other  working  papers  and  uncompleted  studies  in  the  survey  files) 
will  prove  of  great  Value  to  administrative  oflicers  and  regents  if  further  studied  and 
correlated  by  them  or  by  a  legislative  committee.  The  opinions  expressed  by  the  faculty 
as  to  the  best  proportion  ofinstruction  to  research,  as  well  as  the  statement  of  hours 
actually  given  to  committee  work,  class  work,  committee  work  and  meetings  with  stu- 
dents, will  indicate  the  richness  of  this  material. 

307 


University  Survey  Report 

UNIVERSITY  COMMENT  ON  ALLEN  EXHIBIT  3,  SECTION  6,  ENTITLED 

"WORKING  HOURS  OF  A  TYPICAL  WEEK  AS  REPORTED  BY 

FACULTY  MEMBERS" 

For  this  section,  dealing  almost  entirely  with  figures,  extended  comment  is  not  possible 
since: 

(1)  The  (igures  have  not  been  verified. 

(2)  The  principles  of  tabulation  have  not  been  explained. 

1.  Errors  in  figures 

From  our  experience  with  the  figures  of  the  reports  of  Dr.  Allen  we  have  learned  to  dis- 
trust them. 

Sometimes  the  errors  may  be  merely  typographical. 
Sometimes  the  errors  are  fundamental,  as  in  this  case. 

2.  Principles  of  tuhiilation 

Dr.  Allen  had  in  this  section  an  unique  opportunity  to  make  a  study  of  certain  phases 
of  higher  education  of  great  interest.  It  is  regrettable  that  he  has  made  a  conspicuous 
failure  of  this  unusual  opportunity.  In  the  first  place,  fundamental  doubt  is  thrown  upon 
the  value  of  all  of  the  tables  of  this  section  by  the  form  of  some  of  the  questions  on  page  25 
of  the  questionnaire.  On  that  page  answers  are  invited  to  16  questions  concerning  the 
number  of  hours  per  week  required  for  various  university  activities. 

The  first  of  these  call  for  the  number  of  hours  per  week  devoted  to 

(a)  Class  room  work  (not  seminary). 

(b)  Seminary  work. 
Etc.,  etc. 

Tnere  was  no  heading  calling  for  the  hours  of  laboratory  or  drafting  room,  or  similar  work. 
As  a  large  amount  of  university  instruction  is  of  necessity  given  in  laboratories  and  drafting 
rooms,  and  since  the  usual  semester  reports  make  this  distinction  prominent,  it  is  inevitable 
that  all  sorts  of  inaccuracies  would  arise  from  the  omission  from  the  questionnaire  of  a  suit- 
able question  covering  specifically  the  hours  devoted  to  laboratory  work.  When  faculty 
members  actually  did  furnish  information  concerning  the  number  of  laboratory  hours, 
these  were  entered  as  foot  notes  in  the  manuscript  tables  of  Dr.  Allen,  but  these  entries 
were  ignored  in    totals  appearing  in  the   present   section  of  Dr.   Allen's  exhibit   3. 

The  tables  in  the  first  part  of  this  section  of  Dr.  Allen's  report  can  give  no  actual  picture 
of  the  "working  hours  of  a  typical  week."  It  does  no  good  to  arrange  numbers  in  rows,  and 
then  in  columns,  and  then  diagonally,  and  then  group  them  this  way  and  that  way  by  fours 
and  twos.  The  truth  must  first  be  in  the  original  figures  and,  moreover,  their  classification 
must  be  dependent  upon  the  homogeneity  of  the  material  that  is  being  used.  If  men  on  half 
pay,  if  administrative  ofiicers  with  small  teaching  hours,  if  curators  of  museums  who  do  no 
teaching  are  all  classified  together  with  teachers  of  French  and  of  mathematics,  no  arrange- 
ment and  rearrangement  of  figures  in  kaleidescopic  patterns  can  bring  out  a  useful  fact. 

In  addition  to  this,  the  tables  and  matter  presented  are  in  such  form  that  they  cannot 
be  verified  or  corrected,  or  easily  checked  against  the  facts. 

Any  studies  of  this  type  must  be  based  upon  homogeneous  classifications  very  different 
from  those  used  by  Dr.  .Allen.  For  example,  the  school  of  music  is  included  in  the  college 
of  letters  and  science.  The  work  of  instructors  in  such  a  school  can  hardly  be  classified 
with  work  in  mathematics  and  German.  The  university  includes  the  medical  school,  where 
some  "instructors"  or  "professors"  do  not  "teach"  or  "instruct"  in  the  usual  sense,  for  they 
give  all  of  their  time  to  clinical  work  and  the  like.  There  is  a  number  of  professors  and  in- 
structors who  teach  classes  about  five  times  a  week,  and  give  about  six  hours  a  day  to  work 
in  the  correspondence  school.  There  are  men  who  lecture  to  one  class  of  300  or  more  in 
experimental  science  who  must  spend  all  the  forenoon  in  getting  experiments  and  apparatus 
of  demonstration  in  readiness.  There  are  professors  of  horticulture  who  spend  as  much  time 
with  the  trees  as  with  their  students.  There  are  professors  and  instructors  whose  work  in 
the  University  shows  u])  as  three  to  five  hours  of  classroom  work  who  give  twelve  or  more 
hours  per  week  to  the  university  high  school,  having  been  especially  secured  for  the  dual 
work.  There  are  men  who  give  much  or  all  of  their  time  to  work  of  inspection  or  control 
and  to  administrative  work.  There  are  several  distinguished  men  in  the  faculties  of  Law, 
Letters  and  Science,  and  Engineering,  who  give  part  time  on  part  pay  to  University  instruc- 
tion. There  are  men  who  give  all  or  nearly  all  of  their  instruction  in  laboratory,  drafting 
room,  demonstration  room,  computing  room,  or  seminary,  etc.  Unless  all  of  these  and  other 
matters  are  taken  into  account  the  tabulations  and  classifications  are  worthless  and  can  give 
no  information  concerning  the  "working  hours  of  a  typical  week."  There  can  be  no  "typical 
week"  under  the  unintelligent  classifications  made  by  Dr.  Allen,  and  his  averages  of  working 
hours  are  naturally  much  too  small. 

■  308 


Exhibit  3 

In  the  College  of  Agriculture  the  cost  of  salaries  and  ojxMation  is  flassificd  about  as  follows: 

Research 28  per  cent 

Teaching 35  per  cent 

Extension 30  i)er  cent 

Control substantially  self-supporting 

By  "control"  is  meant  such  work  as  inspection  of  nursery  stock,  fertilizer  inspection,  etc,, 
which  is  required  by  state  law.  A  professor  of  animal  husl)andry  may  spend  as  much  time 
"among  the  horses"  as  "with  the  students."  Dr.  Allen  would  show  such  and  similar  persons 
to  be  half-employed. 

In  the  section  headed  "Summary  of  time  given  to  class  work  and  to  research  as  reported  by 
faculty  members,"  the  unfairness  of  Dr.  Allen's  methods  is  self-evident.  He  there  tries  to 
compare  the  time  spent  upon  class  work  with  time  spent  upon  research.  For  that  purpose 
he  evidently  compares  merely  the  number  of  hours  spent  in  the  class-room  with  hours 
spent  upon  research,  for  he  compares  8.2  hours  of  the  former  with  7.7  hours  of  the  latter. 
This  is  about  as  fair  as  it  would  be  to  use  the  hours  actually  s|)etit  in  court  by  a  lawyer  as 
the  estimate  of  the  time  put  upon  a  case,  utterly  ignoring  all  of  the  professional  work  put 
upon  the  preparation  of  the  case  before  it  was  called  in  court.  Lawyers  do  not  desire  to 
have  their  work  judged  in  that  manner;  neither  do  university  teachers.  As  I  will  show 
later,  according  to  the  figures  which  Dr.  Allen  uses  as  the  basis  of  his  conclusions,  the  actual 
average  time  spent  by  a  professor  in  the  College  of  Letters  and  Science  upon  student 
instruction  is  from  thirty  to  thirty-five  hours  a  week,  plus,  in  addition  thereto,  a 
certain  fraction  of  11  to  1,5  hours  spent  upon  work  which  pertains  both  to  instruction  and 
to  research.  The  impression  left  by  Dr.  Allen's  figures  that  class-room  instruction  consumes 
about  eight  hours  instead  of  over  30  hours  of  weekly  labor  is  fundamentally  misleading. 
And  this  fact  must  have  been  known  to  Dr.  Allen. 

Under  the  heading  "Details  of  time  given  to  class  work  and  research"  more  figures  of  the 
same  misleading  character  are  j)resented.  In  the  first  place  Dr.  Allen  confessedly  omits 
laboratory  hours  from  the  work  of  the  faculty,  even  when  the  faculty  especially  made 
this  distinction.  To  show  how  erroneous  are  his  conclusions  and  how  faulty  are  his  classi- 
fications, note  his  statement  in  the  present  section,  in  which  he  reports  that  76  instructors 
in  the  college  of  letters  and  science  give  6  or  fewer  hours  a  week  to  class  work.  In  four 
departments  of  laboratory  science  alone  in  the  college  of  letters  and  science,  there  were 
employed  40  assistants  who  gave  practically  all  of  their  time  to  laboratory  instruction.  This 
alone  accounts  for  over  half  of  the  76  instructors  named.  In  addition  to  this  there  were, 
according  to  the  official  semester  reports,  21  men  of  professorial  rank  in  the  college  of  letters 
and  science  who  gave  from  6  to  2  lectures  per  week,  but  who  gave  from  2  to  20  hours  to  labor- 
atory work.  In  that  same  college  there  were  11  men  of  professorial  rank,  receiving  only  from 
1  ,5  to  1  ,  2  pay,  who  therefore  did  not  do  and  were  not  expected  to  do  full  work  in  that  college. 
These  three  classes  alone  account  for  72  out  of  76  cases  reported.  The  above  conclusions 
are  emphasized  by  the  tabulations  given  in  the  last  part  of  the  section  headed  "Time  reported 
by  letters  and  science  faculty  members."  Figures  from  data  supplied  by  18  professors  are 
given.  This  table  shows  an  average  of  7. 1  hours  given  by  professors  to  class  and  laboratory 
instruction.  But  if  these  hours  are  computed  from  Dr.  Allen's  own  working  papers,  and  if 
laboratory  and  seminary  hours  are  included  which  he  omitted  from  the  table,  the  average 
is  10.3  hours,  or  nearly  40  %  more  than  Dr.  Allen's  table  shows. 

The  writer  of  this  comment  has  had  access  to  the  mtinuscript  tal)los  prepared  by  Dr. 
Allen.  They  give  in  footnotes  the  amount  of  laboratory  hours  for  a  i)ortion  of  the  faculty. 
This  information  was  ignored  by  Dr.  Allen  in  his  tables  for  48  professors,  as  are  also  the  hours 
given  to  class-teaching  in  seminaries.  We  have  made  the  corrections  from  his  own  tables 
and  also  give  from  the  same  tables  the  summaries  for  other  classes  of  teachers  in  the  college 
of  letters  and  science,  including  27  associate  professors,  61  assistant  professors,  and  87  instrucl- 
tors.  Assistants  are  omitted  because,  being  on  part  time  and  part  i)ay,  their  hours  are  not 
comparable  with  those  of  the  other  classes. 

The  figures  enclosed  in  parentheses  in  the  following  table  are  taken  from  Dr.  Allen's 
working  papers  and  represent  data  from  the  regular  semester  reports  of  the  university.  They 
are  not  used  by  Dr.  Allen  in  footing  up  the  totals  of  the  "typical  week."  Their  sum  should 
(.and  does)  approximately  equal  that  of  the  two  following  items. 

In  the  writer's  opinion,  some  of  the  figures  in  the  table,  and  therefore  the  totals,  run  rather 
high.  On  the  other  hand,  they  are  based  on  the  data  from  which  Dr.  .\llen  worked,  and 
consequently  the  table  is  reliable  as  a  basis  for  showing  the  contrast  which  appeal's  when  the 
data  are  handled  by  Dr.  Allen  and  when  they  are  correctly  handled. 


309 


University  Survey  Report 


Table  giving  the  hours  a  ^eek  of  University  work  of  average  professor,  associate 

professor,    assistant    professor,   and   instructor   in   College   of  Letters   and 

Science,  according  to  data  in   working   papers  of  Dr.   Allen. 


Kind  of  University  Work 


A.  Student  Instruction 

1.  Classroom  work,  semester  report 

2.  Laboratory  work,  semester  report 

3.  Classroom   and   laboratory   work,   ques- 

tionnaire  

4.  Seminary  work 

5.  Reading  student  papers 

6.  Conference  with  students  concerning  work 

7.  Preparation  for  courses 

8.  Conference  with  associates 

9.  Super\asion  of  instruction 

10.  Work  as  student  adviser 

Total  hours  to  student  instruction... 

B.  Research 

11.  Professional  research 

Total  hours  to  research 

C.  Instruction  and  research  combined 

12.  Professional  reading 

13.  Literary  work 

14.  Clerical  work 

Total  hours  divided  between  instruc- 
tion and  research 

D.  General  university  activities 

15.  Student  organizations 

16.  Special  university  assignments 

17.  Other  university  assignments 

Total  general  university  activities  of 
university  work 

TOTAL  hours  per  week  for  average  pro- 
fessor in  group  as  listed 


Average  Number  of  Hours  a  Week 


48 
Professors 


(6.7) 
(2.7) 


9.1 
1.2 
2.5 
3.3 
10.7 
2.1 
1.2 
1.2 


31.3 


7.2 


6.4 
5.0 
3.4 


14.8 


0.3 
2.8 
2.9 


27  Associ- 
ate Pro- 
fessors 


(7.5) 
(1.0) 


32.8 


5.3 


5.3 


5.6 
6.1 
2.1 


13.8 


1.0 
1.6 
3.3 


5.9 


57.8 


61  Assis- 
tant Pro- 
fessors 


(8.1) 
(4.3) 


12.1 
0.5 
4.0 
3.6 

11.3 
1.9 
1.0 
1.3 


35.7 


6.2 


6.2 


4.8 
5.2 
1.8 


11.8 


5.2 


58.9 


87  In- 
structors 


(10.1) 
(  3.2) 


12.4 
0.2 
6.7 
4.1 
9.1 
2.1 
0.3 
0.4 


35.3 


7.6 


7.6 


4.5 
5.1 
1.9 


11.5 


5.3 

59.7 


The  fairness  of  these  figures  (which  come  from  the  data  in  Dr.  Allen's  working  papers) 
depends  largely  upon  how  many  unfair  cases — such  as  retired  professors,  men  on  part 
time,  men  giving  most  of  their  time  to  "control"  work,  etc.,  have  been  included  in  Dr. 
Allen's  tabulations,  and  also  upon  the  degree  of  allowance  which  ought  to  be  made  in  using 
the  faculty  estimates  of  the  typical  week.  Overstatement  is  more  likely  than  understate- 
ment. However,  I  believe,  from  personal  knowledge  of  my  colleagues  that  a  university 
professor  ordinarily  puts  from  forty  to  sixty  hours  a  week  upon  his  university  work.  Prac- 
tically all  university  men  must  work  evenings  and  if  Saturday  afternoon  is  taken  off,  the 
loss  must  be  made  up  by  extra  hours  at  other  times.  This  is  what  is  to  be  expected.  Uni- 
versity men  are  men  of  intellectual  ambition  and  they  overwork  rather  than  underwork 
in  their  chosen  field.  The  men  who  may  become  drones  under  the  university  system, 
are  so  few  that  they  do  not  count  in  the  aggregate. 

Conclusion 

On  the  first  page  of  exhibit  3,  section  6,  Dr.  Allen  calls  attention  to  the  importance  of 
knowing  how  the  working  hours  of  a  "typical  week"  are  spent.  He  states  that"because 
definite  information  has  been  lacking  to  help  inquirers  fill  out  the  university  instructor's 

310 


Exhibit  3 

week,  great  numbers  conclude  that  teaching  in  a  university  is  a  'snap'  compared  with  earning 
money  to  pay  the  university's  bills.  Nor  has  misunderstanding  been  removed  by  saying 
generally  that  much  time  is  required  to  prepare  for  classes  and  for  meeting  students." 

If  Dr.  Allen  believes  that  this  misunderstanding  exists,  why  did  he  not  use  the  data  which 
were  at  hand  and  already  tabulated  for  him  by  the  clerks,  so  as  to  give  "definite  information" 
on  this  subject?  Why  did  he  choose  to  present  the  data  which  he  gives  in  such  a  way  that 
no  person  can  get  a  proper  meaning  from  them?  Why  did  he  not  present  that  which  his 
title  calls  for — a  "typical  week"? 

Dr.  Allen  states  that  a  farmer  or  clerk,  etc.,  finds  it  "difficult  to  fill  out  the  rest  of  the  week 
for  an  instructor  who  has  only  four  or  seven  or  ten,  or  even  fifteen  hours  of  class  room  in- 
struction during  the  week."  If  this  is  true,  why  did  Dr.  Allen  not  "fill  out  the  rest  of  the 
week"  from  the  data  that  he  had  at  hand  and  so  relieve  the  alleged  "difficulty?"  His  own 
w^orking  papers  show  that,  for  an  average  member  of  the  faculty,  a  working  week  of  nearly 
60  hours  is  needed  to  comply  with  "the  demands  made  on  your  time  by  the  university" 
(I  quote  the  words  used  by  Dr.  Allen  in  asking  the  faculty  for  the  working  hours  of  a  typical 
week).  It  is  hard  to  imagine  any  fair  motive  which  could  influence  an  honest  "survey"  of 
a  university  to  take  the  course  followed  by  Dr.  Allen  in  this  section. 

Is  it  uncharitable  to  surmise  that  Dr.  Allen's  selection  and  presentation  of  data  regarding 
the  "typical  week"  have  been  determined  by  his  theory  of  cost  of  research  and  by  other 
theories  which  he  advocates  or  insinuates? 

(Signed)     CHARLES  S.  SLIGHTER. 

Section  7 

Do  freshmen  and   sophomores  see  enough  of  the   instructors   of  higher  rank? 

From  many  sources,  both  within  and  without  the  university,  complaint  has  come  to  the 
survey  that  underclassmen  do  not  see  enough  of  instructors  of  higher  rank.  If  efiiciency 
of  instruction  is  to  be  judged  by  the  effect  upon  students,  this  question  is  undoubtedly  an 
important  one  for  regents  and  administrative  officers  to  consider. 

Because  it  is  sometimes  claimed  that  teaching  elementary  courses  is  irksome  to  men  of 
professorial  rank,  the  following  question  was  asked  of  all  faculty  members: 
Do  freshmen  and  sophomores  see  enough  of  the  instructors  of  higher  rank? 
Excerpts  from  answers  are  here  given  under  five  headings:     (1)  No,  unqualified;  (2)  No, 
because  the  expense  would  be  prohibitive;  (3)  Yes,  unqualified;  (4)  Yes,  because  ability 
is  more  important  than  rank;  (5)  General  suggestion  by  a  professor  that  junior  colleges 
for  the  two  lower  classes  should  be  organized  away  from  the  university. 
The  rank  of  the  person  answering  the  question  follows  each  excerpt.    The  working  pajiers 
are  keyed  to  show  also  the  college,  department,  and  individual.     Here  again,  however, 
it  is  suggested  that  the  value  of  the  testimony  does  not  depend  upon  the  rank  of  the 
witness,  although  it  may  prove  useful  to  know  the  rank. 

1.     No,   unqualified 

It  would  be  desirable  to  increase  the  opportunities  for  freshmen  and  sophomores  to  see 
instructors  of  higher  rank  (professor). 

It  would  be  fortunate  if  all  freshmen  and  sophomores  could  receive  instruction  from  senior 
members  of  the  faculty  but  this  would  involve  a  heavy  addition  to  the  university  budget. 
A  considerable  improvement  upon  the  present  situation  lies  within  reach  of  the  students 
themselves  if  they  will  exercise  their  freedom  of  election  to  choose  work  under  older 
members  of  the  faculty,  e.  g.  my  courses  in  astronomy  are  open  to  freshmen  and  are 
enthusiastically  commended  by  those  few  who  take  them.  I  do  not  doubt  that  other 
cases  of  neglected  opportunity  may  be  found.  It  is  true,  however,  that  the  freedom 
of  the  freshman  or  sophomore  to  make  such  choice  is  considerably  impeded  by  university 
rules  that  urge  him  toward  certain  departments  (e.  g.  English  5  in  which  instruction  is 
largely  entrusted  to  very  young  men.  It  is  quite  possible  that  this  constraint  goes  too 
far  (professor). 

Freshmen  and  sophomores  do  not  see  enough  of  instructors  of  higher  rank.  A  larger  per 
cent  of  staff  should  handle  freshman  work  and  more  attention  should  be  given  to  close 
adviser  w'ork  and  to  social  matters  in  general  (associate  professor). 

Underclassmen  are  not  brought  in  contact  with  men  of  higher  rank  as  they  should  be.  But 
where  and  how  can  that  be  brought  about  if  the  man  is  to  remain  a  professor  and  do  his 
work?  (associate  professor). 

Personally  I  do  not  see  students  of  the  first  two  years.  I  am  an  advocate  of  friendly  re- 
lations betw^een  student  and  instructor.  If  the  idea  that  the  instructor  was  put  over  a 
student  to  'flunk'  him,  if  possible,  could  be  tlone  away  with  it  would  be  of  great  advantage 
to  the  student  (associate  professor). 

I  do  not  believe  that  freshmen  and  sophomores  see  enough  of  their  instructors — be  they 
of  high  or  low  rank  (^assistant  professor). 

311 


University  Survey  Report 

No.  Freshmen  and  sophomores  decidedly  do  not  see  enough  of  instructors  of  higher  rank 
(assistant  professor). 

Sophomores  in  the  College  of  Agriculture  are  brought  into  rather  frequent  contact  with 
instructors  of  higher  rank.  Freshmen  do  not  see  enough  of  the  instructors  of  higher  rank, 
due  largely  to  great  number  of  freshmen  (assistant  professor). 

Freshmen  and  sophomores  are  perhaps  deprived  of  seeing  instructors  of  higher  rank  as 
much  as  they  might.  Still  there  seems  to  be  a  tradition  that  the  work  of  men  of  high  rank 
is  judged  to  a  great  extent  by  research  or  outside  work.  This  doesn't  leave  enough 
time  to  see  the  underclassmen  as  much  as  they  might  (assistant  professor). 

It  is  probable  that  freshmen  and  sophomores  have  not  heretofore  seen  enough  of  instructors 
of  higher  rank,  although  I  believe  that  condition  is  now  being  remedied.  I  know  it  is 
in  some  departments.  Students  would  undoubtedly  have  better  opinions  of  the  uni- 
versity course  as  a  whole  could  they  come  into  contact  with  the  heads  of  departments  as 
freshmen.    Much  depends  upon  first  impressions  (assistant  professor). 

I  am  inclined  to  believe  that  students  see  too  little  of  instructors,  especially  of  those  of 
higher  rank;  but  I  also  believe  that  the  fault  lies  with  the  students  rather  than  with  the 
instructors  (assistant  professor). 

I  believe  that  too  many  freshmen  and  sophomores  do  not  meet  often  enough  instructors 
of  higher  rank  and  experience,  but  are  handed  over  too  much  to  young  assistants,  who 
are  interested  especially  in  their  graduate  studies  and  are  teaching  merely  as  a  side  issue 
(assistant  professor). 

I  believe  that  freshmen  and  sophomores  do  not  see  enough  of  the  men  of  higher  rank  in 
the  dejiartments  where  there  are  many  students.  In  general,  I  believe  that  every  man 
in  every  department  ought  to  have  some  of  the  work  of  every  grade  of  advancement,  so 
far  as  the  work  of  the  given  department  is  of  university  grade.  I  realize  that  it  would 
be  impossible  to  get  enough  advanced  students  even  in  a  large  department  to  enable 
every  instructor  to  do  advanced  work;  but  it  would  be  thoroughly  feasible  for  every 
man  of  advanced  position  to  do  some  work  of  an  elementary  character,  and  this  should 
be  required,  or  else  the  university  should  not  offer  the  respective  elementary  work 
(assistant  professor). 

In  language  courses,  where  the  work  must  be  done  in  small  sections  it  is  impossible  for 
the  instructors  of  higher  rank  to  come  in  contact  with  a  large  group  of  freshman  and 
sophomore  students.  In  our  department  all  professors  have  at  least  one  section  of 
elementary  work  (assistant  professor). 

In  regard  to  the  much  mooted  question  of  more  undergraduate  instruction  by  men  of  higher 
rank  I  feel  that  in  general  the  idea  is  good  but  is  particularly  hard  to  put  into  application. 
In  language  for  example  it  seems  accepted  that  advanced  instruction  is  necessary.  This 
work  requires  constant  outside  work  on  the  part  of  the  man  in  charge.  If  you  load  him 
down  with  elementary  work  his  higher  work  suffers.  Furthermore,  a  man  may  be  a 
wonderfully  inspiring  teacher  in  advanced  work  and  as  a  drill  master  a  failure.  The  stu- 
dent who  enters  upon  the  study  of  political  economy,  for  example,  will  necessarily, 
if  he  pursues  his  studies  with  persistence  and  profit,  come  under  the  instruction  of  the 
biggest  men  on  that  faculty.  In  some  departments  such  as  history,  chemistry,  physics, 
etc.,  beginning  students  sit  under  the  best  men  (assistant  professor). 

I  believe  that  all  professors  of  the  higher  rank  should  come  into  contact  as  much  as 
possible  with  the  underclassmen.  I  think  too  little  of  the  personality  of  the  professors 
is  impressed  upon  the  students — and  that  the  students  in  most  cases  do  not  really 
come  to  know  their  teachers,  as  is  the  case  in  smaller  institutions.  Much  of  the  truest 
kind  of  culture  is  obtained  by  the  student  in  this  way,  and  the  personal  influence  of  a 
noted  professor  does  much  to  mold  the  future  usefulness  and  efficiency  of  his  pupil 
(assistant  professor). 

Freshmen  and  sophomores  do  not  see  enough  of  the  instructors  of  higher  rank  (instructor). 

Do  not  think  freshmen  and  sophomores  see  enough  of  men  of  high  rank.  This  statement 
is  conspicuously  untrue  of  certain  men  in  various  departments  (instructor). 

Freshmen  and  sophomores  do  not  see  enough  of  the  instructors  of  higher  rank.  Some  even 
have  a  false  impression  of  them  and  it  would  do  the  students  good  to  come  in  contact 
with  them  (instructor). 

The  freshmen  and  sophomores  do  not  see  enough  of  the  instructors  of  higher  rank  with 
the  exception  of  courses  like  the  chemical  and  physics  courses.  It  would  be  a  great 
improvement  to  have  a  change  in  this  direction  (instructor). 

I  am  sure  that  freshmen  and  sophomores  do  not  come  in  contact  with  instructors  of  higher 
rank  but  this  is  almost  impossible  because  of  the  size  of  the  school  and  the  lack  of 
time  on  the  part  of  the  students  and  instructor  to  do  so  (instructor). 

The  freshmen  and  sophomores  do  not  see  enough  of  the  instructors  of  higher  rank.  I  dare 
say  that  many  freshmen  and  sophomores  never  meet  the  higher  ranked  instructors 
(instructor). 

In  most  cases  I  think  the  student  sees  too  little  of  his  instructors,  and  vice  versa.  For 
my  part,  I  enjoy  the  close  contact  of  student  and  instructor,  by  knowing  and  meeting 
most  of  my  students  outside  of  class  meetings  (instructor). 

312 


Exhibit  3 

Freshmen  and  sophomores  see  hardly  enough  of  the  professors  and  'big'  men  of  the  faculty. 
It  is  hardly  until  the  senior  year,  and  then  all  too  rarely  is  enough  contact  between  stu- 
dent and  professor  obtained.  This  depends  so  much  on  personal  characteristics,  however, 
that  no  definite  rule  can  be  suggested  to  meet  all  cases  (instructor;. 

I  believe  not,  emphatically.  I  know  only  what  they  have  told  me;  my  own  experience  in 
college  was  decidedly  different,  and  when  I  think'how  vital  a  part  of  my  education  was 
the  association  with  instructors  and  professors,  I  feel  that  the  underclassmen  here  at 
Wisconsin  miss  a  great  deal.  Such  association  I  think  would  aid  here  in  sketching 
a  kind  of  background,  ideals,  ambitions  and  breadth  of  opinion  which  seem  lacking  now 
(instructor). 

Freshmen  and  sophomores  do  not  see  enough  of  the  instructors  of  higher  rank.  If  they 
did,  they  would  come  to  have  more  zeal  for  higher  types  of  intellectual  effort,  and  many 
of  the  problems  that  beset  us,  of  trying  to  gel  students  to  take  courses  that  are  really 
good  for  their  minds,  would  be  partly  solved  (instructor). 

Freshmen  and  sophomores  do  not  see  enough  of  the  instructors  of  any  rank,  but  the  fault 
lies  at  least  as  much  with  the  students,  who  are  quite  absorbed  by  outdoor  and  social 
life,  as  with  the  instructors.  One  important  reason  why  the  instructf)r  finds  it  difhcult 
to  get  into  close  touch  with  the  students  is  that  his  classes  are  often  far  too  numerous 
(thirty  or  even  more)'  (instructor). 

A  great  number  of  students,  especially  freshmen  and  sophomores,  do  not  see  enough,  or 
better  not  at  all,  except  in  classes,  of  their  instructors.  This  leads  to  a  wrong  impression 
on  both  sides.  I  have  found  out  by  experience  that  students  who  are  indilTerent  or 
lazy  or  disinterested  in  the  classes,  have  become  some  of  the  best  students  by  becoming 
personally  acquainted  with  me.  And  I  noticed  that  they  work  all  the  harder  and 
more  willingly,  if  they  are  personal  friends  of  yours.  I  make  it  a  point  to  visit  as  many 
of  the  male  students  as  possible  in  their  rooms,  fraternities  or  wherever  I  can.  and  talk 
the  work  over  with  them  and  thereby  find  out  their  weaknesses,  and  likewise  I  have 
personal  interviews  with  the  women  of  my  classes.  The  students  soon  fee!  their  instruc- 
tors are  "human  l)eings"  as  they  are,  that  can  l)e  talked  with,  and  this  "awe,"'  or  "over 
respect"  or  "hatred,"  or  what  you  may  call  the  feeling  in  a  student's  breast,  will  dis- 
appear and  he  will  do  all  that's  in  him  for  his  teacher,  in  class  and  out  of  class.  It  is 
this  personal  acquaintance  with  the  students  that  is  lacking  at  the  university.  If  an 
instructor  can  walk  the  whole  length  of  State  Street  without  knowing  personally  at 
least  five  students  out  of  a  possible  100,  he  may  meet  on  that  stretch,  it  does  not  speak 
well  for  him,  or  is  at  least  impossible  for  him  that  he  can  exercise  any  influence  on  them. 
I  am  often  asked  when  walking  along  the  street- to  the  university  or  back  and  greeting 
a  student  every  few  steps,  "How  do  you  learn  to  know  so  many  in  school?"  or  "I-'very- 
body  seems  to  be  personally  acquainted  with  you."  It  is  only  because  I  make  it  a  point 
to  come  in  personal  contact  with  as  many  as  I  can,  whether  they  are  members  of  my 
class  or  not.  It  is  this  point  that  will  do  more  for  the  university  and  student  body  than 
many  other  suggestions  that  may  be  made,  but  cannot  be  carried  out,  because  of  this 
lack  of  friendship  between  student  and  faculty   (instructor). 

In  the  present  condition  of  a  large  number  of  students  in  classes  the  students  do  not  come 
in  contact  with  the  men  in  charge  of  the  courses  sufficiently.  Most  of  their  work,  espe- 
cially laboratory  work,  is  done  under  the  direct  charge  of  assistants  who  are  relatively 
inexperienced  as  compared  with  the  men  in  charge.  More  attention  to  laboratory 
instruction  on  the  part  of  men  giving  courses  would  be  desirable  (assistant). 

2.      No,   expense   would   be   prohibitive 

I  think  it  would  be  better  for  all  concerned  if  many  large  classes  were  split  up.  and  freshmen 
and  sophomores  saw  more  of  the  older  instructors — but  this  would  necessitate  having 
more  older  instructors — and  the  cost  would  be  prohibitive  (jirofessor). 

I  do  not  think  the  underclassmen  see  enough  of  the  professors,  but  it  is  something  that 
cannot  be  avoided.  It  is  a  difficulty  inherent  in  a  large  institution  where  much  of  the 
instruction  must  be  given  by  lectures.  I  have  ir)0  sophomores  this  semester.  If  I 
gave  each  man  1  hours  of  personal  attention  as  an  individual  it  would  require  600  hours 
or  practically  all  the  working  time  for  the  semester. 

To  have  all  work  presented  by  men  of  the  same  equipment  and  exiHM-ience  would  require 
such  an  expenditure  that  the  state  would  rebel.  In  the  small  advanced  classes  the  diffi- 
culty is  obviated  by  decrease  in  numbers.  With  large  groups  it  is  impossible  to  avoid 
this  difficulty.  To  suggest  that  Professor  Kahlenberg  come  in  personal  contact  with 
800  students  is  foolish!"  They  get  much  from  him,  but  he  gets  little  from  them,  as  he 
would  if  he  could  talk  with  theindividuals  of  his  class.  To  hire  20  men  of  equal  grade 
would  cost  certainly  .§60,000  (professor). 

No.  But  in  a  university  with  several  thousand  students  and  large  departments  with  hun- 
dreds it  seems  to  me  impossible  to  remedy  this.  General  leeUire  courses  in  chemistry, 
physics,  and  other  sciences,  in  history,  in  Flnglish,  etc..  should  be  given  by  the  full 
professors  but  these  do  not  go  far  when  distributed  among  small  sections  that  have  to 
be  taught  (professor). 

313 


Universitv'  Survey  Report 

No.  But  they  cannot  see  more  of,  the  older  instructors  unless  the  university  declines  to 
employ  young  men.  The  ideal  university  would  include  only  men  of  professorial  capacity 
and  rank,  and  would  cut  down  their  classes  to  the  number  that  one  instructor  can  serve 
entirely  unaided — say  100  students  in  all.  This  would  mean  in  history  about  fourteen 
professors'  salaries,  as  agauist  our  present  six  professors,  two  associate  professors,  three 
assistant  professors,  and  one  instructor.  In  most  departments  the  extra  cost  would  be 
yet  greater.    It  is  a  matter  of  finance  (professor.) 

Freshmen  and  sophomores  would  profit  by  more  intimate  contact  with  some  of  their 
professors,  but  the  ideal  is  impossible.  For  example,  I  have  this  year  250  freshmen  and 
and  sophomores.  I  could  not  keep  up  with  my  university  work  and  give  enough  time 
to  each  one  of  these  250  young  men  to  do  them  much  good.  It  is  a  physical  impossibility 
(associate  professor). 

It  is  impossible  for  freshmen  and  sophomores  to  have  any  sort  of  personal  relations  with 
teachers  of  higher  rank  than  assistant  professor.  They  can  hear  lectures  from  them, 
but  that  is  all.  If  greater  personal  contact  is  desired,  there  must  be  a  tremendous 
increase  in  the  teaching  stall  (assistant  professor). 

Decidedly  not.  I  feel  it  is  one  of  the  most  pressing  individual  needs  of  this  university 
to  foster  a  natural  social  relationship  between  student  and  instructor,  of  whatever  rank 
the  latter  may  be.  This  involves  necessarily  an  enlarging  of  the  teaching  force,  as  such 
a  relationship  is  entirely  impossible  under  present  conditions  (instructor). 

I  believe  it  might  be  better  for  freshmen  and  sophomores  to  see  more  of  instructors  of 
higher  rank  but  not  enough  more  to  warrant  the  increased  expense  to  the  state,  for  cer- 
tainly the  juniors  and  seniors  see  none  too  much  of  them.  It  would  mean  a  greatly 
increased  salary  roll  (instructor). 

No.  I  do  not  think  the  freshmen  and  sophomores  have  enough  of  the  help  of  those  higher 
up.  But  in  classes  where  there  are  several  hundred  students,  I  do  not  see  how  the  man 
higher  up  is  to  see  the  freshmen  and  sophomores  (assistant). 

Probably  freshmen  and  sophomores  do  not  see  enough  of  professors.  Classes  are  too  large 
and  professors  are  too  burdened  with  administrative  and  clerical  work  (assistant). 

I  do  not  consider  that  freshmen  and  sophomores  see  enough  of  instructors  of  higher  rank. 
If  some  scheme  for  allowing  one  man  to  give  both  lectures,  quiz  and  laboratory  work 
to  a  given  group  could  be  worked  out  it  would  be  much  more  effective  (assistant). 

3.      Yes,   unqualified 

Freshmen  and  sophomores  have  little  time  for  consulting  professors,  but  any  who  wish 
advice  are  always  welcome  (professor). 

Freshmen  and  sophomores  see  a  good  deal  of  instructors  of  higher  rank  in  some  depart- 
ments, in  others  they  do  not     (professor). 

Yes — two  full  professors  teach  freshmen  and  sophomores  in  my  department  (professor). 

Have  a  large  number  of  sophomores  in  my  classes,  all  of  whom  I  aim  to  see,  besides  in 

lectures,  in  their  regular  laboratory  periods     (professor). 
I  believe  that  it  is  especially  important  for  freshmen  and  sophomores  to  meet  the  men  of 

higher  rank.     On  this  account,   I  myself  have  always  given  the  elementary  lectures 

in  my  department,  and  so  am  able  to  meet  these  younger  students  four  times  a  week. 

(professor). 
No   freshmen    in    philosophy   department.      Only   one   instructor   in   department.     The 

full  professors'  courses  are  as  accessible  to  sophomores,  as  are  the  courses  of  any  one  else, 

as  we  do  much  elementary  teaching     (professor). 
I  think  so.     "Chumming"  with  professors  without  sharing  their  interests  is  a  vain  thing. 

The  instructional  relation  is  paramount     (professor). 
They  see  all  they  want  (possibly  more!)  and  certainly  all  they  need  of  me,  and  I  don't 

set  my  rank  high  and  out  of  reach.     Cordial  relationship  with  students  is  sought  and 

expected     (professor). 
In  my  own  department  freshmen  and  sophomores  are  taught  by  assistant  professors, 

associate  professors  and   professors, — the  best  men  we  have — Elementary  classes 

for  medical  students  are  taught  by  assistants  and  instructors — who  have  had  high 

school  experience     (professor). 
I  have  no  more  than  a  casual  basis  for  the  answer  to  the  question  as  to  the  relations  of 

freshmen  and  sophomores  to  instructors  of  higher  rank,  but  what  information  I  have 

indicates  that  there  is  no  ground  for  the  assumption  that  instructors  of  higher  rank 

avoid  relations  with  the  lower  classmen     (professor). 
In  my  own  department  freshmen  and  sophomores  have,  I  think,  sufficient  opportunity 

to  meet  the  ranking  instructors     (professor). 
In  my  own  department  I  feel  that  the  instructors  of  higher  rank  have  to  give  an  inordinate 

amount  of  time  to  freshmen  and  sophomores     (professor). 

314 


Exhibit  3 

The  instruction  given  to  freshman  students  is  at  present  verv  satisfactory.  In  most 
departments  instruction  is  given  to  freshmen  by  several  of  the  older  members  of  the 
departments.  In  some  departments  smaller  sections  would  make  better  instruction 
possible.  Freshman  students  should  be  asked  to  recite  frequently.  They  should  be 
made  to  feel  that  their  knowledge  of  each  lesson  is  to  be  thoroughly  tested.  This 
would  lead  to  better  prepared  lessons.  Poorly  prepared  daily  work  is  the  cause  of  most 
failures     (professor). 

Yes.  The  instruction  is  given  to  freshmen  and  so[)homores  in  many  departments  by 
professors,  and  in  other  departments — as  for  instance  in  Hnglish — the  teaching  by 
instructors  who  have  their  spurs  to  win  is  very  probably  better  on  the  whole  than  if 
it  were  given  by  men  of  higher  rank.  The  charge  so  constantly  made  that  freshmen 
and  sophomores  are  turned  over  to  young,  inexperienced  and  poorly  pre[)ared  instruc- 
tors seems  to  me  utterly  groundless.  Even  if  it  were  true,  men  of  higher  rank  should 
be  able  to  give  a  higher  type  of  service  in  other  work     (professor). 

In  some  subjects  freshmen  and  sophomores  do  .see  enough  of  instructors  of  higher  rank, 
in  some  they  do  not     (associate  professor). 

I  think  sophomores  and  freshmen  in  our  department  see  all  they  wish  of  all  members  of 
the  department     (associate  professor). 

They  do  in  our  department,  as  every  professor,  associate  professor  and  assistant  professor 
either  has  a  section  of  required  undergraduate  work  or  .some  course  that  can  be  elected 
by  freshmen  and  sophomores,  provided  they  have  the  necessary  preparation.  The 
question  seems  to  me,  however,  not  so  important  as  it  is  often  thought  to  be.  I  dare 
say  that  in  most  of  the  language  departments — I  have  not  examined  conditions  in  other 
departments,  but  would  think  that  they  are  on  the  whole  analogous  to  ours — the 
instructors  and  assistants  are  chosen  with  considerable  care  and  first  of  all  with  regard 
to  their  prospective  teaching  ability;  most  of  them,  in  fact,  have  had  teaching  experience 
before  entering  upon  their  positions  here;  and  as  they  are  usually  entrusted  only  with 
undergraduate  required  work,  their  activity  is  so  carefully  supervised  by  the  depart- 
ment, and  they  all  regard  their  teaching  as  their  first  and  foremost  function  and  duty, 
that  the  results  obtained  cannot  but  be  desirable     (associate  professor). 

The  instructors  of  higher  rank  ought  to  be  doing  work  for  which  freshmen  and  sophomores 
are  not  prepared.  To  utilize  these  instructors  for  elementary  work  is  to  waste  precious 
material,  and  to  do  expensively  what  can  be  done  economically — and  part  of  the  expense 
would  be  in  the  impairing  of  the  higher  work     (associate  professor). 

Freshmen  and  sophomores  do  see  enough  of  the  men  of  higher  rank  (assistant  professor). 

Freshmen  and  sophomores  in  general— not  always — have  opportunity  for  work  with  the 
higher  ranks  (assistant  professor). 

I  think  that  in  the  courses  which  our  freshman  and  sophomore  engineers  take  they  do 
see  quite  a  good  deal  of  heads  of  departments  (assistant  professor). 

In  most  departments  instructors  of  higher  rank  are  within  reach  of  freshmen  and  sopho- 
mores (assistant  professor). 

I  believe  that  freshmen  and  sophomores  come  in  contact  with  professors  about  as  much 
as  advanced  students.  I  have  not  investigated  this  but  that  is  my  own  impression 
gained  as  a  student  and  as  an  active  member  of  the  faculty  (assistant  professor). 

Freshmen  and  sophomores  see  as  much  of  the  instructors  of  higher  rank  as  possible. 
In  many  courses — as  history,  physics  and  chemistry  the  chairman  (or  a  full  professor) 
gives  the  lectures  to  freshmen.  This  is  not  feasible  in  elementary  language  courses 
because  a  class  containing  more  than  25  students  becomes  an  impossibility  (.1  myself 
consider  15  the  ideal  class)  (assistant  professor). 

Freshmen  and  sophomores  have  much  opportunity  to  hear  the  full  professors.  This  is 
especially  true  of  history,  physics  and  chemistry.  In  languages,  where  freshmen  can- 
not be  handled  in  large  groups,  it  is  manifestly  impossible  for  the  more  advanced  men 
to  give  work  personally  to  the  students.  Their  influence  is  felt,  however,  since  the 
instructor  of  lower  rank  gets  much  inspiration  and  guidance  from  his  seniors  (assistant 
professor). 

We  have  students,  in  general,  above  the  rank  of  freshman.  Some  students  make  the 
charge  that  they  see  but  little  of  the  men  of  higher  rank.  In  our  own  work  each  of  us 
tries  to  get  some  elementary  work.  President  Harper  once  told  me  that  he  always 
insisted  on  having  some  elementary  work  and  I  have  found  that  it  is  a  wise  policy  to 
follow  his  advice  if  possible  (assistant  professor). 

I  believe  freshmen  and  sophomores  come  into  contact  with  instructors  of  higher  rank  in 
many  cases  in  the  College  of  Agriculture  (instructor). 

Freshmen  and  sophomores  have  very  free  access  to  instructors  of  higher  rank.  They 
can  always  get  an  appointment  if  they  wish  it  (instructor). 

I  have  been  as  student  and  teacher  in  colleges  and  universities  of  a  wide  variety  of  types, 
and  in  none  of  them,  small  college  or  large,  have  I  known  the  instructor  to  be  so  easily 
accessible  to  the  student  as  he  is  here  at  Wisconsin  (instructor). 

I  think  that  the  freshmen  and  sophomores  do  get  to  see  enough  of  the  instructors  of  higher 
rank;  at  least  if  we  take  into  consideration  the  relative  number  of  men  of  higher  rank  and 
men  of  lower  rank.     The  only  remedy  in  this  respect  is  the  emph)yment  of  more  men 

315 


UxixERSiTY  Survey  Report 

of  higher  rank  and  fewer  of  the  others.  As  far  as  teaching  is  concerned,  especially 
in  elementary  subjects,  the  work  is  done  fully  as  well  by  the  men  below  faculty  rank 
as  by  those  of  faculty  rank  (instructor). 

As  much  as  possible  with  the  number  of  professors  on  the  faculty.  It  is  to  be  remembered 
that  our  instructors  would  look  with  disdain  on  offers  from  many  smaller  colleges  where 
the  claim  is  made  lliat  a  greater  opportunity  exists  between  professor  and  student. 
In  other  words  the  instructor  in  most  cases  is  a  iietter  man  than  the  professor  in  the 
smaller  colleges  in  which  such  claim  is  made  (instructor). 

It  is  impossible  for  freshmen  and  sophomores  to  see  heads  of  departments  personally 
with  the  classes  as  large  as  they  are.  I  think  their  instruction  is  just  as  effective  as  it  is. 
The  greater  inspiration  to  be  derived  from  heads  of  departments  cannot  be  appreciated 
or  used  the  first  one  or  two  years.  As  to  others  of  i)rofessorial  rank  they  surely  can  see 
them  in  our  department  (instructor). 

Freshmen  and  sophomores  seem  to  me  to  be  as  highly  privileged  in  the  way  of  personal 
instruction  and  contact  with  "instructors  of  higher  rank"  as  is  practicable  and  con- 
sistent with  proper  duties  toward  students  of  higher  ranks  (assistant). 

The  cjuestion  of  sophomore  and  freshman  contact  with  professors  is  a  vexing  one,  and  is 
one  point  where  all  the  advantage  is  with  the  small  college  over  a  large  university. 
It  has,  I  think,  been  exaggerated  in  Wisconsin.  The  fact  is  that  during  the  first  two 
years  students  do  not  really  desire  much  personal  social  contact  with  the  heads  of 
departments  and  professors  of  distinguished  scholarship.  Such  students  have  the 
chance  to  meet  them  impersonally  in  the  lecture  room,  and  to  gain  that  attitude  of 
respect  and  admiration  for  them  which  is  a  valuable  basis  of  more  personal  relations 
later.  Those  in  minor  positions — assistants,  instructors,  etc.,  come  to  know  these 
students  quite  intimately — they  are  nearer  to  them  in  attitude,  and  they  become  most 
influential  in  shaping  the  students'  mental  and  social  tendencies.  As  one  progresses 
toward  graduation,  however,  he  comes  cjuite  closely  into  relation  with  the  men  of 
prominence  in  the  departments  of  his  major  and  minor  subjects,  and  frequently  the 
warmest  of  friendships  result  (assistant). 

4.    Yes,  because  ability  is  more  important  than  rank 

I  think  it  a  splendid  thing  for  them  to  come  into  contact  with  the  instructors  of  higher 
rank.  In  fact,  it  takes  fully  as  good  .an  instructor  if  not  better  to  handle  freshmen  and 
sophomores  than  the  upperclassmen  (professor). 

Underclassmen  probably  do  not  see  as  much  of  the  higher  instructors  as  they  would  like, 
but  it  can  hardly  be  otherwise  unless  the  leading  professors  are  to  be  swamped  with 
attention.  Such  professors  are  generally  of  more  value  to  the  few  exceptional  men  of 
thorough  training  engaged  in  graduate  work.  As  [was]  remarked  recently,  many  of 
the  older  and  more  distinguished  professors  are  so  out  of  touch  with  young  people  that 
they  are  but  poor  teachers  for  beginners.     There  are  of  course  exceptions  ^professor). 

The  freshmen  and  sophomores  see  too  much  of  some  and  too  little  of  the  others.  Ability 
to  teach  freshmen  should  be  ranked  high  but  the  head  of  the  department  does  not  neces- 
sarily have  it  (professor). 

Instructors  and  assistants,  if  of  attractive  personality,  should  be  able  to  teach  an  ample 
amount  of  information  to  underclassmen,  and  it  is  absolutely  necessary  to  have  an 
abundance  of  young  growing  teachers  in  order  that  from  some  of  these,  leaders  may  be 
developed  later.  Instructors  of  higher  rank  do  their  best  to  select  others  of  lower  rank 
who  can  effectively  meet  students.  It  need  not  be  inferred  that  those  of  higher  rank  are 
most  successful  in  smallest  details  of  class  and  laboratory  supervision,  younger  members 
may  be  ecjually  successful  at  this,  but  older  men  are  needed  to  manage  organization 
and  running  of  department  (associate  professor). 

In  some  instances  at  least,  I  believe  that  the  men  just  out  of  college  are  better  qualified 
to  teach  certain  lines  of  work  than  are  some  of  us  that  have  been  out  of  college  longer. 
iVIy  owri  experience  was  that  we  usually  had  to  work  harder  and  get  more  out  of  the 
course  given  by  young  men  just  graduated  than  we  did  from  the  head  of  the  department 
who  had  been  teaching  for  a  good  many  years.  For  certainlinesof  work,  especially  lines 
of  work  that  called  for  more  mature  judgment  and  years  of  experience,  the  head  of  the 
department  or  some  one  that  had  been  on  the  force  for  a  long  time,  of  course,  was  much 
better  qualified  to  give  the  work  (associate  professor). 

Instructors  of  higher  rank  are  frequently  relieved  from  giving  instruction  in  elementary 
courses.  Freshmen  and  sophomores  would  not  ordinarily  meet  such  an  instructor. 
I  am  not  prepared  to  say  that  this  is  always  a  disadvantage.  In  some  instances  it 
is  a  disadvantage,  and  I  have  heard  criticism  from  this  source,  but  where  an  instructor 
is  doing  important  research  work  (pure),  he  ought  to  be  relieved  from  the  elementary 
work  (assistant  professor). 

Whether  or  not  the  men  of  higher  rank  should  teach  the  younger  students,  depends  entirely 
upon  whether  they  have  the  ability  to  get  down  to  the  level  of  the  beginner.  It  is  well 
known  that  such  ability  does  not  always  go  with  ability  to  hold  positions  of  high  rank 
in  a  university.     In  such  cases,  it  is  better  to  turn  the  freshmen  over  to  a  teacher  even 

316 


Exhibit  3 

if  he  does  not  have  high  rank — provided  he  does  know  the  subject  however.  I  believe 
that  such  teachers  should  also  be  rewarded  by  [)romotion  in  academic  rank  (assistant 
professor). 

I  believe  that  it  is  more  important  that  freshmen  and  sophomores  should  have  efficient 
teachers  in  whatever  subjects  they  study,  than  that  they  should  meet  the  instructors 
of  higher  rank.  However  I  think  that  it  is  also  desirable  that  they  should  meet  some 
instructors  of  higher  rank  (assistant  professor). 

I  do  not  feel  it  is  necessary  for  freshmen  and  sophomores,  necessarily,  to  see  more  of  men 
of  higher  ranks,  so  long  as  they  have  suflicient  contact  with  a  i)erson  of  ability.  And 
not  infrequently  an  instructor  or  perhaps  even  an  assistant,  is  a  better  teacher  than 
his  superior  (instructor). 

I  believe  the  average  student  can  learn  less  under  a  professor  than  an  assistant  professor 
or  instructor  as  he  is  frequently  less  conscientious  in  his  teaching  work  (instructor). 

Freshmen  and  sophomores  see  enough  of  instructors  of  higher  rank.  Most  of  these  men 
are  not  as  heli)ful  to  freshmen  and  sophomores  as  are  the  minor  members  of  the  faculty. 
They  give  them  less  attention  and  are  less  interested  in  them.  Their  teaching  is  likely 
to  "go  over  the  heads"  of  elementary  students  (instructor). 

I  think  that  freshmen  and  sophomores  do  see  enough  of  the  instructors  of  higher  rank- 
Younger  instructors  are  usually  able  to  get  closer  to  their  students  and  hence  to  assist 
them,  than  are  their  older  associates.  What  the  young  instructor  lacks  in  maturity  and 
knowledge  he  makes  up  for  in  enthusiasm  and  conscientiousness.  His  student  days 
are  nearer  and  he  is  better  able  to  sec  the  student  point  of  view.  In  the  long  run, 
I  believe,  the  students  will  go  to  a  young  instructor  for  assistance  and  advice  more 
quickly  than  to  the  awesome  professor  of  higher  rank.  And  I  know  of  few  cases  in 
which  the  young  instructors  have  failed  to  command  the  respect  of  their  students  (in- 
structor). 

Freshmen  and  sophomores  see  enough  of  instructors  of  higher  rank  and  of  some  they  see 
too  much.  The  idea  is  abroad  in  the  land  that  instructors  of  high  rank  are  of  greater 
influence  in  the  development  of  students  than  instructors  of  lower  rank.  This  is  only 
partially  true.  I  believe  that  an  impartial  investigation  would  show  that  in  the  same 
grade  of  elementary  work  classes  in  charge  of  instructors  and  assistants  are  more 
efficiently  conducted  than  those  of  full  professors,  who  are  so  absorbed  in  the  i)reparation 
of  their  latest  books  that  they  feel  little  interest  in  such  humble  beings  as  freshmen  and 
sophomores.  Students  as  a  class  are  not  fools.  They  know  genuine  interest  and  good 
instruction  when  they  see  it,  and  appreciate  these  things  fully  as  much  as  if  they  came 
from  a  full  professor.  In  the  eyes  of  the  student  the  man's  personal  worth  rather  than 
his  title  counts  (instructor). 

I  don't  think  they  need  contact  with  instructors  of  higher  rank,  as  much  as  they  need 
good  teaching  by  subordinates  (assistant). 

General  suggestion  by   a  professor  that  junior  colleges  for  the  two  lo\v«'r  classes 
should  be  organized  away  from  the  university 

I  believe  that  the  next  step  of  major  importance  in  the  evolution  of  the  American  uni- 
versity, especially  the  state  university  is  the  development  of  the  'junior  college."  To 
be  specific — the  University  of  Wisconsin  is  at  present  doing  an  enormous  amount  of 
w'ork  with  students  of  freshman  and  sophomore  grades,  under  unfavorable  conditions, 
and  is  even  contemplating  the  tremenclous  further  burden  (financial  and  administra- 
tive!) of  mens"  dormitories  primarily  on  their  account.  The  size  of  this  burden  and  the 
complexities  of  the  problem  will  increase  even  more  in  the  immediate  future  in  the 
material  course  of  events. 

This  "underclassman"  work  can  in  general  be  done  better  with  the  students  in  smaller 
groups  more  economically  as  well  as  more  efficiently;  and  with  increased  benctits  to 
the  people  of  the  state  if  distributed  in  various  centers  (professor). 


UNIVERSITY    COMMENT    ON    ALLEN    EXHIBIT    3,    SECTION    7,    ENTITLED: 
"DO  FRESHMAN  AND  SOPHOMORE  STUDENTS  SEE  ENOUGH  OF  THE 
INSTRUCTORS  OF  HIGHER   RANK?"" 

This  section  of  the  report  offers  but  one  general  suggestion,  vis.,  that  conditions  in  the  Uni- 
versity should  be  made  such  that  men  of  higher  rank  shall  come  in  closer  contact  with 
freshman  and  sophomore  students. 

Dr.  Allen  states  that  numerous  complaints  have  been  received  by  him,  both  from  without 
and  within  the  university,  to  the  elTect  that  the  underclassmen  do  not  see  enough  of  the 
instructors  of  higher  rank.  No  definite  information  concerning  the  complaints  from  with- 
out the  university  is  furnished.  It  is  evidently  the  intention  to  have  the  excerpts,  which 
form  practically  the  entire  report,  represent  the  type  of  criticism  received  by  Dr.  .Mien  from 
within   the    university. 

317 


University  Slrvey  Report 

No  doubt  many  of  the  excerpts  contain  opinions  that  were  based  on  what  were  considered 
to  be  defects  or  excellences  in  particular  departments,  yet  their  use  in  this  section  suggests 
that  they  were  intended  to  point  out  defects  or  excellences  which  are  to  be  found  in  most 
of  the  departments  of  the  university  or  in  the  university  as  a  whole. 

Since  the  section  contains  insuflicient  data  and  no  recommendations  or  conclusions,  the 
following  statement  is  submitted  for  the  purpose  of  showing  what  the  university  has  done 
to  bring  about   the  sort  of  improvement  suggested. 

A. — Present  methods  and  results 

The  problem  of  bringing  the  freshman  and  sophomore  students  in  contact  with  men  of 
higher  rank  is  one  which  has  been  with  us  since  the  growth  of  the  institution  made  several 
sections  in  the  elementary  subjects  necessary.  The  problem,  therefore,  is  not  a  new  one. 
It  has  demanded  and  has  received  attention  for  more  than  twenty  years,  and  the  men  who 
have  been  responsible  for  the  great  elementary  courses  have  devoted  much  time,  thought, 
and  energy  to  its  solution.  No  problem  of  like  nature  has  received  more  attention  in  recent 
years. 

Since  the  number  of  men  of  higher  rank  in  each  department  is  limited,  it  is  evident  that 
in  large  classes  only  can  they  have  contact  with  all  freshman  and  sophomore  students. 
The  one  satisfactory  means  of  dealing  with  large  groups  is  by  lectures.  Hence  in  most 
departments  having  large  classes  in  elementary  subjects,  general  lectures  are  given  to  all 
students  by  men  of  professorial  rank.  The  departments  of  chemistry,  physics,  botany, 
zoology,  and  geology  may  be  cited  as  examples.  Particular  attention  is  called  to  the  fact 
that  of  the  twenty-nine  men  of  professorial  rank  in  these  departments,  all  but  three  are 
engaged  in  the  instruction  of  elementary  classes  at  the  present  time. 

In  large  elementary  courses  in  which  the  recitation  and  quiz  work  must  be  done  in  small 
groups  it  is  manifestly  impossible  for  men  of  higher  rank  to  give  instruction  to  all  students. 
Where  this  condition  exists  the  men  of  higher  rank,  to  the  fullest  possible  extent,  share  with 
those  of  lower  rank  the  instruction  of  freshman  and  sophomore  students.  In  the  depart- 
ments of  English,  mathematics,  German  and  Romance  languages,  for  example,  forty  of  the 
forty-four  men  of  professorial  rank  are  giving  instruction  to  small  groups  in  elementary 
subjects.  In  these  departments  and  those  referred  to  above,  in  which  general  lectures  are 
given,  over  ninety  per  cent  of  the  men  of  higher  rank  are  giving  instruction  to  freshman 
and  sophomore  students. 

Does  this  state  of  affairs  indicate  a  lack  of  interest  in  the  elementary  work  on  the  part 
of  the  men  of  higher  rank?  Does  it  indicate  that  "teaching  elementary  courses  is  unknown 
to  men  of  professorial  rank?"  On  the  contrary  it  seems  to  show  that  these  rnen  are  not  only 
planning  and  supervising  the  elementary  work  but  they  are  probably  giving  as  much  of 
the  instruction  to  freshman  and  sophomore  students  as  the  present  means  of  the  University 
will  permit. 

In  emphasizing  the  need  of  a  closer  contact  between  men  of  higher  rank  and  freshrnan  and 
sophomore  students,  the  influence  of  men  of  lower  rank  is  in  danger  of  being  underestimated. 
Instructors  and  assistants  usually  find  it  easier  to  establish  a  satisfactory  relation  with  the 
freshman  and  sophomores  than  do  the  older  men.  Since  a  very  large  part  of  the  work  of 
the  instructors  and  assistants  is  in  teaching  the  elementary  subjects,  they  have  an  excellent 
opportunity  to  help  the  freshman  and  sophomore  students  in  various  ways. 

The  fact  that  these  men  do  not  hold  positions  of  higher  rank  should  not  lead  to  the  con- 
clusion that  they  are  immature  or  inexperienced.  In  1912  it  was  found  that  in  the  college 
of  letters  and  science  sixty-seven  instructors  had  been  graduated  from  college  on  an  average 
7.5  years  and  had  an  average  teaching  experience  of  6.2  years.  It  was  also  found  that 
seventy-four  assistants  had  been  graduated  on  an  average  3.7  years  and  had  an  average 
teaching  experience  of  3.1  years.  Neither  of  these  groups  could  fairly  be  called  immature 
or  inexperienced. 

The  close  contact  between  the  professors  and  students  in  a  small  college  is  often  referred 
to  as  a  condition  which  is  considered  to  be  more  or  less  ideal,  yet  it  often  happens  that  the 
professor  in  a  small  college  has  recently  come  there  from  an  instructorship  in  a  university. 
It  not  infrequently  happens  also  that  men  of  higher  rank  in  small  institutions  accept  tempo- 
rary positions  as  assistants  in  a  university.  It  would  seem  then  that  the  advantages  of 
contact  between  instructors  and  students  at  the  university  are  at  least  comparable  with 
those  in  the  smaller  institutions. 

But  the  classroom  offers  only  one  opportunity  for  the  students  to  come  in  contact  with  the 
members  of  the  faculty.  Numerous  regular  office  hours  and  others  made  by  appointment 
make  it  possible  for  students  to  confer  with  the  faculty  men  of  whatsoever  rank.  The 
spirit  of  the  whole  University  is  democratic.  One  needs  only  to  have  had  experience  in  it 
to  know  that  the  younger  and  older  men  alike  avail  themselves  of  unlimited  opportunities 
to  be  accessible  to  the  students.  A  careful  examination  of  the  time  schedules  of  the  faculty 
men  will  prove  this  statement,  and  will  show  further  that  at  Wisconsin,  as  perhaps  at  no 
other  similar  institution,  the  faculty  gives  itself  freely  to  the  student  body. 

At  the  opening  of  each  year,  the  freshman  students  are  entertained  in  small  groups  by 
members  of  the  faculty.  Numerous  mixers  are  held  during  the  college  year,  whicn  are 
attended  quite  generally  by  faculty  men  of  higher  rank,  making  it  possible  for  students  to 
get  acquainted  with  large  numbers  of  the  instructional  force. 

318 


Exhibit  3 

The  foregoing  statement  should  make  it  evident  that  the  University  has  systematically 
planned  to  bring  the  older  as  well  as  the  younger  men  of  the  instructional  force  into  contact 
with  freshman  and  sophomore  students.  Unquestionably  more  can  yet  be  done,  but  the 
situation  at  present  is  not  bad,  as  one  might  infer  from  reading  Dr.  "Allen's  report,  which 
is  based  on  the  selected  opinions  of  a  comparatively  few  instructors. 

There  is  also  another  tendency  that  will  assist  in  bringing  students  in  closer  contact  with 
their  instructors.  This  is  an  increasing  use  of  what  is  known  as  the  laboratory  method  of 
instruction.  Formerly  this  method  was  used  only  in  the  teaching  of  the  sciences,  but  in 
recent  years  it  has  been  found  to  produce  satisfactory  results  in  other  departments.  Wis- 
consin uses  it  in  many  elementary  courses.  The  method  makes  it  possible  for  the  instructors 
to  get  into  personal  touch  with  individual  students  in  a  way  that  is  impossible  in  recitations 
or  lectures. 

B. — Conclusion 

It  has  been  shown  that  Wisconsin  instructors  of  higher  rank  are  giving  generously  of 
their  time  to  freshman  and  sophomore  students.  But  it  would  be  inadvisable  to  have  a 
faculty  made  up  entirely  of  older  men  of  higher  rank.  The  younger  men  of  the  instructional 
staff  play  an  extremely  important  part  in  orienting  the  young  colTege  student  to  his  environ- 
ment; in  fact  a  freshman  or  sophomore  student  programme  taught  entirely  by  advanced 
men  would  not  be  as  satisfactory  from  many  points  of  view  as  one  made  up  of  work  partly 
under  older  men  and  partly  under  younger  men,  because  of  the  more  numerous  educative 
elements  involved. 

The  young  man  fresh  from  high  school  has  many  difficulties  to  contend  with  in  his  first 
years  at  college,  not  the  least  of  which  is  that  of  making  the  right  acquaintances.  The  young 
instructor  at  once  appeals  to  him  as  a  friend,  and  the  professor  as  a  counselor.  Where  the 
two  work  together  as  they  do  at  Wisconsin,  their  influence  upon  the  young  student  must 
indeed  be  strong. 

(Signed)  J.  D.  PHILLIPS, 
Chairman  of  Freshman  Advisers,  College  of  Engineering. 

Section  8 
Earnings   from   other   than   university   work  reported  by  faculty   members 

Efficiency  of  university  teaching,  time  devoted  to  instruction,  research,  administrative 
and  committee  work,  etc.,  must  be  considered  in  connection  with  the  extra-university  work 
carried  on  by  faculty  members.  To  secure  information  on  this  point  the  survey  asked  faculty 
members  the  following  questions  regarding  earnings  from  other  than  university  work: 

Will  you  care  to  state,  for  confidential  uses,  the  total  earned  (not  including  extension 
work)  in  outside  employment,  lectures,  writing,  consulting  the  last  year?  Total? 
During  the  summer  only?  During  the  school  year?  Do  you  consider  outside  employ- 
ment helps  or  hinders  university  work  in  your  field? 

Of  458  faculty  members  answering  the  questions  all  but  11  answered  the  first  question; 
57  answered  indefinitely,  leaving  390  comparable  answers.  97  and  89  respectively,  answered 
the  second  and  third  questions  indefinitely;  27  answered  neither  the  second  nor  third  question. 

Of  390  more  than  half,  or  200,  stated  that  they  had  earned  nothing  during  1913-14  by 
work  other  than  university  work;  237  that  they  had  earned  nothing  during  the  summer; 
and  236  nothing  during  the  regular  school  year. 

For  all  colleges  190  report  earnings  of  from  less  than  $50  to  over  $5,000  as  follows:  (Because 
all  faculty  members  did  not  answer  all  questions,  the  total  reporting  different  amounts  for 
the  whole  year  will  not  equal  the  sum  of  amounts  reported  for  regular  year  and  summer). 


Whole  Year 


Summer 


Regular  Year 


Less  than 
$50- 

$101-    $200.. 

$201-    $300.. 

$301-    $400.. 

$401-    $500.. 

$501-    $750.. 

$751-$1,000.. 
$1,001-$1,250.. 
$1,251-$1,500.. 
$l,501-$2,000.. 
$2,001-$3,000.. 
$3,001-14,000.. 
$4,001-$5,000.. 
$5,001  or  more 


43 
36 
39 
22 
Tl 

7 
16 

2 

3 
5 
3 
0 
1 
1 
1 


15 

20 

25 

17 

7 

5 

4 


39 
24 
20 
4 
4 
5 
2 

5 
3 
0 
0 
0 
0 
0 
0 


319 


University  Survey  Report 
Classified  bv  rank  these  outside  earnings  are  as  follows: 


37 
Professors 


20 
Associate 
Professors 


36 
Assistant 
Professors 


69 
Instructors 


28 
Assistants 


Less  than  S.'O 
S5()-    810(1 

§101-    S20U.. 

$201-    $300.. 

$301-    $400. 

$401-    $500 

$501-    $750. 

$751-$1,000.. 
$1,001-$1,250.. 
$1,251-$  1,500.. 
$l,501-$2,000.. 
$2,001-$3,000.. 
$3,001-$4,000.. 
$4,001-$5,000.. 
$5,001  or  more 


11 

7 
4 
6 
1 
1 
4 
0 
0 
2 
0 
0 
0 
0 
0 


16 
11 
19 
4 
5 
3 
5 
1 
1 
2 
1 
0 
0 
1 
0 


Earnings  above  $1,000  for  the  whole  year  are  reported  by  14  faculty  members,  of  whom 
2  are  in  agriculture,  5  in  engineering,  and  7  in  letters  and  science. 

Earnings  above  S2,000  for  the  whole  year  are  reported  by  3  faculty  members,  of  whom  1  is 
in  agriculture  and  2  in  engineering. 

In  only  one  case  was  it  definitely  explained  that  the  university's  arrangements  with  the 
faculty  member  distinctly  provided  for  freedom  to  do  outside  work.  In  fact,  the  university 
considers  itself  fortunate  to  have  this  professor  connected  with  the  university  even  though 
it  was  stipulated  that  he  was  to  be  free  to  do  professional  work  outside. 

Whether  the  earnings  reported  were  for  articles  written,  or  books,  or  consultants'  fees  was 
not  stated. 

Unfortunately  neither  the  university  nor  the  survey  has  secured  information  necessary 
to  show  how  far  if  at  all  outside  employment  has  affected  service  for  the  university.  Absence 
from  university  work  or  neglect  of  university  work  has  by  no  means  always  resulted  from 
outside  work.  For  instance,  in  the  year  1913-14  professional  work  caused  43  days  absence; 
lectures  caused  79  days;  meetings  caused  217  days;  vacations  (between  September  and  June) 
caused  194  days;  personal  reasons  (including  illness)  caused  265  days. 

Absences  for  longer  than  two  weeks  require  previous  permission  of  the  Board  of  Regents 
or  the  executive  committee.  Record  of  all  absences  must  be  filed  with  the  president  of  the 
university  and  by  him  reported  to  the  board. 

The  records  filed  with  the  board  do  not  indicate  whether  the  faculty  member  is  receiving 
pay  during  his  absence.  (The  university  states  that  when  "leave  of  absence  is  given  without 
qualification  it  is  in  accordance  with  usage,  leave  of  absence  without  pay.")  Even  where 
absence  is  caused  by  professional  work,  the  rate  of  pay  is  not  stated.  The  extent  of  absence 
from  all  causes  during  three  years  is  indicated  by  the  following  summary.  This  summary 
includes  all  the  items  reported  to  the  Board  of  Regents  as  reason  for  absence,  and  is  given 
here  to  raise  a  question  for  further  investigation  by  the  regents  to  ascertain  whether  the 
benefit  resulting  to  the  university  justifies  the  interruption  of  regular  class  work. 

Number  of  faculty  members  granted  leaves  of  absence  from  September  to  June 


Year 

Agr. 

Eng. 

Law 

L.  &  S. 

Med. 

Total 

1911 

50 
55 
54 

32 
32 

30 

1 
0 
3 

66 
60 
70 

0 
0 
2 

149 

1912 

147 

1913 

159 

Total 

159 

94 

4 

196 

2 

455 

320 


Exhibit  3 
Number  of  days  of  leaves  of  absence  granted  from  September  to  June 


-J 

Year 

Agr. 

Eng. 

Law 

L.  &S. 

Med. 

1    Total 

1911 

1912 

1913 

1,214 
9571 
675 

370 
405 
2\lh 

7 
0 
5 

510^ 

571 

575^ 

0 

0 

37 

2,10U 
1 ,933^ 
1.510 

Total    

2.846^ 

9921 

12 

1,657^  : 

37 

1  5,545 

Of  this  total  52%  was  for  personal  business,  illness  (406)  and  vacation;  19%  for  extension, 
etc. 

Impairment  of  university  service  by  outside  work  is  prohibited  by  section  16,  Chapter  II, 
laws  of  regents,  which  reads: 

No  member  of  the  instructional  force  or  other  employe  in  the  service  of  the  Univer- 
sity shall  impair  that  service  by  devoting  to  private  purposes  any  portion  of  the  time 
due  to  the  university. 

Impairment  of  service  cannot  be  established  by  any  general  study  showirig  the  amounts 
earned.  On  the  contrary  amounts  earned  may  prove  enhancement  of  service  rather  than 
impairment.  Later  are  quoted  several  faculty  members  who  believe  that  earnings  on  the 
outside  enhance  efficiency  of  instruction  even  more  than  they  enhance  income. 

Failure  to  try  to  earn,  or  failure  to  have  abilities  which  secure  invitation  for  outside  employ- 
ment may  mean  more  serious  impairment  of  service  to  the  university  than  earnings  large  or 
small.  Services  rendered  to  the  university  must  be  tested  by  what  happens  to  the 
university  rather  than  by  what  is  done  outside. 

Thus  we  come  again  to  the  need  emphasized  by  the  facts  in  section  after  section  of  the 
survey  report  for  a  kind  of  information  heretofore  lacking  regarding  what  goes  on  in  the  class- 
room and  what  is  done  for  students  by  instructors  inside  and  outside  of  classrooms. 

If  service  to  the  university  can  be  proved  satisfactory  it  is  obviously  i^rofitless  for  the  uni- 
versity to  ask  questions  regarding  outside  employment.  If  service  is  unsatisfactory  obviously 
the  thing  for  the  university  to  give  attention  to  is  the  service  and  not  the  outside  employ- 
ment or  other  outside  reasons  for  teaching  inefficiency.  Whether  service  is  satisfactory 
or  not  can  be  found  out  only  by  watching  the  service. 

Recommendations 

It  is  suggested 

1.  That  the  arrangement  between  the  university  and  each  instructor  specify  a  regular 

schedule  for  appointments  of  instructor  with  students. 

2.  That  the  by-laws  and  laws  of  the  regents  be  amended  to  provide  the  following: 

a.  That  each  member  of  the  instructional  and  non-instructional  staff  specifically 

show  the  number  of  hours  of  instruction  or  research  or  other  employment  that 
is  due  the  university. 

b.  That  to  make  it  easy  to  report  absences  or  changes  of  appointments  the  business 

office  provide  suitable  blanks  and  method  for  receiving  and  recording  results, 
as  for  example,  in  connection  with  the  monthly  receipt  for  salary. 

c.  That  the  report  of  absence  include  engagements  not  kept,  appointments  post- 

poned but  kept,  appointments  kept  by  other  member  of  department  or  of  the 
university. 

d.  That  the  record  of  absence,  postponed  appointments,  or  use  of  substitutes  for 

appointments  be  currently  placed  before  the  deans  and  president,  and  per- 
manently recorded  in  monthly  reports  to  the  regents. 

e.  That  steps  suggested  earlier  in  this  exhibit  and  elsewhere  with  regard  lo  keeping 

in  touch  with  the  quality  of  work  done  for  students  inside  and  outside  the  class- 
room be  taken  to  determine  whether  absence  or  postponement  results  in  impair- 
ment or  enhancement  of  service  to  the  university. 

3.  That  a  current  record  show  that  appointments  have  been  kept,  which  appointments 

have  not  been  kept,  and  the  reason. 

4.  That  written  explanations  be  filed  with  deans  on  blanks  provided  by  the  business 

office  not  onlv  for  protracted  absence  requested,  but  for  all  absences,  to  include 
those  when  substitutes  are  provided,  as  well  as  those  for  which  no  substitutes  are 
-  provided. 

321 


Sub.— 21 


UxrvERSiTY  Survey  Report 

5.  That  for  the  [)eriod  of  a  year  the  total  cost  to  the  university  of  absences  recorded  be 

computed  at  the  rate  which  the  university  pays  each  instructor  in  question  for  the 
numl)er  of  appointments  missed,  in  order  that  the  university  may  know  from  its 
own  experience  whether  salary  deductions  should  be  made  for  absences  and  what 
maximum  number  of  absences  may  be  allowed  without  salary  deduction. 

6.  That  when  absences  are  granted  to  individuals  for  the  purpose  of  representing  the< 

university,  or  serving  the  university,  at  national  or  state  conventions,  two  steps 
be  taken  to  secure  results  commensurate  with  the  cost  to  the  university: 

That  two  reports  be  required  for  administrative  officers  and  regents — one  written 
report  of  suggestions  received  for  the  university  to  be  recorded  with  administrative 
oflicers  and  regents;  and  one  written  report  as  to  how  absence  has  i)een  used  by  the 
individuals  in  question  for  the  improvement  of  their  own  work  or  that  of  their 
department. 

Docs  outside  employmeiil  help  or  hinder  work  in  your  field? — answered  by  faculty 
members 

Field  work  in  our  subjects  is  absolutely  essential  to  effective  university  work.  .  .  .  The 
field  is  so  large  and  the  subject  so  new  that  textbook  teaching  is  almost  useless,  as 
textbook  writing  has  not  begun  to  catch  up  with  the  progress  of  the  science.  Field 
work  is  too  expensive  to  be  supported  by  the  university  on  an  adequate  scale,  and 
must  be  financed  by  outside  interests. 

A  very  little  helps — it  might  easily  hinder  if  there  were  much  of  it  done. 

I  can  speak  only  for  myself.  For  me,  it  would  hinder  my  university  work  very 
greatly. 

In  [my  field]  enough  professional  work  should  be  done  so  that  one  can  keep  in  touch  with 
progress — more  than  that  is  not  approved. 

I  am  sure  [in  my  field]  outside  employment  is  very  useful  in  helping  university  work. 
It  keeps  one  in  touch  with  actual  conditions  rather  than  theories;  it  broadens  one's 
experience  with  life;  it  furnishes  innumerable  illustrations  for  classroom  use;  it  commands 
the  respect  of  the  students. 

Distinctly  helps.     Lectures  in  small  towns  help  the  university  rather  than  the  lecturer. 

Depends  upon  the  character  of  the  work.  That  undertaken  by  me  has  given  added 
experience  of  benefit  to  me  in  university  work. 

In  my  opinion  the  running  of  an  outside  practice  on  the  part  of  any  member  of  the  in- 
structional force  necessarily  detracts  from  his  efficiency  to  the  university.  No  case 
has  yet  come  to  my  attention  in  which  this  is  not  true.  University  professors  ought  to 
be  well  paid  for  their  services  and  then  they  ought  not  to  be  permitted  to  conduct  a 
regular  outside  consulting  practice,  whether  it  be  "in  service  for  the  state"  or  for  private 
parties.  I  am  well  aware  of  the  arguments  adduced  in  favor  of  such  practices,  but 
they  are  quite  fallacious.  Both  the  teaching  and  the  research  suffer  in  all  cases  when 
the  professor  is  engrossed  with  a  regular  outside  practice  for  gain. 

Consider  it  essential  in  order  to  make  work  practical.  My  outside  work  is  largely  the 
basis  of  my  lectures  and  seminary  work. 

The  experience  I  have  had  in  lectures  before  teachers,  parents,  and  citizens  throughout 
the  country  has  been  of  immeasurable  benefit  to  me  in  my  university  work.  I  could 
not  keep  certain  of  my  classes  up-to-date  without  this  experience. 

I  do  not  do  enough  outside  work  to  help  or  hinder.  A  little  more  contact  with  the  outside 
world  would  be  an  advantage  to  me. 

Helps  very  materially. 

Moderately  helpful.  Doubtless  university  work  would  be  strengthened  if  I  could  omit 
a  large  share  of  outside  activities. 

In  general  I  do  not  approve  of  outside  employment  by  [members  of  my  department]. 

A  small  amount  is  helpful.     It  may  easily  be  carried  too  far. 

I  do  not  think  that  it  helps.     It  will  hinder  if  it  takes  too  much  time  and  energy. 

It  naturally  interferes  with  the  time  one  can  give  to  research  or  to  individual  students. 

I  believe  that  a  reasonable  amount  of  time  spent  on  outside  work  directly  connected  with 
the  subjects  you  are  teaching  is  beneficial  in  keeping  you  in  close  touch  with  a  field 
of  which  you  might  only  have  a  reading  knowledge.  This  is  however  only  true  if  you 
thereby  do  not  neglect  your  work  as  a  teacher  and  investigator.  Such  outside  work 
should  be  somewhat  at  least  of  an  investigational  character  and  should  not  degenerate 
into  routine  work  for  money  making  purposes  alone. 

The  university  authorities  evidently  intend  that  any  person  [receiving  present  salary] 
should  go  outside  to  add  to  his  income. 

It  makes  me  a  better  lecturer  and  teacher. 

Outside  employment  hinders.     Outside  investigation  is  of  course,  a  great  help. 

Helps  very  greatly,  provided  adequate  provision  for  it  is  made  and  the  teacher  does  not 
attempt  to  do  full  time  work  at  the  university. 

322 


Exhibit  .'}  ' 

UNIVERSITY    COMMENT    ON    ALLEN    EXHIBIT    3,  SECTION    8,  ENTITLED, 

"EARNINGS   FROM    OTHER   THAN    UNIVERSITY   WORK   REPORTED 

BY  FACULTY  MEMBERS" 

Range  and   frequency   j>f  outside   earniiifis 

The  first  part  of  this  instaUment  contains  some  suggestive  data.  Table  1,  column  1 
shows  that  only  16  of  390  members  of  the  faculty  earn  more  than  8750  from  "outside  em- 
ployment," and  it  is  stated  that  200  of  these  have  no  outside  earnings.  The  members, 
of  the  staff,  few  in  number,  who  have  considerable  outside  earnings,  are  o!)viouslv  in  fields 
in  which  there  is  call  for  expert  work.  It  follows  that  the  stall  of  the  University,  as  a  whole, 
derives  substantially  all  its  livelihood  from  university  salaries  paid  for  teaching,  research, 
and  related  administrative  duties. 

The  salary  scale  of  the  University,  then,  must  be  fixed  on  this  basis. 

Leave   of  absence   data 

Any  one  with  slight,  even  the  most  general  knowledge  of  the  size  of  the  stall  in  each  college 
of  the  university,  can  see  at  a  glance  that  the  table  on  number  of  days  of  leave  of  absence 
must  be  worthless,  since  the  data  contained  in  it  are  not  comparable.  Every  one  knows 
that  the  faculty  of  the  college  of  agriculture  is  much  smaller  than  that  of  letters" and  science, 
and  yet  the  former  college  is  charged  with  a  much  larger  amount  of  absence.  Evidently 
absences  are  not  on  the  same  basis  in  the  two  colleges. 

The  explanation  is  simple  and  Dr.  Allen  ought  to  have  stated  it.  Substantially  all  of 
the  letters  and  science  faculty  take  their  vacation  in  the  regularly  scheduled  periods  of  uni- 
versity vacation  and,  therefore,  are  not  absent  on  this  account  during  the  regular  session. 
Many  of  the  agricultural  faculty  continue  their  work  during  the  time  of  the  regular  vacations 
and  take  their  vacations,  which  they  have  earned,  at  such  time  as  is  most  convenient  for 
the  college  (between  September  and  .June).  Many  such  vacations  of  the  agricultural  faculty 
are,  therefore,  reported  to  the  regents  and  bulk  large  in  Dr.  Allen's  report  of  absences.  But 
plainly  such  absences  are  in  no  way  comparable  with  occasional  grants  of  leave  for  occasional 
reasons  and  the  two  types  of  absence  should  not  be  reported  together.  This  exjjlanation 
for  the  apparently  great  amount  of  absence  in  the  college  of  agriculture  could  have  been 
had  in  a  moment  from  Dean  Russell,  had  Dr.  Allen  chosen  to  get  it  and  so  make  his  report 
of  absences  mean  something. 

Furthermore,  the  reports  of  leaves  of  absence  made  to  the  regents,  specify  the  causes,  and 
had  Dr.  Allen  chosen  he  could  have  found  many  such  items  as  the  following  under,  the  heading 
"Days:"  8  extension,  9  station  and  extension,  18^  college,  2  high  school  inspection,  5  con- 
vention of  French  professors,  4  inspection  trip  with  students,  3  to  attend  Maintenance  of 
Way  Association,  5  to  attend  meeting  of  National  Academy  of  Science,  as  well  as  1  business, 
5  private  work,  1  to  attend  funeral  of  aunt,  etc.  He  could  also  have  learned  from  the  dean 
of  the  College  of  Engineering  that  there  was  good  reason  why  the  percentage  of  absences 
in  his  college  is  higher  than  in  the  College  of  Letters  and  Science;  this  reason  beijig  that 
engineering  schools  (to  get  and  retain  good  men)  have  to  allow  their  men  some  leeway  in  the' 
matter  of  professional  employment. 

If  Dr.  Allen  had  secured  these  and  kindred  data,  which  he  could  have  done  in  an  hour  or 
less,  he  could  have  presented  a  table  or  two  which  would  really  set  forth  the  facts  which  lie 
before  him  in  the  records  and  require  only  a  slight  amount  of  interpretation.  Instead  of 
this  he  has  given  a  table  that  does  not  give  any  idea  of  the  real  situation  as  to  absences. 

Dr.  Allen  states  regarding  his  tal)le:  "Of  this  total  52%  was  for  personal  business, 
illness  (406)  and  vacation;  19%  for  extension,  etc." 

It  is  obvious  that  most  of  this  52%  must  be  in  the  vacations  of  the  staff  of  the  College  of 
Agriculture,  and  much  of  this  was  in  the  earlier  years  when  a  larger  number  of  that  faculty 
took  their  vacations  during  the  college  year.  Dr.  Allen's  own  statement  shows  that  in 
1913-14  vacation  caused  about  13%  of  the  absences,  and  personal  reasons  (including  illness) 
about  18%.  The  total  is  31%,  which  may  be  contrasted  with  52' j.  which  Dr.  Allen  tinde 
as  the  average  for  three  years.  There  is  no  ground  for  supjiosing  that  personal  reasons 
bulk  larger  in  any  of  the  earlier  years.  In  19i;5-14.  according  to  Dr.  .Mien's  figures,  absences 
for  personal  reasons  (including  illness)  amounted  to  little  more  than  an  average  of  one-half 
day  during  the  year  for  each  member  of  the  teaching  force,  and  this  is  surely  not  an  extrava- 
gant or  excessive  amount. 

Dr.  Allen  could  have  brought  out  all  of  these  facts  and  many  others  by  tables  suitably 
planned,  but  he  gives  a  table  which  leaves  matters  in  an  unintelligible  state.  In  summing 
up  his  table  he  accounts  in  the  sentence  quoted  above  for  71 '^  of  the  absences.  He  does 
not  even  hint  at  the  causes  of  the  remaining  29';.  So  when  Dr.  Allen  sums  up  the  causes 
of  absence  for  1913-1  1  he  gives  only  a  lit  lie  more  than  half  of  the  absences.  This  is  a  cus- 
tomary method  with  him  and  one  which  wholly  prevents  checking  the  accuracy  or  inaccuracy 
of  his  statements  without  making  a  complete  investigation  of  the  subject. 

It  is  not  worth  while  to  do  this.  Dr.  .Mien's  own  statement  is  enough.  If  a  faculty  of 
about  450  persons  has  only  265  days  of  absence  granted  in  a  year  for  all  "personal  reasons 
(including  illness)",  neither  the  faculty  nor  the  administrative  oilicers  need  defence  on  that 
score. 

323 


University  Survey  Report 

One  correction  may  be  made.  Dr.  Allen  says  that  the  university  states  that  "when  leave 
of  absence  is  given  without  qualifications,  it  is  in  accordance  with  usage,  leave  of  absence 
without  pay.  The  statement  of  the  university,  presented  to  the  Board  of  Public  Affairs 
reads  "with  pay."  The  reasons  are  obvious.  Absences  granted  for  attending  school  or 
college  meetings,  etc.,  are  always  granted  with  pay,  and  no  university  whose  salaries  are 
fixed  on  an  annual  basis  would  be  likely  to  cut  salary  for  a  brief  absence  in  a  year,  for  "per- 
sonal reasons  (including  illness)"  when  the  work  of  the  professor  was  provided  for  without 
cost  to  the  institution. 

"Impairment  of  Service" 

Some  of  Dr.  Allen's  remarks  on  this  topic  are  most  sensible:  "Absence  from  university 
work  or  neglect  of  university  work  has  by  no  means  always  resulted  from  outside  work." 

"Impairment  of  service  cannot  be  established  by  any  general  study  showing  the  amounts 
earned.  On  the  contrary  amounts  earned  may  prove  enhancement  of  service  rather  than 
impairment.  Later  are  quoted  several  faculty  members  who  believe  that  earnings  on  the 
outside  enhance  efriciency  of  instruction  even  more  than  any  enhance  income." 

"Failure  to  try  to  earn,  or  failure  to  have  abilities  which  secure  invitation  for  outside 
employment  may  mean  more  serious  impairment  of  service  to  the  university  than  earnings 
large  or  small.  Service  rendered  to  the  university  must  be  tested  by  what  happens  to  the 
university  rather  than  by  what  is  done  outside." 

These  paragraphs  are  followed,  however,  by  statements  alleging  that  the  university  does 
not  know  whether  it  is  being  injured  or  not: 

"Thus  we  come  again  to  the  need  emphasized  by  the  facts  in  section  after  section  of  the 
survey,  [Allen]  report  for  a  kind  of  information  heretofore  lacking  regarding  what  goes  on  in 
classroom  and  what  is  done  for  students  by  instructors  inside  and  outside  of  classroom." 

"If  the  service  to  the  university  can  be  proved  satisfactory  it  is  obviously  profitless  for 
the  university  to  ask  questions  regarding  outside  employment.  If  service  is  unsatisfactory, 
obviously  the  thing  for  the  university  to  give  attention  to  is  the  service  and  not  the  outside 
employment  or  other  outside  reasons  for  teaching  inefficiency.  Whether  service  is  satis- 
factory or  not  can  be  found  out  only  by  watching  the  service." 

What  does  Dr.  Allen  mean  by  his  unsupported  allegation  "emphasized  by  the  facts  in 
section  after  section  of  the  survey  [Allen]  report  for  a  kind  of  information  heretofore  lacking," 
etc.? 

The  answer,  already  furnished  to  readers  of  his  exhibits  and  the  university  comments, 
is  that  Dr.  Allen  wants  the  matter  recorded  in  black-and-white,  on  the  basis  of  specific 
"countable"  data. 

The  deans  will  tell  him  how  the  work  is  taken  care  of;  the  departmental  chairmen  will 
explain  in  detail  how  it  is  taken  care  of;  he  will  be  told  how  these  officers  know  that  the  work 
is  adequately  handled.  But  the  only  evidence  that  Dr.  Allen  can  see  is  that  which  can  be 
sent  down  to  his  office  for  him  to  tabulate.     Nothing  else  has  any  existence. 

Recommendations  of  Dr.  Allen 

No  better  bit  of  evidence  regarding  Dr.  Allen's  insight  into  university  aims,  ideals,  and 
problems  can  be  found  than  the  recommendations  of  this  exhibit. 

The  recommendations  are  prefaced  with  "It  is  suggested,"  but  this  profession  of  diffidence 
does  not  affect  the  significance  of  the  recommendations. 


The  members  of  the  instructional  staff  are  to  be  treated  as  hired  men  subject  to  a  time- 
check  system. 

The  exact  amount  of  service  is  to  be  specified  in  the  contract  (recommendations  Nos.  1 
and  2a). 

Docking  of  pay  is  contemplated  (recommendation  No.  5). 

But  no  provision  for  "over-time"  rem,uneration,  single  or  double,  is  suggested. 


The  University  of  Wisconsin,  like  every  first-rate  university  in  the  land,  regards  its  staff 
as  professional  men  and  women  engaged  in  work  in  which  they  are  profoundly  interested, 
and  in  which  they  spend  their  strength  (for  remuneration,  as  Dr.  Allen  notes  in  his  final.... 
report,  which  is  too  low  for  the  better  members  of  the  staff). 

Other  universities  are  glad,  from  time  to  time,  to  secure  our  best  professors,  and  do  secure 
them  under  the  existing  regime;  under  such  conditions  as  those  suggested  by  Dr.  Allen, 
we  should  speedily  lose  our  best  men  and  women,  and  no  high-minded  or  even  merely  suc- 
cessful professor  in  another  institution  would  dream  of  coming  to  Wisconsin. 

The  consequence  of  following  these  recommendations  of  Dr.  Allen  would  be  that  the  per- 
sonnel of  the  instructional  force  would  rapidly  become  mediocre  or  worse. 

(Signed)   E.  A.  BIRGE, 

G.  C.  SELLERY. 
324 


EXHIBIT  4 

Section  1 

THE  GRADUATE  SCHOOL 

Graduate  work  and  work  by  graduate  students. 

"The  graduate  school  is  the  apex  of  the  University.  While  in  the  sense  that  the  number  of 
students  in  this  school  [1913-14  regular  students:  449;  summer  session:  852]  is  small  compared 
with  those  in  the  undergraduate  colleges  [1913-14  regular  students:  4,686;  summer  session 
1,465],  and  is  therefore  much  less  important;  in  the  sense  that  the  graduate  school  produces 
teachers  and  investigators  who  are  in  the  future  to  teach  undergraduate  students  in  this  and 
other  higher  institutions  of  learning  and  who  are  to  advance  knowledge,  the  school  is  of  the 
first  importance." 

The  foregoing  is  one  of  four  paragraphs  regarding  the  Graduate  School  from  the  university's 
latest  description  of  its  work,  July  '1914,  bulletin  No.  666.  The  quoted  paragraph  is  on 
page  48  with  the  side  heading  "Production  of  Scholars."  The  bulletin  was  issuea  by  the 
regents  and  was  prepared  by  the  president  of  the  university. 

The  survey's  report  upon  graduate  work  and  work  of  graduate  students  should  be  read 
against  a  background  of  the  purpose  of  the  school  thus  ofTicially  stated. 

The  fact  base  for  the  report  includes  the  following:  (1)  analysis  of  graduate  school 
election  sheets;  (2)  plan  sheets  for  in  absentia  graduate  work;  (3)  doctors'  theses  analyzed 
for  accuracy  of  references,  quotations,  computations  and  for  other  aspects  of  workmanship; 
(4)  individual  scholarship  records;  (5)  8  examinations  held  in  June  1914,  for  masters'  and 
doctors'  degrees;  (6)  analysis  of  term  papers,  assignments,  theses;  (7)  report  of  conferences 
with  dean;  (8)  correspondence,  etc. 

Graduate  School  membership. 

Election  sheets  in  the  dean's  office  showed  a  total  enrollment  for  the  year  1913-14  of  449, 
(333  men,  116  women),  or  389  in  the  first  semester,  and  after  adding  new  enrollments  and 
subtracting  withdrawals,  373  in  the  second  semester. 

Who  are  graduate  students? 

Of  389  in  the  first  semester,  163  (or  42%)  were  either  regular  faculty  members  taking 
graduate  work,  or  graduate  students  enlisted  temporarily  as  faculty  members  and  doing  the 
work  of  assistants  or  teachers;  226  (58%)  were  other  students  having  no  faculty  connection. 

Of  373  in  the  second  semester,  162  (43%,)  had  faculty  connection  and  211  (57 <c)  were 
students  without  faculty  connection. 

Of  76  members  of  the  Graduate  School  enrolled  in  the  first  semester  but  dropping  out 
before  the  second  semester,  14  had  faculty  connection,  and  60  were  other  students  without 
faculty  connection. 

Of  176  graduate  students  in  both  semesters  having  faculty  connection,  6  are  assistant 
professors;  50  are  instructors;  97  are  assistants;  3  are  teachers  in  Wisconsin  high  school; 
18  are  fellows  giving  instruction;  1  is  statistician;  1  is  librarian. 

Of  these  groups  the  6  assistant  professorships  are  supposedly  permanent;  the  50  instruc- 
torships  represent  primarily  teaching  work;  the  97  assistants  and  the  18  fellows  rei^rcsent 
faculty  connections  that  are  secondarv  to  student  connection^it  is  because  these  persons 
are  studving  at  the  university  that  their  services  are  used  in  connection  with  instruction. 

Of  22  doctors'  degrees  given  in  June,  1914,  20  were  given  to  members  of  the  instructional 
staff — 3  to  assistant  professors;  8  to  instructors;  6  to  assistants;  and  3  to  teaching  fellows. 
The  other  two  degrees  were  conferred  on  students  who  did  not  teach  last  year,  but  both 
of  whom  had  been  fellows,  one  for  one  year  and  one  for  two  years. 

Of  these  22,  8  are  continued  in  1914-15  as  faculty  members,  2  with  the  rank  of  assistant 
professor,  6  as  instructors. 

Of  these  22  graduate  students  4  were  not  in  residence  the  year  before  they  took  their 
degree.  Of  the  remaining  18  graduate  students.  3  took  exclusively  graduate  courses;  the 
other  15  took  from  20%  to  100 %p  of  their  work  in  courses  open  to  both  undergraduates  and 
graduates,  of  whom  5  took  more  than  half  of  their  work  in  the  undergraduate  courses  open  to 
graduates. 

How  graduates,  upperclassnien  and  underclassmen  are  distributed  among  colleges, 
subjects  and  classes. 

On  page  3  of  the  answers  returned  to  the  survey  by  faculty  members,  figures  show  for 
each  class  the  total  number  of  students  and  the  number  of  graduates,  seniors,  juniors,  fresh- 
men, sophomores  and  special  students.     The  tabulation  of  this  material  was  interfered  with 

325 


University  Survey  Report 

by  inaccuracies  and  incompleteness.  Effort  was  made  to  supplement  by  using  the  semester 
reports.  In  many  instances  fewer  students  are  reported  by  instructors  to  the  survey  than 
are  recorded  in  their  semester  reports.  This  is  due  partly  to  errors  and  partly  to  the  fact 
that  the  answers  to  the  survey  were  written  in  May  or  June  and  the  semester  reports  were 
written  in  February  or  March,  before  students  had  withdrawn. 

Many  instructors  gave  the  title  of  the  class  without  fdling  in  the  distribution  of  students. 

The  summary  of  distribution  is  therefore  incomplete  as  to  number  of  classes  and  as  to 
number  of  student  enrollments  in  classes.  Mow  many  classes  are  lacking  and  how  many 
student  enrollments  are  lacking  cannot  be  given.  For  1,003  classes  and  29,798  student 
enrollments  in  classes  the  tabulation  is  correct. 

\Vith  respect  to  graduate  students  the  figures  must  be  substantially  complete,  because  they 
account  for  an  average  of  five  class  periods  for  each  graduate  student  enroUecl, 

For  other  than  graduate  students  the  tabulation  is  nearly  complete.  Throughout  it 
must  be  remembered  that  these  figures  deal  W'ith  the  courses  and  not  with  classes  or  sections 
of  a  course.  In  the  other  tabulations  on  size  of  class,  the  section  was  the  unit.  This 
accounts  in  large  part  for  the  difference  betw^een  1,003  courses  here  reported  upon  and 
1,511  classes  there  reported  upon  (exhibit  25). 

The  result  of  the  records,  even  when  incomplete,  show  the  importance  of  having  currently 
at  hand  before  regents,  visitors  and  administrative  officers  summary  information  as  to  dis- 
tribution of  students. 

Of  1.003  courses  having  29,798  student  enrollments,  114  are  in  agriculture,  161  in  engineer- 
ing, 14  in  law,  701  in  letters  and  science,  and  13  in  medicine. 

Agriculture  had  114  courses  with  4,605  students;  engineering  161  courses  with  3,140 
students;  law,  14  courses  with  461  students;  medicine,  13  courses  with  299  students;  letters 
and  science,  705  courses  with  21,193  students. 

Of  1,003  courses  with  29,798  students, 

91  were  for  graduates  only  with  472  students. 

145  "  "  graduates  with  upperclassmen  with  812  students. 

8  "  "  graduates  with  underclassmen  with  only  141  students. 

176  "  "  graduates  with  upper  class  and  lower  class  students  with  9,654  students. 

161  "  "  upperclassmen  with  1,506  students. 

267  "  "  upper  class  with  lower  class  students  with  7,462  students. 

88  "  "  lower  class  only,  with  2,779  students. 

71  "  "  unclassified  (including  drill,  physical  education,  etc.)  with  5,975  students. 

By  percentages  the  distribution  is  as  follows: 

Graduates  only  2%. 

Graduates  with  upperclassmen  6.1%. 

Graduates  with  underclassmen    .5%. 

Graduates  with  both  upper  and  lower  class  students  32.4%. 

Upperclassmen  only  5%. 

Upper  with  lower  class  students  25%. 

Underclassmen  only  9%. 

Unclassified  20%. 

Subtracting  the  5,975  unclassified  students  in  71  courses  we  have  23,823  distributed  by 
percentages  among  courses  as  follows: 

Graduates  only  2%. 

Graduates  with  upperclassmen  7.6%. 

Graduates  with  underclassmen    .6%. 

Graduates  with  both  upper  and  lower  class  students  40.6%. 

Upperclassmen  only  6.3%. 

Upper  with  lower  class  students  31.3%.' 

Underclassmen  only  11.6%. 

Many  uses  can  be  made  of  the  tabulations  for  which  survey  working  papers  show  dis- 
tribution of  students  by  department  as  well  as  by  college. 

The  mixture  of  lower  class  and  upper  class  students  in  courses  is  one  of  the  striking  facts 
brought  out  by  these  tables.  In  only  88  courses  are  there  underclassmen  only — 71  in  letters 
and  science,  1  in  law,  10  in  engineering  and  6  in  agriculture. 

Had  such  facts  as  these  been  before  the  graduate  school  when  it  commented  on  other  parts 
of  this  report,  it  could  hardly  have  maintained  that  the  courses  in  which  both  graduate  and 
undergraduate  students  belonged  are  "conducted  according  to  graduate  standards."  If 
this  were  true  it  would  mean  that  more  than  half  the  courses,  or  587  out  of  1,003,  are  con- 
ducted according  to  graduate  standards;  that  176  courses  with  9,554  students  contain  under- 
classmen as  wellas  upperclassmen  and  graduates;  that  8  with  141  students  have  both  under- 
classmen and  graduates,  and  145  with  1,812  students  have  upperclassmen  as  well  as  graduates. 

It  is  not  suggested  by  the  survey  that  freshmen  and  graduates  should  not  be  permitted  to 
take  the  same  courses.  The  test  of  a  student's  fitness  for  a  course  or  a  course's  fitness  for  a 
student  is  the  work  done  and  not  the  number  of  years  the  student  has  been  registered.  The 
fact  that  out  of  915  classes,  for  which  facts  are  definitely  known,  only  88,  or  a  trifle  more 
than  9%,  or  one  out  of  11,  have  underclassmen  only,  when  underclassmen  constitute  con- 
siderably more  than  half  of  the  student  body;  and  the  second  fact  that  graduates  are  in  45% 

326  . 


Exhibit  4 

of  the  classes  when  they  constitute  only  about  7%  of  the  student  enrollment  challenges  any 
entrance,  promotion  or  preferment  requirement  which  attempts  to  select  students  according 
to  previous  work  done  rather  than  according  to  ability  to  do  future  work  (part  IV;  exhibit  13 j. 

Section   2 
Opportunities  for  strictly  graduate  work. 

In  other  sections  of  the  report  facts  are  given  which  show  the  importance  which  the 
university  attaches  to  graduate  work. 

In  1913-14,  437  students  were  enrolled  as  graduate  students  in  the  regular  courses,  and 
2,300^  semester  credits  were  earned  by  852  students  in  the  summer  course  of  1911. 

In  10  years  the  growth  of  the  Graduate  School  has  been  from  1 1.5  to  137  in  regular  courses, 
or  280%. 

That  graduate  students  are  found  in  elementary  courses  with  freshmen  and  sophomores 
and  in  undergraduate  courses  with  juniors  and  seniors,  has  just  been  shown.  It  will  later 
be  shown,  that  last  year,  1913-14,  of  389  graduate  students  registered  in  the  first  semester 
only  50,  including  graduate  students  with  faculty  connections' (only  16  not  having  faculty 
connection),  were  taking  exclusively  graduate  work. 

The  contention  of  the  university  that  when  graduate  students  are  found  in  classes  with 
undergraduates,  the  graduate  students  arc  treated  in  a  different  way  from  the  undergradu- 
ates, is  not  borne  out  by  the  facts. 

Nor  is  it  true  that  when  an  undergraduate  is  admitted  to  a  mixed  class  for  undergraduates 
and  graduates  he  is  necessarily  doing  a  different  quality  of  work  because  of  the  presence 
of  graduate  students. 

The  essential  fact  seems  to  be  that  there  is  a  growing  demand  for  continuing  school  work 
on  the  part  of  college  graduates.  With  many  of  them  it  is  not  that  they  wish  something 
different,  or  even  that  they  wish  an  addition.     It  is  rather  that  they  merely  wish  to  continue. 

One  of  the  workers  at  the  survey  who  has  taken  graduate  work  at  the  'University  of  Wis- 
consin suggested  that  one  of  the  difficulties  is  the  impossibility  of  securing  in  many  lines 
enough  graduate  courses  for  a  doctor's  degree.  This  worker  cited  cases  of  graduate  students 
who  had  gone  into  undergraduate  work  to  their  own  embarrassment  and  that  of  the  instruc- 
tors, because  there  was  nothing  else  to  take. 

A  study  was  made  of  the  graduate  courses  offered  by  Wisconsin,  Columbia,  Chicago, 
Harvard,  Johns  Hopkins,  Pennsylvania,  Minnesota.  The  study  was  confined  to  catalogue 
and  special  announcements.  A  detailed  report  in  the  form  of  working  papers  is  at  the  survey 
fTice,  which  makes  a  comparison  course  for  course,  and  shows  how  it  is  necessary  in  different 
courses  to  duplicate  seminaries  and  research  courses,  to  take  liberally  of  undergraduate 
w-ork,  and  to  interpret  liberally  the  definition  of  collateral  work  in  order  to  obtain  the  54 
credits  normally  required  for  a  doctor's  degree.  These  details  as  part  of  the  official  records 
of  the  State  Board  of  Public  Affairs  were  available  for  examination.  Instead  a  summary 
is  here  given  with  comparative  tables  showing  how  much  more  or  how  much  less  the  graduate 
schools  mentioned  offer  in  different  subjects  than  docs  the  University  of  Wisconsin. 

12  significant  facts  as  to  restricted  opportunities  for  graduate  work  at  the  Univer- 
sity of  Wisconsin. 

1.  As  a  graduate  school  Wisconsin  on  the  whole  does  not  offer  an  adequate  selection  of 
courses  to  candidates  for  the  doctor's  degree. 

2.  In  the  majority  of  departments  there  are  not  enough  strictly  graduate  courses  to  give 
credit  that  is  normally  required  for  a  doctor's  degree. 

3.  In  only  a  small  minority  of  departments  is  it  possible  to  specialize  within  a  given  field 
to  an  extent  sufficient  for  a  doctor's  degree. 

4.  Several  departments  offer  no  graduate  courses  while  others  offer  only  two  or  three 
strictly  graduate  courses. 

5.  Graduate  work  to  a  large  extent  is  ojien  to  undergraduates  as  well  as  graduates  and 
is  taken  by  undergraduates  and  graduates  alike. 

6.  It  is  only  by  taking  a  large  proportion  of  work  in  undergraduale-with-graduate  courses 
that  a  graduate  student  can  secure  sufficient  work  or  a  selection  of  work  which  will  qualify 
him  for  a  doctor's  degree. 

7.  It  is  particularly  difficult  for  a  student  who  has  taken  undergraduate  work  at  the  uni- 
versity to  find  a  selection  of  advanced  courses  in  which  to  continue  specialization. 

8.  To  make  up  their  quota  of  courses  graduate  students  repeat  year  after  year  the  same 
seminary  and  research  courses. 

9.  Only  a  small  percentage  of  students  in  the  combined  undergraduate-with-graduate 
classes  are  graduate  students. 

iO.  The  number  of  strictly  graduate  courses  has  not  increased  materially  in  the  last 
5  years — in  many  departments  has  not  increased  much  in  the  last  10  years,  while  during  the 
same  period  graduate-with-undergraduate  courses  have  increased  in  number;  likewise  the 
number  of  graduate  students  has  increased  85'  e  •»  ^  years  and  280'  f  in  10  years. 

327 


University  vSurvev  Report 

11.  Wisconsin's  rank  among  the  universities — Wisconsin,  Columbia,  Chicago,  Harvard, 
(Johns  Hopkins,  Minnesota,  Pennsylvania,  with  respect  to  the  13  departments  where  Wis- 
consin is  strongest  un  primarily  graduate  courses),  is  sixth  in  botany;  third  in  chemistry; 
second  in  economics;  fourth  in  education  (Harvard  having  the  same  number);  fifth  in  English 
Johns  Hopkins  and  Minnesota  having  the  same  nurnber);  seventh  in  geology;  third  in 
German;  sixth  in  history;  seventh  in  mathematics;  fifth  in  physics;  second  in  political  science; 
fifth  in  Romance  languages  (Chicago  having  the  same  number):  fourth  in  sociology.  (Table  I.) 

In  courses  open  to  undergraduates  as  well  as  graduate  students  Wisconsin  ranks  among 
the  four  other  institutions  compared,  second  in  botany;  fourth  in  chemistry;  second  in  econ- 
omics; fourth  in  education;  third  in  English;  first  in  geology;  first  in  German;  first  in  his- 
tory; third  in  mathematics;  fourth  in  physics;  first  in  political  science;  first  in  Romance 
languages;  fourth  in  sociology.  Johns  Hopkins  and  Pennsylvania  offer  no  combined  courses 
for  graduates  and  undergracluates  so  are  not  considered  in  this  comparison.      (Table  H.) 

In  all  courses  open  to  graduate  students,  Wisconsin  ranks  first  in  botany;  third  in  chem- 
istry; second  in  economics;  third  in  education;  sixth  in  English;  second  in  geology  (Columbia 
having  the  same  number);  second  in  German;  fourth  in  history;  fifth  in  mathematics  (Col- 
umbia having  the  same  number);  fifth  in  physics;  first  in  political  science;  first  in  Romance 
languages;  fifth  in  sociology.    (Table  HI.) 

Table  IV  gives  a  summary  of  tables  I,  II  and  HI,  showing  Wisconsin's  rank  according  to 
number  of  courses  offered  in  each  course. 

Counting  all  courses  of  each  grade  in  all  subjects,  Wisconsin  ranks  fifth  in  primarily  gradu- 
ate courses;  second  in  combined  graduate  and  undergraduate  courses;  and  third  in  all  courses 
open  to  graduate  students. 

12.  Attention  to  opportunities  offered  to  graduate  students,  to  quality  of  work  given  to 
graduate  students,  to  work  done  by  graduate  students  in  regular  courses  or  in  research,  has 
not  kept  pace  with  the  increase  in  the  number  of  graduate  students  or  the  cost  to  the  state 
for  graduate  work. 

15  recoixmiendatious  regarding  graduate   work. 

1.  That  a  sharp  line  be  drawn  not  between  graduate  students  and  undergraduate  stu- 
dents but  between  work  which  shall  be  called  of  graduate  grade  and  work  which  shall  be 
called  of  undergraduate  grade. 

2.  That  not  students  be  admitted  to  the  graduate  grade  of  work  who  do  not  prove  them- 
selves able  to  do  that  cjuality  of  work. 

3.  That  students  who  do  not  demonstrate  ability  to  do  work  of  the  graduate  grade,  not 
only  be  denied  admission  to  graduate  courses  but  be  advised  not  to  continue  at  the  university. 

4.  That  the  university  consider  the  advisability  of  not  admitting  to  work  of  graduate 
grade  those  students  who  have  not  proved  by  actual  work  done  in  college  that  they  know  what 
they  want  to  do  and  have  capacity  for  independent  advanced  work. 

5.  That  either  the  master's  degree  be  refused  to  students  who  do  not  prove  a  capacity 
for  independent  advanced  work,  or  else  be  granted  to  all  students  upon  completion  of  a  fifth 
year  of  work  without  formalities  which  now  give  to  the  master's  degree  a  fictitious  import- 
ance. 

6.  That  if  neither  of  these  alternatives  is  accepted  the  university  frankly  announce  to 
the  public,  particularly  to  the  boards  of  education  which  engage  teachers,  that  the  import- 
ance which  heretofore  has  attached  to  the  master's  degree  is  only  of  reputation  and  not  of 
merit  because  nothing  is  done  to  secure  a  master's  degree  which  of  itself  proves  superior 
ability  to  teach  or  superior  ability  to  do  original  work. 

7.  That  in  all  cases  where  graduate  work  actually  means  not  advanced  work  but  a  fifth 
year  of  undergraduate  work,  the  fact  be  clearly  recognized  in  any  credential  or  degree 
which  the  university  gives,  so  that  neither  student  nor  employer  may  from  the  university's 
action  gain  a  wrong  impression  of  the  significance  of  work  called  graduate  work  merely 
because  it  is  done  after  receiving  a  bachelor's  degree. 

8.  That  the  catalogue  be  made  more  definite  so  that  prospective  graduate  students  wish- 
ing to  do  advanced  work  cannot  mistake  the  opportunities  offered  to  do  strictly  advanced 
work  in  each  department. 

9.  That  so  far  as  the  formal  graduate  school  is  concerned,  special  announcements  be 
confined  to  departments  which  offer  enough  courses  so  that  a  student  may  take  only  advanced 
work  if  he  so  desires. 

10.  That  instead  of  trying  to  develop  graduate  work  equally  in  all  departments  the  uni- 
versity ascertain  from  present  registrations  and  present  resources  those  fields  where  it 
can  offer  enough  advanced  work  so  that  it  can  appeal  to  students  wishing  to  specialize. 

11.  That  for  advanced  work  more  opportunities  be  provided  for  field  studies  which  need 
to  be  done  under  conditions  where  it  makes  a  real  difference  whether  students'  results  are 
prompt  or  tardy,  right  or  wrong. 

12.  That  whether  or  not  it  is  decided  to  charge  out  of  state  students  the  full  cost  of  in- 
struction including  a  fair  share  of  the  overhead  charges,  the  university's  bookkeeping  clearly 
show  what  part  of  each  year's  cost  is  incurred  by  the  graduate  work  in  each  course  and  each 
department  on  account  of  both  out  of  state  and  Wisconsin  students. 

328 


Exhibit  i 

13.  That  in  all  budget  estimates  the  amount  and  cost  of  graduate  work  be  stated  defi- 
nitely and  not  estimated,  and  be  stated  so  as  to  show  what  part  of  the  total  is  for  advanced  and 
independent  work  and  what  part  for  continuing  work  that  does  not  represent  specialization. 

14.  That  for  each  semester  the  university  secure  information  which  will  show  for  what 
reasons  each  course  is  classified  as  graduate  work  requiring  advanced  independent  work; 
how  many  students  are  in  that  course;  and  also  now  many  students  are  engaged  in  special 
research  for  themselves  and  their  professors,  and  the  nature  of  such  research. 

15.  That  as  a  means  of  making  clear  the  facilities  afforded  by  the  university  to  scholarly 
students  the  catalogue  and  announcements  of  courses  list  the  principal  research  studies 
under  way;  and  that  in  addition  it  be  considered  whether  there  is  advantage  in  listing  early 
special  studies  that  are  known  to  be  needed  in  difl'erent  fields,  which  graduate  students  are 
urged  to  enter. 

TABLE  I 
Primarily    graduate    courses    o£Fered    in    seven    graduate    schools 


Number  of  courses   more    (-|-)<or  less   ( — )    than   at   Wisconsin 


Department 


^^jIJT-    Chicago    Harvard  „J°hns       Penn-       Minn- 
bia      I  ^  Hopkins  sylvama      esota 


Botany 

Chemistry.. 
Economics- 
Education.. 
English 


Geology 

German 

History 

Mathematics. 
Physics 


Political  science 

Romance  languages. 
Sociology ; 


3 

15 

18 

9 

6 

0 
19 
10 
11 
10 

12 

16 

6 


+8 
—6 
—8 

-1-24 

+  15 
—13 

-1-23 

+4 
+  1 

—4 

+  1 
+  18 


—3 
+  19 
—18 

+  19 
+  14 

+24 
+49 
+42 
+40 
+  10 

—10 

same 

—6 


+3 

+4 

+36 

same 

+  13 

+7 

—2 

+26 

+  15 

+5 


+6 
—6 
-14 


+7 
-13 

4-2 
+4 
—6 


+3 
—3 
—1 

+  1 
+27 

+  10 

+7 
+  19 
+  14 
+  14 


+1 

"-r 

—10 

+4 

+8 

+7 

+6 

—6 

+  15 

+4 

—3 

—13 

—9 
same 

+9 

—19 

—5 

+  1 
— 2 

—12 

—13 

—6 


*Plus  20  other  specialized  courses. 

TABLE  II 
Courses  open   to  both  undergraduates  and  graduates  in  seven  graduate  schools 


Department 


Number  of  courses  more   (+)   or  less   ( — )   than  at  Wisconsin 


Wis-     i  Colum-     ch\capn    HirvarH     -^"^"^        Penn-        Minn- 
consin   I      bia        ^'^'^^^S^    "^'^^  ^'^^  Hopkins  ;  sylvania  ,     esota 


Botany 

Chemistry.. 
Economics. 
Education.. 
English 


Geology 

German 

History 

Mathematics. 
Physics 


Political  science 

Romance  languages. 
Sociology 


26 

—13 

+  1 

—17 

18 

+  5 

+  10 

—10 

22 

—11 

+9 

—11 

10* 

+  lt 

+9t 

—3 

19 

—19 

1 

+27 

—1 

28 

—15 

—23 

—12 

23 

—8 

—16 

—12 

35 

—14 

—30 

—8 

13 

—4 

+8 

—5 

8 

+  1 

—8 

+3 

34 

—25 

—15 

—24 

21 

—6 

—11 

D 

6 

+6 

+62 

— D 

none 


—14 

+8 
—4 

+8 
+  13 

—10 
—10 
—19 

+2 
+  1 

—23 
—12 

+5 


*Plus  17  teachers'  courses  in  other  departments;     tplus  31  specialized  courses  in  teaching; 
tplus  from  2  to  10  teachers'  courses  in  each  of  several  departments. 

329 


University  Survey  Report 


TABLE   III 
All  courses  open  to  graduate  students  in  seven  graduate  schools 


Number   of  courses  more    (  +  )   or  less    ( — )   than   at  Wisconsin 


Department 


Wis- 
consin 


Colum- 
bia 


Chicago 


Harvard 


Johns 
Hopkins 


Penn- 
sylvania 


Minn- 
esota 


Botany 

Chemistry.. 
Economics. 
Education. 


29 
33 

40 
19 

English 25 

Geology... i  28 

German I  42 

History I  45 

Mathematics j  24 

Physics 18 


Political  science 

Romance  languages. 
Sociology 


46 
37 
12 


—5 

—1 

—19 

+7 

+  5 

same 
—21 

+9 
same 

+2 

—21 
— 5 

+24 


—2 
+29 

—9 
+28 
—41 

+  1 
+33 

+7 
+48 

+2 

—25 
—11 

+56 


—14 
—6 

+25 
—3 

+  12 

—5 
—14 

+  18 
+  10 

+8 

—23 
—1 

+  1 


-20 
-24 
-36 
-18 
-19 

-21 
-36 
-33 
-9 
-14 

-41 
-13 
-12 


—23 

—21 

—23 

—9 

+8 

—18 
—16 
—16 

+  1 
+6 

—44 
—14 

+9 


—10 

+5 

—17 

—1 

+  13 

—1 
—29 

—24 
+3 
—1 

—35 

—25 

—1 


TABLE  IV 


Rank    of   seven    graduate    schools    by    number    of   courses    offered 

Courses  for  both  undergraduates  and  graduates  are  represented  by  A;   primarily  grad- 
uate courses  by  B;  all  courses  open  to  graduate  istudents  by  C. 


Department 

Wisconsin 

Colum 

bia 

Chicago 

H 

arvard 

Johns 
Hop- 
kins 

Penn- 
syl- 
vania 

Minn- 
esota 

A 

B 

C 

A 

B 

C 

A 

B 

C 

A 

B 

C 

B 

C 

B 

C 

A 

B 

C 

Botany            

2 
4 
2 
4 
3 

1 
1 
1 
3 

4 

1 
1 
4 
2 

6 
3 
2 
4 
5 

7 
3 
6 
7 
5 

3 
5 
4 
5 

1 
3 
2 
3 
6 

2 
2 
4 
5 
5 

1 
1 
5 
3 

3 
3 
4 
3 
5 

4 
2 
3 
4 
2 

5 
3 
2 
4 

1 
6 
4 
2 
2 

2 
5 
3 
4 

4 

1 
4 

1 
4 

3 
4 
5 
2 
5 

2 
5 
2 
5 
3 

2 
3 
2 
4 

1 
1 

1 
1 
1 

5 

5 
5 
1 
5 

2 
4 
1 
1 

7 
1 
7 
1 
3 

1 
1 
1 

1 
2 

5 
5 
5 
1 

2 
1 
3 

1 
1 

1 
1 
3 
1 
2 

4 
4 

1 
1 

5 
5 
4 
5 

4 

3 
4 
2 
5 
1 

4 
2 
5 
5 

4 
2 
1 
4 
4 

5 
4 
2 
2 
3 

2 
3 
3 

2 

5 
5 
1 
5 
3 

5 
3 
1 
2 
1 

3 
2 
4 
2 

2 
6 
6 
6 
5 

5 
5 
5 

4 

7 

4 
1 
5 
6 

6 

7 
7 
7 
7 

7 
7 
7 
7 
7 

6 
5 

7 

7 

4 
4 
3 
3 
1 

3 
2 
4 
3 

1 

5 
2 
2 
3 

7 
6 
6 
6 

4 

6 
4 
5 
4 
2 

7 
6 
3 
6 

4 
2 
3 
2 
2 

2 
3 
4 
2 
2 

3 
5 
3 
3 

3 
4 
5 

I 

4 

7 
7 
6 
6 

7 
7 
5 

7 

4 

Chemistry     

;?, 

Economics     . 

4 

Education           

4 

English 

2 

Geology 

4 

German  

6 

History    

6 

Alathematics 

3 

Physics 

6 

Political  science 

5 

Romance  languages.... 
Sociologv           

7 
6 

13  departments 

5 

What  graduate  work  is  done  by  graduate  students? 

In  connection  with  the  opportunity  for  strictly  graduate  work  offered  by  the  University 
of  Wisconsin  the  survey  made  a  detailed  study  of  courses  in  which  graduate  students  were 
actually  enrolled  during  each  of  the  two  semesters  of  1913-14. 

Three  main  grades  of  work  are  offered  by  the  university:  elementary  courses  marked  from 
1-99  in  the  catalogue;  advanced,  mixed  graduate  and  undergraduate  courses  marked  100-199 
in  the  catalogue;  graduate  courses  marked  200  and  above  in  the  catalogue.  Hard  and  fast 
lines  do  not  separate  these  courses  from  one  another.  The  distinction,  however,  is  the  ac- 
cepted and  official  distinction. 

330 


Exhibit    1 

A  graduate  student  is  a  person  who  continues  his  studies  after  he  has  graduated;  i.  e.  after 
he  has  taken  his  bachelor's  degree.  Work  done  by  graduate  students,  while  being  advanced 
work  for  them,  may  be  all  undergraduate  work,  or  all  graduate  work,  or  mixed  undergraduate 
with  graduate  work. 

Whether  undergraduate  work  done  by  graduate  students  is  in  any  essential  sense  different 
from  graduate  work  done  by  graduate  students  is  not  the  point  of  this  section  of  the  report. 
On  the  contrary,  the  purpose  here  is  merely  to  indicate  kinds  and  amounts  of  work  done,  and 
number  of  graduate  students  involved. 

Of  389  graduate  students  enrolled  in  the  first  semester,  9  (2%)  reported  on  their  election 
sheets  (which  are  the  oflicial  record  of  their  outlined  course)  no  courses  other  than  elementary 
courses;  i.  e.,  no  courses  numbered  100  or  over;  111  (37%)  reported  both  elementary  and 
advanced  work;  while  236  (61%)  reported  only  work  above  elementary  grade;  i.e.,"  only 
courses  numbered  above  100. 

Of  373  in  the  second  semester,  6  (15%)  reported  only  elemenlarv  work  on  their  election 
sheets;  127  (34%)  reported  both  elementary  and  advanced  work;  while  210  (64^%)  reported 
only  work  above  elementary  grade. 

During  the  first  semester,  50,  or  13%  of  389,  rei)orted  only  strictly  graduate  work  marked 
in  the  catalogue  above  200.  No  strictly  graduate  work  wa.s  listed  by  123,  or  31§%,  while 
both  graduate  and  undergraduate  work  were  combined  by  216,  or  551%. 

In  the  second  semester,  44,  or  11  |%  of  373,  reported  exclusively  graduate  work;  129, 
or  345%,  reported  no  exclusively  graduate  work;  while  200,  or  54  %,  combined  strictly  gradu- 
ate work  with  courses  open  to  both  undergraduates  and  graduates. 

Combining  graduate  work  with  undergraduate  work  means  that  a  person  takes  some  work 
which  while  it  may  be  advanced  work  for  him  is  not  advanced  work  for  others  who  during 
their  college  course  emphasized  the  field  in  which  these  courses  lie.  Thus  what  is  one  man's 
graduate  work  is  another  man's  undergraduate  work. 

Of  50  graduate  students  in  the  first  semester  whose  assignment  sheets  record  strictly  gradu- 
ate w^ork,  16  had  no  faculty  connection;  34  had  faculty  connection. 

In  the  second  semester  of  44  doing  only  strictly  graduate  work,  6  were  students  without 
faculty  connection;  38  had  faculty  connection  . 

How   much   work   do  graduate  students  carry? 

The  amount  of  work  carried  by  graduate  students,  i.  e.,  the  number  of  courses  taken  and 
the  amount  of  work  required  for  each  course  is  not  recorded  by  class  of  student  or  class  of 
work.  There  are  two  places  where  information  with  respect  to  each  student  may  be  found: 
the  class  assignment  sheets  which  are  in  the  dean's  ofTice.  and  the  record  card  in  the  registrar's 
ofTice.  The  following  figures  as  to  hours  of  study  recorded  are  taken  from  the  class  assign- 
ment sheets,  which  constitute  the  ofiTicial  information  with  the  Graduate  School  and  its  dean 
as  to  courses  approved  by  major  professors  and  dean. 

The  dividing  line — 9  hours — is  used  because  the  catalogue  for  1913-1  1,  page  551.  announces 
that  "from  nine  to  twelve  credits"  of  assigned  graduate  work  is  normally  carried  by  candi- 
dates for  advanced  degrees. 

Two  sources  of  error  in  the  statements  are:  (1)  inaccuracies  in  the  assignment  sheets  them- 
selves; (2)  occasional  use  of  "X"  on  the  survey  tabulation  where  the  election  sheets  failed  to 
indicate  the  number  of  hours.  In  all  such  cases  "X"  has  been  added  in  as  one;  in  many  cases 
it  may  mean  two  or  more. 

Of  389  graduate  students  in  the  first  semester,  143  (36^%)  showed  enrollment  totaling 
less  than  9  hours;  246  (631%)  were  taking  more  than  9  hours. 

Of  163  faculty-students,  81  (50%)  recorded  less  than  9  credit  hours,  and  82  were  carrying 
9  or  more  hours. 

Of  the  226  regular  students,  62  (28%)  were  carrying  less  than  9  hours,  and  Ui3  (72'-^c) 
were  carrying  9  hours  or  more. 

In  the  second  semester  there  were  97,  or  59' ^  of  162  faculty-students  who  carried  less  than 
9  hours  of  student  work,  and  65,  or  41%,  who  carried  9  hours  or  more. 

In  the  first  semester,  of  50  students  taking  exclusively  graduate  work.  40  took  less  than 
9  hours;  and  10  took  more  than  9  hours,  of  whom  6  were  members  of  the  faculty. 

In  the  second  semester,  of  44  students  taking  exclusively  graduate  work,  41  took  less  than 
9  hours,  and  3  faculty  members  took  9  hours  or  more. 

Of  the  389  graduates  in  the  first  semester,  207  (53%)  were  taking  less  than  9  hours  of 
graduate  work  in  both  groujis,  i.e.,  courses  numbered  from  100-200,  and  200  and  above; 
and  182  (47%)  were  taking  9  hours  or  more. 

In  the  second  semester,  of  373  graduate  students,  205  (55 '7)  were  taking  less  than  9  hours 
of  graduate  work  of  both  groups;  and  168  (15*^^)  were  taking  9  hours  or  more. 

If  the  389  graduate  stuclents  in  the  first  semester  be  grouped  according  to  the  total  hours 

of  graduate  and  elementary  courses  shown  on  their  assignment  sheets,  instead  of  graduate 

work  only,  it  is  found  that  143  took  less  than  9  hours  in  all;  165  from  9  to  15  hours;  .32  from 

16  to  20  hours;  and  49  from  21  to  41  hours,  of  whom  10  showed  from  31  to  10  hours  including 

laboratory  time. 

Of  the  113  taking  less  than  9  hours  the  first  semester,  81  had  faculty  connection. 

Of  the  165  reporting  between  9  and  15  hours  as  students.  62  were  faculty  members,  while 
11  other  faculty  members  carried  from  16  to  20  hours,  and  10  others  from  21  to  40  hours. 

331 


University  Survey  Report 

In  the  second  semester,  of  373  graduate  students,  152  carried  less  than  9  hours;  161  from 
9  to  15  hours;  30  from  16  to  20  hours;  30  from  21  to  40  hours. 

Of  the  152  reporting  less  than  9  hours,  97  were  faculty-students;  54  others  took,  from  9  to 
15  hours;  5  others  took  from  16  to  20;  6  others  took  from  21  to  40. 

What   previous  graduate   work   had  been  done  by  graduate  students? 

The  reports,  for  reasons  above  stated  are  undoubtedly  inaccurate.  For  example,  some  stu- 
dents who  reported  several  terms  of  graduate  work  in  the  first  semester  of  last  year,  reported 
no  previous  work  in  the  second  semester. 

As  the  figures  stand  in  the  dean's  office,  275,  or  71  %  of  389,  had  had  no  previous  graduate 
work;  20  others,  or  5%,  had  had  one  semester  or  less;  while  94,  or  24%,  reported  more  than 
one  semester  of  previous  graduate  work. 

How   many  graduate  students  are  recorded  as  seeking  advanced  degrees? 

Of  389  graduate  students  in  the  first  semester,  164  (42%)  were  not  listed  as  candidates 
for  advanced  degrees,  while  225  (58%)  are  listed  for  advanced  degrees  as  follows:  for  the  one 
year,  (or  master's)  degree,  171,  or  76%  of  the  225;  for  the  three  year  (or  doctor's)  degree 
54,  or  24%  of  the  225. 

Of  the  54  registered  for  the  doctor's  degree,  53  were  for  doctor  of  philosophy,  one  for 
doctor  of  public  health. 

Of  the  171  registered  for  the  master's  degree,  3  were  for  master  of  philosophy,  52  for  master 
of  science,  4  for  civil  engineering,  6  for  electrical  engineering,  3  for  mechanical  engineering, 
104  for  master  of  arts. 

Of  the  225  graduate  students  recorded  as  candidates  for  advanced  degrees  the  first  semester, 
88  were  faculty-students,  137  were  students  without  faculty  connection. 

The  fact  that  164  were  not  listed  as  candidates  has,  per  se,  no  meaning  because  at  any  time 
they  are  at  liberty  to  signify  their  intention  to  be  a  candidate  for  a  degree,  or  failure  to  note 
the  fact  may  be  due  either  to  lack  of  personal  intention  or  to  clerical  omission.  It  is,  however, 
with  the  information  as  recorded  that  the  university  deals  ofTicially. 

In   what  departments   were  graduate  students  enrolled? 

The  enrollment  record  shows  the  major  professor  rather  than  the  department,  but  in  the 
following  classifications  enrollments  with  professors  within  a  department  are  credited  to 
the  department. 

Of  389  graduate  students  in  the  first  semester,  16  were  in  engineering;  82  in  the  18  depart- 
ments of  agriculture;  291  in  the  30  departments  of  letters  and  science  (6  bearing  no  signature 
other  than  that  of  the  dean  of  the  Graduate  School). 

For  4  of  the  18  departments  of  agriculture  no  graduate  students  are  recorded;  agricultural 
journalism,  forestry,  poultry  husbandry,  veterinary  science. 

Of  14  agricultural  departments  having  two  or  more  graduate  student  assignment  sheets, 
3  report  respectively  10  (home  economics),  13  (plant  pathology),  15  (agronomy)  students; 
another  department  has  7;  2  have  6;  2  have  5;  3  have  3;  3  have  2. 

Of  30  letters  and  science  departments,  6  have  no  graduate  assignment  sheets:  manual  arts, 
music,  pathology,  pharmacology,  public  speaking,  Scandinavian. 

Of  the  remaining  24  for  which  graduate  assignment  sheets  appear,  13  have  10  or  more 
students:  political  economy  with  45,  history  with  32;  chemistry,  German,  physics  each  with 
19;  botany  and  English  each  with  17;  geology  with  16;  political  science  with  15,  education 
and  Romance  languages  each  with  13;  mathematics  with  11;  zoology  with  10. 

Of  the  11  departments  of  letters  and  science  having  graduate  assignment  sheets  for  fewer 
than  10  graduate  students,  Latin  has  8;  anatomy  and  philosophy  each  has  5;  pharmacy,  4; 
bacteriology-,  Greek,  physical  education,  physiology  each  has  3;  journalism,  Semitic  languages 
each  has  2;  astronomy,  1. 

Of  the  50  graduate  students  taking  exclusively  graduate  work,  agriculture  (total  ,82) 
had  5  in  3  of  18  departments;  engineering  had  none  (total,  16);  letters  and  science  (total,  291) 
had  45  in  15  of  30  departments.  Of  these  15  departments,  political  economy  had  11;  chem- 
istry had  7;  mathematics  had  6;  education,  history  each  had  3;  botany,  German,  Romance 
languages,  Semitic  languages,  zoology  each  had  2;  English,  Greek,  Latin,  pharmacy,  physics 
had  1  each. 

Of  the  5  graduate  students  in  agriculture  doing  exclusively  graduate  work  in  3  departments, 
2  were  on  the  faculty  (1  in  each  of  2  departments),  and  3  had  no  faculty  connection. 

Of  45  letters  and  science  graduate  students  taking  exclusively  graduate  work,  13  in  5 
departments  had  no  faculty  connection,  32  in  15  departments  had  faculty  connection. 
For  example,  the  Department  of  Political  Economy  is  credited  with  45  graduate  students. 
Of  these,  11  were  taking  exclusively  graduate  work,  of  whom  4  had  faculty  connection; 
of  the  7  doing  exclusively  graduate  work  in  the  Department  of  Chemistry,  5  had  faculty 
connection.  In  10  of  the  18  departments  where  45  students  in  all  were  recorded  as  doing 
exclusively  graduate  work,  every  student — a  total  of  20 — had  faculty  connection. 

332 


Exhibit  4 

Condition  of  records  in  Graduate  School  office 

The  clearing  house  for  information  regarding  graduate  students  is  the  ofTice  of  the  dean. 

For  every  student  an  assignment  sheet  is  supposed  to  be  filled  out  giving  information  as  to 
previous  graduate  work,  courses  taken  each  semester,  instructor's  initials  to  show  that  a 
course  is  authorized,  for  what  advanced  degree  if  any  student  is  a  candidate,  the  number  of 
each  course,  the  hours  of  the  week.  At  the  left  of  the  sheet  is  a  provision  for  classification  of 
courses:  "major,"  "other  graduate  courses,"  "undergraduate  courses."  On  the  back  of  the 
card  are  directions  to  the  student  as  to  filling  out  the  card.  These  include  two  notes  to  which 
we  shall  refer  later:  "Under  the  title  Major,  only  graduate  courses  mav  be  entered,"  and 
"Whenever  a  thesis  is  assigned  entry  of  that  fact  should  be  made  on  the"  appropriate  line." 

In  a  conference  with  the  survey  the  dean  stated  that  "to  some  extent"  the  failure  of  in- 
structors to  return  students'  election  sheets  still  caused  trouble,  and  that  he  would  not  favor 
a  resolution  refusing  credit  for  a  semester's  work  on  the  ground  that  it  was  "unfair  to  the 
student,  for  it  may  be  the  professor's  fault." 

With  respect  to  every  item  of  information  called  for  by  this  card  omissions  or  inconsis- 
tencies were  found.  A  reading  of  the  cards  will  show  such  deficiencies  as  these:  lack  of  major 
professor's  signature,  lack  of  instructor's  approval,  lack  of  number  of  hours,  lack  of  course 
number,  lack  of  course  name,  illegibility. 

Instead  of  reserving  space  under  major  courses  for  only  graduate  courses  as  instructed  on 
the  back  of  the  card,  undergraduate  courses  are  found  there,  in  some  cases  exclusively 
undergraduate  and  elementary  courses  appearing  at  this  point,  and  in  general  no  attempt 
being  made  to  exclude  undergraduate  courses  from  this  position. 

Previous  semesters  of  graduate  work  are  frequently  not  reported  and  when  reported  show 
discrepancies  such  as  the  11  following  by  student  number  on  the  survey  working  chart: 

1st  Sem.     2nd  Sem. 

12  registers  previous  semesters  graduate  work 

86  "  "  "  "  "  

108  "  "  "  "  "  

123  "  "  "  "  "  

184  "  "  "  "  "  

196  "  "  "  "  "  

201  "  "  "  "  "  

229  "  "  "  "  "  

306  "  "  "  "  "  

363  "  "  "  "  "  

379  "  "  "  "  "  

This  record  in  the  dean's  office  is  not  revised  to  show  those  students  who  received  advanced 
degrees  at  the  end  of  the  first  semester. 

The  injunction  to  enter  the  thesis  subject  as  soon  as  assigned  is  not  observed. 

Two  uses  are  supposed  to  be  made  of  these  records:  (1)  to  furnish  names  and  courses  for 
class  cards;  (2)  to  help  in  looking  up  students.  At  present  no  compilation  taken  from  these 
cards  would  be  trustworthy.  Class  cards  are  not  checked  against  assignment  sheets  when 
returned  by  instructors. 

For  example,  No.  184  shows  on  his  election  sheet  for  September  1913,  5  previous  semesters 
of  graduate  work.  For  his  second  semester  instead  of  registering  6  previous  semesters,  he 
noted  8,  but  the  record  in  the  registrar's  office  shows  only  4  semesters  credit  prior  to  Septem- 
ber 1913,  all  at  the  University  of  Wisconsin,  which  leaves  the  university's  two  official  records 
inconsistent  with  one  another,  while  the  final  registrar's  record  reads  that  No.  184  was  given 
his  doctor's  degree  in  June  1914,  after  six  semesters  of  graduate  work. 

The  election  sheets  do  not  match  with  record  cards  in  registrar's  office  although  they  are 
certificates  upon  which  these  record  cards  are  based.  Whether  the  student  is  a  resident  of 
Wisconsin  or  non-resident,  faculty  member  or  not,  does  not  appear  on  the  deans'  record. 

Graduate   school   records  in   the  registrar's  office. 

The  office  of  the  dean  of  the  Graduate  School  is  adjacent  to  the  office  of  the  registrar. 
Records  therefore  need  not  be  duplicated  in  order  to  be  elTectivcly  used. 

To  see  how  far  the  deficiencies  of  the  assignment  sheets  filed  with  the  dean  are  made  up 
in  the  records  of  the  registrar  a  study  was  made  of  the  records  of  the  22  graduate  students  who 
received  the  doctor's  degree  in  June  1914. 

Of  these  records  the  registrar  said:  "They  form  absolutely  the  only  record  of  a  person's 
scholastic  work  here.  There  would  be  no  possible  method  of  duplication  in  case  one  were 
destroyed.    They  are  the  authoritative  and  only  record." 

Of  these  same  records  another  officer  in  the  registrar's  office  said  in  explaining  omissions 
and  errors  found  in  22  records  individually  studied:  "lliey  don't  go  by  records  in  the  Gradu- 
ate School.  A  student  has  to  satisfy  the  professors,  that's  all.  A  man  might  have  no  marks 
at  all  and  still  have  done  his  degree  work  satisfactorily.  We  put  down  the  records  as 
they  come  from  the  professors.  When  there  is  no  credit  recorded  for  a  course,  or  when  a 
mark  is  not  given  on  the  record  it  does  not  mean  that  the  work  was  incomplete  or  unsatis- 
factory." 

333 


0 

8 

3 

0 

5 

0 

0 

10 

0 

8 

0 

15 

2 

5 

4 

2 

7 

7 

6 

10 

4 

7 

University  Survkv   Report 

Of  22  persons  whose  "aulhorilative  and  only  record  of  scholastic  work"  is  in  this  office, 
and  who  received  a  doctor's  degree  from  the  University  of  Wisconsin  last  June,  4  are  not 
recorded  as  having  received  the  doctor's  degree. 

These  records  also  show  that  while  the  rules  require  the  fulfilment  of  various  language 
requirements  not  later  than  November  1st  of  the  year  in  which  the  degree  is  to  he  given,  2  of 
the  22  were  certified  after  November  1st,  one  in  December  and  one  in  March.  The  fact 
that  permission  was  given  by  the  graduate  committee  does  not  change  the  fact  of  tardy  ful- 
filment. 

Of  the  22  records  not  one  is  comi)lcte;  that  is,  not  one  gives  all  the  facts  necessary  to  prove 
that  the  candidate  had  fulfilled  the  university's  printed  requirements  for  a  doctor's  degree. 

Where  there  may  have  been  formal  action  by  the  Graduate  School  faculty  which  would 
entirely  explain  the  present  gaps  between  the  printed  requirements  and  the  authoritative 
record,  no  notice  of  such  action  appears  on  the  record.  While  the  back  of  the  card  provides 
for  reference  to  faculty  action,  such  action  is  noted  in  general  terms  such  as  on  two  records 
which  read  as  follows:  "Allowed  the  equivalent  of  2  summer  sessions  time  credit  on  account 
of  work  [not  specified]  done  under  supervision  [not  specified]  during  the  summer  of  1912." 

One  faculty-student's  record  names  the  college  where  he  took  his  bachelor's  degree,  lists 
no  outside  (Tedit  in  time  or  subjects,  and  contains  the  following  information  regarding  studies: 

1912-14 
First  semester  courses  Second  semester  courses 


Name  of  course 

Credit 

Mark 

N; 

ame  of  i 

course 

Credit 

Mark 

216 

3 

97 

216 

3 

97 

218 

2 

97 

218 

2 

97 

220 

220 

221 

2 

93 

213 

2 

95 

222 

2 

93 

116 

Thesis 

0.  K. 

221 

110 

222 

7  2  No  cr.  107  2  No  cr. 

On  the  back  of  the  card  is  the  statement:  "In  consideration  of  research  work  [unspecified] 
during  the  years  1906-1912  while  professor  of  mathematics  at  Brigham  Young  University 
Mr is  allowed  to  come  up  for  his  Ph.D.  degree  in  .June,  1914." 

This  is  the  total  record  on  which  this  candidate  received  his  Ph.  D.  degree.  The  record 
card  itself  is  not  the  card  intended  to  be  used  for  Ph.  D.  candidates.  It  fails  to  show  the 
subjects  under  the  major  and  under  the  minors. 

No  question  is  raised  here  as  to  whether  this  candidate  fulfilled  the  requirements.  We 
are  concerned  here  only  with  the  character  of  the  information  which  the  university  has  re- 
corded with  regard  to  such  fulfilment.  If  this  record  is  correct  it  would  appear  that  this 
candidate  (1)  secured  a  doctor's  degree  for  tw'o  years  of  graduate  work,  during  both  of  which 
he  was  engaged  in  teaching;  (2)  did  no  work  for  which  he  received  credit  outside  of  his  major 
department;  (3)  only  one  two  hour  course,  for  which  no  credit  was  allowed,  is  recorded  outside 
the  major  department;  (4)  only  16  credits,  that  is,  the  equivalent  of  one  semester's  work,  are 
of  record. 

Another  faculty-student  obtaining  his  doctor's  degree  in  June  1914  took  his  bachelor's 
degree  in  1910,  studied  law  in  1911,  combined  law  and  graduate  work  in  1912,  and  took  his 
law  degree  at  the  end  of  that  year.  Then  he  spent  two  semesters  as  graduate  student  and 
as  teaching  assistant,  and  two  summer  sessions,  at  one  of  which  he  obtained  two  credits. 
By  no  combination  does  the  above  record  total  three  years  of  graduate  work.  Even  if  no 
addition  of  time  requirement  be  made,  which  the  catalogue  and  the  graduate  faculty  regu- 
lations say  must  be  made,  for  those  who  do  graduate  work  and  teach  at  the  same  time,  there 
is  recorded  only  two  years  and  two  summers  of  graduate  work. 

In  credits  this  student  has  on  his  graduate  school  record  card  52  credit  hours,  or  four  hours 
more  than  the  full  work  for  three  semesters.  Of  these  52  hours  34  are  in  the  mixed  group  for 
graduates  and  undergraduates,  and  18  hours,  or  one  semester's  full  work,  in  exclusively 
graduate  courses. 

Another  faculty-student,  according  to  the  record,  obtained  his  degree  in  three  years  during 
all  of  which  time  he  was  teaching  at  the  university.  In  his  last  year  he  taught  15  hours  with 
a  student  enrollment  of  95  in  the  first  semester;  and  15  hours  with  a  student  enrollment  of  89 
in  the  second  semester.  On  his  card  two  different  subjects  are  listed,  in  different  semesters, 
as  major,  first  minor  and  miscellaneous,  and  a  third  subject  is  listed  as  first  and  .second  minor 
and  miscellaneous. 

The  university's  statement  that  graduate  work  is  not  counted  in  time  does  not  change 
the  significance  of  the  foregoing  time  comparisons  or  of  doctor's  degrees  earned  in  the  times 
above  noted. 

How   far   is   graduate   study   subsidized? 

The  university  offers  22  university,  6  "teaching",  8  "working",  and  one  industrial  fellowship, 
plus  an  indefinite  and  changing  number  of  assistantships  ancl  instructorships.  The  expecta- 
tion is  that  all  scholars,  all  fellows,  and  even  teaching  fellows  are  at  the  university  for  study 

334 


Exhibit  4 

primarily.  While  assistants,  instructors  and  assistant  professors  arc  not  required  to  lake 
graduate  work  the  present  salary  schedule  and  the  theory  of  faculty  organization  proceed 
from  the  assumption  that  a  large  percentage  of  assistants  are  teaching  at  tlieir  present  salaries 
for  the  sake  of  continuing  their  studies;  that  instructors  and  assistant  professors  who  have  not 
yet  received  advanced  degrees  will  wish  to  pursue  their  studies  until  trie  degrees  are  obtained. 

Of  1,301  enrollments  as  graduate  students  1913-11  (8.^2  summer  session;  119  regular  ses- 
sion), 59  were  receiving  either  scholarships,  or  fellowships,  or  salaries  from  the;  university, 
including  1  honorary  fellow  who  received  tuition  only;  .72  scholars  and  fellows  were  sub- 
sidized (i.e.  paid  to  study  or  supi)orted  while  studying);  390  both  suf)i)orted  themselves  and 
paid  tuition,  wdiile  6  w'ere  paid  salaries  for  teaching  but  permitted  to  continue  their  graduate 
work  along  with  their  teaching. 

If  only  the  22  persons  who  received  the  doctor  of  philosophy  degree  in  .June  1914  be  con- 
sidered, all  of  them  had  been  fellows,  teaching  fellows  or  on  "the  salaried  teaching  staff;  of 
the  18  who  were  in  residence  last  year,  17  were  on  the  teaching  stall,  while  the  4  not  in  res- 
idence were  all  on  the  teaching  staff  the  preceding  year. 

In  the  group  of  22  who  received  their  degree  in  .June  1914,  11  have  been  continuously 
on  the  leaching  payroll  or  on  teaching  fellowships  for  4  years:  7  on  assistantships,  1  as  dis- 
trict representative  of  the  Extension  Division,  3  as  teaching  fellows. 

Of  the  22  students  under  discussion  18  did  all  their  graduate  work  at  the  University  of 
Wisconsin;  2  did  three-fourths  of  it  here;  1  did  one-half  here;  1  did  one-third  here. 

Of  these  22  students  6  took  their  bachelor's  degree  at  the  University  of  Wisconisn. 

In  absentia   work   permitted   toward   the   master's  dej^ree. 

"The  candidate  must  pursue  a  course  of  advanced  study  previously  arranged  and  approved 
by  some  department  of  the  University." 

In  1913-14  there  were  enrolled  at  the  university  130  in  absentia  students;  none  in  engineer- 
ing; 11  in  agriculture;  119  in  13  letters  and  science  departments. 

Of  the  119  in  absentia  students  enrolled  in  13  letters  and  science  departments,  75  (63%) 
were  in  3  departments:  English  (34),  education  (2Gj,  German  (15);  then  came  history'  (10); 
7  each  in  political  economy,  physics  and  chemistry;  4  in  political  science;  3  in  zoologv';  2  each 
in  Romance  languages  and  geology;  1  each  in  anatomy  and  philosophy. 

With  3  professors  are  enrolled  70  (59%)  of  the  119  in  absentia  students  in  13  letters  and 
science  departments:  Professor  Young,  English,  33;  Professor  Elliott,  education,  22;  Professor 
Hohlfeld,  German,  15. 

Many  departments  have  not  j'et  arranged  for  any  in  absentia  work,  while  others  have  not 
developed  it  to" make  their  in  absentia  enrollment  relatively  as  large  as  their  regular  enroll- 
ment. 

Education's  share  of  in  absentia  students  is  over  6  times  its  share  of  regular  graduate 
students;  the  English  Department's  share  of  absentia  students  is  over  (i  times  its  share  of 
regular  graduate  students;  the  German  Department's  share  is  over  twice  that  of  its  regular 
graduate  students;  political  economy  has  5%  of  the  in  absentia  students,  but  11  Vr  "^  '-he 
regular  graduate  students;  history  has  the  same  percentage  (S^^c))  of  both,  as  have  physics, 
political  science,  philosophy;  chemistry  has  5%  in  absentia  and  6%  of  the  regular  graduate 
students. 

Whether  the  large  in  absentia  enrollment  in  education,  English  and  German  is  due  to 
special  interest  in  these  three  subjects  which  are  largely  teaching  subjects,  or  to  the  aggressive- 
ness or  extra  attention  given  to  developing  in  absentia  work  by  the  three  departments  of 
education,  ?2nglish  and  German  (particularly  the  three  Professors  l^Uiott.  Young  and  Hohl- 
feld) is  not  known — nor  has  the  university  or  the  (Graduate  School  undertaken  to  ascertain. 
In  fact,  there  is  in  the  records  of  the  Graduate  School  no  tabulation  which  would  reflect  the 
facts  above  stated. 

In  absentia  graduate  work  is  advertised  by  the  University  Extension  Division,  of  which 
no  mention  is  made  in  the  Graduate  School  bulletin.  One  (in  German)  of  the  total  130  regis*- 
tered  last  year  came  through  the  Extension  Division. 

The  dean  of  the  Graduate  School  staled  that  tiie  Extension  Division  was  not  authorized 
to  advertise  in  absentia  courses  by  corresiioiidence,  as  it  has  advertised  work  especially  in 
political  science,  German,  English,  Latin,  and  advanced  calculus. 

Of  130  candidates  for  advanced  degrees  through  in  absentia  work,  89  held  the  degree  of 
bachelor  of  arts;  20  of  bachelor  of  science;  15  bachelor  of  philosophy;  2  master  of  arts:  1 
each  in  C.E.,  E.E.,  B.L.,  and  1  without  bachelor's  degree  (the  last  by  special  permission  of 
the  graduate  faculty). 

Of  the  130,  the  master  of  arts  degree  was  sought  by  120  (already  being  held  by  2):  the 
master  of  science  by  5;  the  master  of  ])liilosoi)hy  by  5. 

The  occupations  of  these  candidates  are  not  called  for  on  the  blank  and  are  not  known 
ofTicially  to  the  Graduate  School  or  to  the  registrar. 

Defects  in  records  for  in  absentia  pradnate  work. 

The  information  about  the  in  absentia  graduate  student  is  deficient  in  the  same  ways  as 
is  information  about  other  graduate  students.  To  insure  a  minimum  excellence  of  work  it 
is  recjuired  nominally  that  for  every  in  absentia  student  there  be  a  carefully  prescribed  plan 
which  must  be  approved  by  the  faculty  member  with  whom  the  course  is  taken,  and  filed  with 

335 


University  Survey  Report 

the  dean  of  the  Graduate  School  after  receiving  his  approval.  On  the  bottom  of  the  election 
sheet  there  is  an  instruction  to  "outline  the  course  of  study  for  the  entire  period  of  candidacy 
with  such  definiteness  that  in  your  absence  it  may  serve  as  a  guide  for  administrative  officers." 

On  42  out  of  130  election  sheets  for  last  year  there  was  no  plan  whatever.  In  several  other 
instances  only  a  vague  idea  is  given  of  what  the  in  absentia  work  is  to  be. 

Of  the  130  nearly  half  (63)  do  not  mention  a  thesis  requirement;  59  others  mentioned 
that  there  would  be  a  thesis,  frequently  writing  "to  be  assigned;"  and  8  other  definitely  gave 
the  thesis  title. 

As  to  reading  assignments,  31  of  the  130  did  not  mention  what  was  to  be  read;  44  others 
indefinitely  mentioned  the  reading;  while  55  reports  of  reading  assignments  were  definite, 
books  listed  with  pages,  credits  to  be  given. 

As  to  scientific  research  107  of  the  130  plans  were  silent.  There  were  7  indefinite  assign- 
ments and  16  definite  assignments.  (Canclidates  for  the  master's  degree  are  not  all  expected 
to  do  research.) 

As  to  plans  which  should  be  definite  for  the  "entire  period  of  candidacy,"  42  of  130  were 
lacking  entirely;  there  were  34  partial  plans;  40  gave  courses  complete  but  did  not  indicate 
the  course  numbers  to  aid  in  administrative  reference  and  control;  while  14  plans  were 
definite,  giving  courses  sufficient  for  the  degree,  numbers  of  courses,  time,  etc. 

Four  type  plans  for  in  absentia  graduate  work. 

For  33  English  students.  Professor  Young's  plan  was  in  effect  as  follows: 

Summer  1914 English  2 — ,  English  1— 

Winter  1914-15 Continuation  of  (Shelley)  author 

Summer  1915. One  seminar  (200)  and  one  graduate  course  (100) 

Winter  1915-16 Continuation  of  (Hamlet)  author 

Summer  1916 One  seminar  (200)  and  one  graduate  course  (100) 

1916 Thesis  to  be  arranged 

For  22  students  in  education.  Professor  Elliott's  plan  was  in  substance  as  follows: 

Education  (two  courses  by  number) 

In  absentia.  Approved  reading  for  required  examination 

Approved  courses  in  education 

In  absentia.    Thesis  to  be  arranged  (or,  "as  assigned") 

For  15  students  in  German,  Professor  Hohlfeld's  plan  was  in  substance  as. follows: 

In  absentia  reading.     4000  (sometimes  4400)  pages  of  German  Lit.,  for  one  summer 
session's  credit. 

For  6  history  students.  Professor  Paxson's  plan  was  in  substance  as  follows: 

In  absentia  reading  for  credit.  A  typed  sheet  gives  a  list  of  definite  authors  and  vol- 
umes to  be  read.  It  is  required  that  notes  be  made  on  the  reading  and  also  a  careful 
outline,  and  that  these  be  handed  in  to  the  instructor  before  the  examination  on  the 
reading.  The  plan  is  very  definite,  but  goes  no  farther  than  the  plan  for  the  reading, 
courses  being  entirely  lacking. 

Why  does  the  university  need  records  regarding  graduate  students? 

If  it  could  be  proved  that  the  keeping  of  records  had  absolutely  no  beneficial  effect  upon  the 
character  of  student  attention  to  work,  or  of  faculty  attention  to  students,  there  would  still 
remain  (in  the  following  facts)  reason  for  complete  records  where  there  are  now  incomplete 
records,  and  accuracy  so  far  as  there  is  inaccuracy  of  record: 

1  The  Graduate  School  is  said  to  be  the  "apex"  of  the  university;  i.  e.,  the  most  im- 
portant part. 

2.  The  graduate  work  is  also  the  most  expensive  part  of  the  university  (exhibit  34). 

3.  As  the  most  expensive  part  it  has  been,  and  will  continue  to  be,  subject  to  special 

challenge  by  taxpayers. 

4.  So  long  as  it  is  the  apex  and  most  important  part  in  the  estimation  of  the  university 

its  undergraduate  students,  their  parents  and  employers  will  continue  to  be,  as 
they  have  been  in  the  past,  jealous  of  the  energy  shared  with,  if  not  deflected  from, 
the  large  number  of  undergraduate  students. 

In  other  words,  the  university's  ability  to  secure  continued  and  cumulative  public  support 
for  its  apex  and  most  important  part,  will  require  the  kind  of  proof  which  will  be  impossible 
without  a  kind  of  record  that  heretofore  has  been  lacking. 

Who  supervises  graduate  Mork? 

The  latest  official  description  of  the  university's  method  of  supervising  graduate  work  is 
given  under  the  caption  "Master  and  Disciple,"  page  48  of  bulletin  666,  issued  July  1914; 
and  repeated  in  the  president's  annual  address  to  the  faculty,  September  1914: 

336 


Exhibit  4 

"The  fundamentals  of  the  method  of  producing  intellectual  leaders  have  not  varied 
from  that  of  the  days  of  Jesus  and  Socrates.  The  master  gathered  a  group  of  disciples 
about  him  who  assisted  him  in  his  work  and  whom  he  taught.  This  is  essentially  the 
method  of  the  Graduate  School.  Many  of  its  members  assist  the  professors  in  their 
teaching;  many  assist  them  in  their  research  work;  the  professors  lead  the  men  to  in- 
tellectual independence." 

How  many  of  the  389  graduate  students  in  the  first  semester  "assist  the  professors  in  their 
teaching"  is  known — it  is  120.  How  many  "assist  them  in  their  research  work"  is  not  known 
to  the  university  ofTicially,  to  the  president,  to  the  college  deans,  nor  to  the  dean  of  the 
Graduate  School.  How  far  "the  professors  lead  the  men  to  intellectual  independence"  has 
not  been  heretofore  a  subject  of  study  by  the  university  or  the  Graduate  School.  The  number 
subject  to  such  leading  is  indicated  by  the  preparation  of  graduate  students  doing  exclusively 
graduate  work  (i.e.,  50  in  the  first  semester  last  year,  and  44  in  the  second  semester),  and 
by  the  number  doing  partly  graduate  and  partly  undergraduate  work  (i.e.,  216  in  the  first 
semester  and  200  in  the  second  semester  of  last  year). 

It  has  also  been  seen  that  of  389  disciples  (i.  e.,  graduate  students)  in  the  first  semester,  123 
were  doing  exclusively  work  listed  for  undergraduates  and  graduates,  of  whom  9  were  doing 
only  elementary  work;  216  were  doing  work  listed  for  both  undergraduates  and  graduates, 
and  also  work  for  graduates,  while  50  only  were  doing  exclusively  graduate  work. 

Therefore  the  supervision  and  method  of  work  described  as  "essentially  the  method  of  the 
Graduate  School"  relates  to  all  the  work  of  50  students,  and  to  part  of  the  work  of  216,  who 
took  some  exclusively  graduate  courses  and  some  mixed  courses  open  also  to  undergraduates. 
Of  the  50  disciples  doing  exclusively  graduate  work,  16  were  students  without  faculty  con- 
nection, and  34  were  faculty  members  with  student  connection. 

It  is  not  maintained  by  the  university  that  the  courses  numbered  from  100-199,  the  mixed 
graduate  and  undergracluate  courses,  are  conducted  by  the  methods  that  are  essential  to 
graduate  work.  The  contention  that  graduates  in  classes  with  undergraduates  are  given  a 
different  character  of  work  cannot  be  generally  supported. 

Such  supervision  as  is  given  is  given  exclusively  by  department.s  as  departments,  through 
the  various  forms  of  control  and  supervision  adopted  within  each  department.  Only  indirect 
supervision  is  given  by  the  president  and  deans.  This  indirect  supervision  expresses  itself 
principally  at  budget  making  time  when  questions  are  asked  by  president  and  deans  of 
the  colleges  as  to  fellowships,  new  appointments,  continued  appointments,  promotions,  and 
expense  allowances. 

The  graduate  work  itself  is  not  reviewed  by  the  president  or  the  deans  of  the  colleges. 

Supervision  given  by  the  dean  of  the  Graduate  School  is  also  indirect  and,  as  stated  above, 
is  confined  chiefly  to  supervision  of  registration  and  the  completion  of  various  language  and 
other  technical  requirements. 

In  theory  the  dean  of  the  Graduate  School  (director  heretofore)  is  expected  to  know  the 
thesis  subject  assigned  to  graduate  students.  He  is  on  a  committee  which  reviews  theses 
before  publication  or  filing,  with  special  reference  to  the  mechanical  suitability  of  filing.  He 
nominates  those  who  examine  candidates  for  advanced  degrees.  Indirectly  here  he  may 
influence  the  standard  of  examination.  He  personally  visits  a  large  proportion  of  the  masters' 
and  doctors'  examinations.  During  the  year  he  is  the  graduate  student  adviser;  invites 
students  to  his  office  and  to  his  home.  But  none  of  this  is  direct  supervision  of  graduate 
work. 

The  dean  of  the  Graduate  School  is  not  expected  to  review  the  quantity  or  quality  of  work 
which  this  or  that  instructor,  or  this  or  that  department,  considers  satisfactory. 

As  dean  his  supervisory  functions  are  clerical.  Until  last  year  he  was  called  "director" 
with,  however,  no  independent  or  delegated  power  to  direct.  Last  year  the  title  was  changed 
to  "dean"  without,  however,  any  change  in  duties  or  powers,  because  there  is  an  association 
of  deans  of  graduate  schools,  and  the  title  "director"  made  necessary  frequent  explanations 
that  will  not  be  necessary  when  Wisconsin's  delegate  has  the  same  title  as  is  held  by  delegates 
from  other  graduate  schools. 

Whether  the  dean  of  the  Graduate  School  should  have  power  and  obligation  to  supervise 
me  work  of  the  graduate  students  is  not  the  question  here.  Educational  and  administrative 
lunctions  which  "the  dean  is  not  expected  to  perform  have  been  listed  under  question  3.  pan 
IV  of  the  summary  report.  Attention  is  called  here  merely  to  the  fact  that  with  the  present 
definition  of  the  dean's  duties  the  quantity  and  quality  of  work  are  determined  not  by  the 
dean  of  the  Graduate  School,  not  by  the  president  or  the  college  deans,  but  by  individual 
departments  according  to  working  arrangements  and  rules  which  each  department  lays  down 
for  itself.  "Departmental  supervision"  means  "major  jirofessor's  supervision"  of  major  and 
thesis,  and  "minor  professor's  supervision"  of  minors. 

Again,  departmental  responsibility  is  stated  without  raising  the  question  here  as  to  whether 
departments  through  unsupervised  major  and  minor  professors ,  should  or  should  not  be 
exclusivelv  responsible  for  graduate  work. 

The  intimate  personal  contact  between  graduate  professor  and  graduate  student  the 
survey  has  not  been  able  to  test.  Concrete  results  of  this  intimate  contact  we  have  seen. 
Students  have  personally  reported  to  us  their  appreciation  of  individual  professors'  consider- 
ation, stimulation,  discipline  and  suggestiveness.  Some  we  have  observed  at  work.  Many 
have  written  to  us.  Except,  however,  as  these  personal  testimonials  have  raised  helpful 
questions,  we  are  not  reporting  them. 

337 

SuR.— 22 


University  Survey  Report 

Contact  between  student  and  professor  we  have  observed  during  the  examinations  for 
masters'  and  doctors'  degrees. 

Another  index  to  the  relation  of  professor  and  student  we  have  studied;  namely,  written 
work  in  the  form  of  term  papers  or  their  written  assignments,  and  the  formal  masters'  and 
doctors'  theses. 

How  is  graduate  work  supervised? 

Had  time  permitted  the  survey  would  have  liked  to  study  the  methods  of  supervision 
employed  from  the  standpoint  of  both  each  individual  graduate  student,  and  also  each  in- 
dividual Instructor  of  graduate  students.  We  should  also  have  liked  to  examine  every  piece 
of  written  work  done  by  each  graduate  student  for  each  instructor. 

If  the  purpose  of  this  section  on  how  graduate  work  is  supervised  had  been  to  give  a 
grading  of  98%  or  93%,  or  to  draw  a  line  between  "excellent"  and  "good,"  it  would  have 
been  necessary  to  examine  each  student's  relation  to  each  of  his  instructors  and  also  each 
student's  written  work.  Even  then  it  would  have  been  necessary  to  attempt  to  learn  and  to 
state  in  understandable  terms  the  degree  of  intellectual  independence  gained  by  these  students 
and  the  portion  of  such  independence  that  is  fairly  attributable  to  graduate  work. 

But  the  purpose  of  this  section  is  not  to  "appraise"  or  "evaluate"  supervision  or  research 
work.  It  is  to  report  concrete  indexes  to  supervision  of  workmanship.  Every  statement 
made  will  be  specific;  no  generalization  is  made  with  regard  to  any  facts  outside  those  specifi- 
cally included  in  the  descriptions  which  follow. 

The  fact  base  for  this  description  consist  of  8  doctors'  theses,  15  masters'  theses,  and  one 
book  in  the  preparation  of  which  the  master  (or  professor)  was  aided  by  the  disciple  (or 
graduate  student). 

These  24  products  of  the  Graduate  School  are  but  a  small  fraction  of  the  total  product. 
They  are,  however,  100%  of  the  products  which  the  survey  has  reviewed.  They  were  chosen 
at  random  from  the  material  submitted  to  us  by  the  university  librarian  as  available  in  August 
when  a  large  majority  of  theses  were  in  the  bindery.  In  one  way  only  is  the  survey  respon- 
sible for  the  selection;  i.  e.,  we  were  not  equipped  at  the  time  to  examine  adequately  certain 
available  theses  in  the  fields  of  engineering,  physics,  and  chemistry. 

In  addition  numerous  term  papers  written  by  candidates  for  advanced  degrees  were  studied 
in  detail  by  the  survey.    These  are  considered  first. 


Section  3 

Term  papers  by  candidates  for  higher  degrees. 

One  candidate  for  the  doctor's  degree  in  answering  questions  for  the  survey  exhibited 
several  pieces  of  written  work  which  he  had  done  as  a  graduate  student.  The  survey  requested 
the  privilege  of  reviewing  these  written  assignments,  term  papers,  theses,  etc. 

After  a  cursory  examination,  it  was  thought  desirable  to  secure  corresponding  written 
products  from  a  candidate  for  a  master's  degree.  The  following  assignment  was  then  given 
to  two  survey  workers,  who  had  been  both  graduate  students  and  teachers: 

Please  read  the  following  papers  by  candidate  A  and  candidate  B.    Indicate  what  if 
any  portions  of  the  work  could  have  been  done 

(a)  by  a  high  school  graduate 

(b)  by  a  college  junior 

(c)  by  an  advanced  graduate  student  only 

Indicate  also  how  far  the  work  is 

(a)  an  abstract  or  digest  of  other  work 

(b)  original  work;  i.  e.,  including  originality  or  power  in  choice  of  selections  to  be 
abstracted  and  the  use  of  such  selections. 

Regarding  6  written  papers  of  varying  lengths  by  two  candidates  for  a  master's  and 
doctor's  degree  respectively,  one  reviewer  wrote  as  follows  (the  grade  of  the  work,  not  the 
potentiality  of  the  worker,  is  referred  to): 

1.  A  well  written  review  of  freshman  to  junior  grade;  no  outline;  high  school  graduate 

could  do  it. 

2.  Well  written — well  organized — pertinent  comparisons.    While  largely  a  reproduction, 

conclusions  show  analytic  attitude;  hardly  graduate  work. 

3.  Well  organized — comparisons  pertinent — form  good  (typist?).     Creditable  graduate 

work.     Calls  for  maturity  and  judgment  beyond  junior. 

4.  Of  the  66  pages  17  are  copies  of  reports.    Maximum  of  history,  minimum  of  conclu- 

sions and  analysis.    Organization  good;  graduate  work. 

5.  Well  written  review  of  freshman  to  junior  grade.    No  outline;  high  school  graduate 

could  do  it. 

6.  A  reproduction  of  facts  concerning  title  as  same  are  given  in  any  good  text  on  [sub- 

ject]; junior  grade  or  below;  no  outline;  almost  no  comparison. 

338 


Exhibit  4 

Regarding  11  pieces  of  written  work  l^y  the  candidate  for  a  doctor's  degree,  also  instructor 
at  the  university,  two  readers  were  in  agreement  as  to  seven  as  follows: 

1.  Wealth  of  material — looks  like  a  syllabus — but  needs  better  spacing,  heading  and 

division.  Organization  could  be  improved.  In  form,  work  of  freshman  or  sopho- 
more; in  matter,  junior  or  senior. 

2.  Five  original  tables  compiled  from  tables  from  four  difl'erent  sources.     Shows  much 

work.  Comments  and  conclusions,  4  pages — elucidating.  Work  possible  for  junior 
or  senior. 

3.  Original  article — historic  in  nature.     Material  drawn  from  16  sources;  junior  grade 

work. 

4.  Excellent — clear — full.    Notes  on  19  texts.    Junior  grade. 

5.  Lecture  notes  excellent;  junior  work. 

6.  Compilation  of  material  from  8  sources.     About  one  page  of  original  conclusions — 

pages  6  and  7 — mature,  junior  grade. 

7.  Compilation — material  from  16  sources.     Author  asks  cjuestions;  quotes  arguments 

for  and  against.  Conclusion  on  page  18  original  and  mature;  otherwise  work  of 
sophomore. 

Regarding  4  other  pieces  of  work  by  this  candidate,  the  two  reviewers  differ  slightly  in — 

8.  Notes  on  10  texts.    Very  well  organized,  showing  grasp  of  subject  matter.    However, 

possible  for  sophomore.  Second  reviewer  writes:  If  original,  shows  a  grasp  and 
analytic  quality  of  mind  above  the  average  sophomore.  The  better  junior  could 
do  it. 

9.  Nearly  three  pages  of  original  composition  based  on  material  from  7  sources.     Con- 

tains one-fifth  of  a  page  of  quotation.  Clear  statement;  possible  for  sophomore  or 
junior.     Second  reviewer  writes:  Possible  for  high  school  graduate. 

10.  Mere  compilation.  Possible  for  high  school  graduate.  Second  reviewer  thinks 
more  maturity  is  represented  and  writes:  Determining  the  points  of  comparison 
is  the  basic  test  of  the  writer's  ability.  The  selection  of  those  points  is  where  the 
maturity  is  shown. 

11.  Mere  compilation:  sophomore  work.  Second  reviewer  considers  more  maturity 
needed  and  writes:  Determining  the  points  of  comparison  calls  for  a  grasp  of  the 
subject  and  the  power  of  analysis.    Compilation  is  prominent. 

At  the  same  time  that  the  above  mentioned  written  papers  were  beingexamined  other  term 
papers  and  final  examination  papers  were  being  studied  by  the  survey.  Question  was  raised 
by  one  assignment  after  another  first  as  to  what  essential  difference  there  was  between  the 
work  expected  of  graduate  students  and  work  expected  of  undergraduate  students  in  the 
same  classes;  secondly,  w'hether  a  great  amount  of  time  was  not  being  given  by  both  upi)er- 
classmen  and  graduates  to  work  of  elementary  college  grade;  and  thirdly,  whether  even 
graduates  as  well  as  upperclassmen  were  spending  a  great  deal  of  time  upon  work  that  is 
well  within  the  ability  of  high  school  students;  fourthly,  whether  credit  was  given  to  seniors 
toward  the  bachelor's  degree  and  to  graduates  toward  the  master's  and  doctor's  degrees  for 
work  of  a  grade  within  the  ability  of  working  boys  and  girls  who  have  not  even  had  a  high 
school  education. 

m 

A  test  of  maturity  required  for  certain  graduate  assignments. 

An  extreme  test  was  made  by  asking  a  young  woman  clerk,  who  had  had  neither  upperclass 
work  nor  lowerclass  work  nor  high  school  work  to  take  an  assignment  which  had  been  given 
to  a  mixed  class  of  29  graduates  and  undergraduates.  This  class  of  29  included  8  graduate 
students  (including  one  teaching  fellow)  8  normal  school  graduates  who  are  either  juniors  or 
seniors  at  the  university,  and  6  seniors,  etc. 

The  particular  assignment  chosen  was  one  which  it  was  possible  to  do  here  in  Madison,  and 
for  which  three  term  papers  had  been  marked  ■■A,"-^which  in  the  department  involved, 
means  93. 

For  the  survey  to  give  the  assignment  took  not  more  than  15  minutes.  In  addition  to  the 
verbal  explanation  was  a  single  sheet  assignment  which  told  who  would  be  responsible 
for  the  work  and  contained  the  following  caution: 

Please  do  not  think  this  is  too  hard.  It  is  primarily  a  matter  of  reading  straight  and 
keeping  things  of  a  kind  together,  as  if  you  were  putting  things  away  into  your  bureau 
drawer.  Powers  must  be  kept  separate  from  dutes.  superintendent  kept  separate  from 
other  officers,  board  kept  separate  from  committees  of  board.  When  you  have  all  the 
duties  listed,  and  those  of  a  kind  all  together,  putting  them  in  a  chart  is  a  simple  matter. 
Paraphrasing  a  popular  song  of  two  years  ago,  you  have  only  to  remember  "that  every 
little  circle  has  a  meaning  all  its  own;"  also  that  a  line  indicating  appointing  power 
should  be  different  from  a  mark  indicating  only  supervisory  power. 

If  in  doubt,  consult  Mr.  Olson,  Mr.  Elwood  or  myself  as  to  next  steps.  None  of  us 
will  answer  questions,  but  will  suggest  how  you  may  independently  answer  your  own 
questions. 

For  the  work  with  which  the  result  of  this  assignment  was  compared,  university  students 
received  a  credit  of  not  quite  one  hour  a  week  for  18  weeks. 

339 


University  Survey  Report 

The  inexperienced  worker  spent  upon  it  all  told  (without  having  available  any  of  the 
lectures  or  class  discussions  to  help)  10  minutes  less  than  21  hours  for  study  and  writing — 
and  worry. 

Regarding  the  paper  turned  in,  the  reviewer  wrote : 

This  work,  although  only  a  preliminary'  draft,  is  superior  in  neatness,  form  and 
legibility  to  many  of  the  finished  term  papers  with  which  it  was  compared. 

"The  enumeration  of  details  is  more  complete  than  in  the  finished  papers  mentioned 
above.    Specific  citations  are  given  for  each  statement  of  fact. 

The  charts  are  upon  a  plan  difTerent  from  that  suggested  and  although  not  free  from 
error  show  thoughtfulness  in  their  preparation  rather  than  a  slavish  copying  of  a  set 
model. 

For  further  discussion  of  the  character  of  work  accepted  as  graduate  work  and  as  upper- 
class  work,  including  discussion  of  marks  found  upon  term  papers  and  examination  papers, 
see  exhibit  13. 

Eight  Ph.D.  theses. 

The  survey's  examination  of  doctors'  theses  began  with  an  attempt  merely  to  test  quota- 
tions and  citations  to  see  whether  they  were  accurate.  Instructions  were  given:  "Read  the 
thesis,  taking  the  first  20  quotations  or  references;  compare  carefully  with  the  original;  note 
any  dilTerences;  indicate  in  your  notes  the  page  and  number  of  the  reference,  stating  "O.K." 
for  each  that  is  correct,  quoting  where  necessary  to  show  possible  discrepancies." 

References  were  compared  not  because  it  makes  any  special  difference  to  the  world  whether 
this  or  that  reference  is  accurate  or  inaccurate,  but  because  they  are  put  in  the  theses  for  four 
purposes;  (1)  to  guide  the  reader;  (2)  to  establish  the  truth;  (3)  to  advertise  scholarship; 
(4)  to  establish  presumption  of  ability  to  direct  research  by  others.  They  serve  no  purpose 
unless  correct.    They  are  indexes  to  supervision. 

The  first  reader  was  a  trained  librarian  who  reported  upon  the  first  doctor's  thesis  that  of 
the  first  20  references,  3  were  correct,  and  17  incorrect  either  in  the  subject  matter,  date,  page, 
or  method  of  referring;  i.e.,  whether  full  title,  proper  form,  etc.;  in  the  first  incorrect  quotation 
the  expression  "to  regulate  commerce"  had  been  substituted  for  "to  improve  the  regulation 
of  commerce." 

The  second  reference  gave  the  page  number  without  giving  the  volume.  The  next  failed 
to  tell  the  edition  and  the  citation  could  not  be  found  on  the  page  mentioned  of  the  only 
edition  of  the  work  in  the  historical  library.  The  next  direct  quotation  substituted  "state 
trade  regulations"  for  "state  trade  legislation." 

It  was  then  decided  to  read  a  number  of  these  theses.  Three  and  sometimes  four  readers 
worked  at  the  same  time  and  place.  When  errors  or  discrepancies  were  noted  a  second  or 
a  third  reader  confirmed  the  report  of  the  one  first  noting  such  discrepancy. 

The  following  paragraph  was  included  in  the  original  draft  of  the  survey  report  sent  to  the 
university  before  final  formulation: 

Unless  the  university  so  requests,  the  survey  will  not  publish  titles  of  the  theses  or 
names  of  the  authors  here  reported  upon.  The  working  papers  of  the  survey  are  avail- 
able, and  the  survey  hopes  that  the  university  authorities  will  not  only  read  the  notes 
on  these  theses  but  the  theses  themselves,  and  also  other  theses  by  every  student  in 
every  department,  to  see  (1)  whether  the  workmanship  here  noted  is  peculiar  to  these 
8  doctors'  theses,  or  (2)  whether  these  conditions  will  be  found  duplicated  in  other 
theses  from  other  departments,  and  (3)  whether  the  deficiencies  argue  the  need  for  an 
immediate  change  in  the  character,  quantity  and  quality  of  supervision  given  to  the 
university's  graduate  work. 

It  was  hoped  that  the  survey  would  be  able  to  describe  a  doctor's  thesis  free  frorn  the 
defects  noted  in  these  here  described.  If  the  university  will  recommend  eight  which  it 
would  like  submitted  as  illustrations  of  workmanship  and  supervision,  the  survey  will 
undertake  to  have  them  read  and  described  in  the  final  report.  Those  which  follow  were 
taken  in  order  and  represent  100%  of  those  read. 

How  far  the  university  considered  these  suggestions  is  noted  in  the  concluding  pages  of 
this  exhibit.  In  reply  to  the  survey's  request  that  the  university  recommend  eight  theses  to 
illustrate  efficiency  of  workmanship  and  supervision,  the  university  committee  stated  that 
the  "university  is  satisfied  with  the  choice  made  by  the  survey." 

In  quoting,  the  survey  has  made  no  changes  whatever  except  where  indicated  by  bracketed 
words  which  are  substituted  for  the  original  to  avoid  giving  any  key  to  the  writer  or  subject 
of  the  thesis. 

PH.D.  THESIS  NUMBER  ONE 

Proofreading  and  misspelling. 

In  the  first  six  pages  appeared  the  following  errors  in  spelling:  Raliegh,  const  (coast),  straw 
berries,  varity  (variety),  varities,  annuall,  homogenious.  These  are  none  the  less  errors 
because  the  Ph.t)  candidate  probably  knows  how  to  spell  each  word. 

340 


Exhibit  4 


Defective  English. 


Of  nine  extracts  taken  from  the  first  13  pages  the  following  are  quoted: 

1.  "The  average  temperature  for  the  state    .    .    .   show  the  mean  annual  temperature 

to  be.    .    ."   (page  4.) 

2.  "Today  there  is  no  appreciable  foreign  element  in  the  state,  while  the  proportion  of 

the  whites  and  blacks  is  the  ratio  of  two  to  one,  has  remained  nearly  constant  since 
the  Civil  War."   (page  6.) 

3.  "The  poor  and  the  less  efficient  were  forced  back  by  the  inexorable  pressure  of  the 

plantation  system  and  slave  labor,  with  the  'pine  Barrens'  when  they  and  their 
descendants  led  a  scanty  and  precarious  existence,  void  of  the  comforts  and  ad- 
vantages of  their  more  fortunate  neighbors."   (page  6) 

4.  ".    .    .    and  those  who  practices  the  learned  professions."   (page  13) 

Fact  base. 

To  learn  conditions  in  a  whole  state  questionnaires  were  sent  to  125  who  were  agriculturists 
during  the  period  under  discussion.  From  these  35  answers  were  received.  The  other  prin- 
cipal original  sources  were  the  candidate's  father  and  limited  personal  observations. 

The  reading  of  this  thesis  raises  the  question  whether,  even  if  the  spelling  and  the  English 
were  improved,  this  thesis  justifies  its  own  title,  either  in  breadth  of  view  or  in  method  of 
treatment,  or  justifies  rank  either  as  an  original  contribution  or  as  an  illustration  of  scientific 
research,  or  justifies  a  year's  time  or  part  of  three  years'  time  of  either  student  or  professor. 

PH.D.  THESIS  NUMBER  TWO 
References. 

A  book  containing  608  closely  printed  pages  is  referred  to  by  its  title  only  (page  16).  The 
Census  of  1860  (CLXCI)  is  referred  to  without  mentioning  the  volume,  (page  30). 

The  Tenth  Census  of  U.  S.  Agriculture,  P.  VHI,  is  referred  to  but  two  readers  could  find 
no  such  reference  by  looking  on  page  8,  paragraph  8,  or  section  8  of  difTerent  volumes  (page 
3). 

Census  1860  p.  CLXVII  is  given  without  mentioning  the  volume.  The  reference  was  located 
in  the  volume  on  agriculture  CLXVIII  instead  of  CLXVII  (page  33). 

Sears  pictorial  Description  of  the  United  States  appears,  without  apostrophe,  for  the  correct 
title:  "Sears'  Pictorial  Description  of  the  United  States"  (page  12). 

It  is  said  "Maps  show  the  distribution"  without  stating  what  maps  (page  25). 

Proofreading,  types. 

The  expression  appears:  "The  improvements  ofva  woodsman.    .    ."     (page  3.) 
Two  sentences  are  merged:     ".    .    .    and  almost  an  ocean  of  mud  was  to  be  waded  it  is 
not  strange  that  a  very  difTerent  impression  was  made."   (page  15) 

Defective  English. 

Errors  in  English  are  frequent.    The  following  are  taken  from  the  first  10  pages: 

1.  ".    .    .an  abundant  available  supply  of  practical  free,  but  productive  land."   (page  3). 

2.  "The  settler,  of  the  grade  under  consideration,  is  only  able  to  bring  a  small  portion 

of  his  land  into  cultivation,  his  success,  therefore,  does  not  so  much  depend  upon  the 
quantity  of  produce  which  he  raises,  as  on  the  gradual  increase  of  his  property." 
(page  6) 

3.  "The  barrens  of  Iowa  were  said  to  be  about  half  way  between  prairie  and  timber 

land  the  trees  standing  apart  like  an  orchard  and  ground  beneath  with  grass,  the 
sod  of  which.    .    ."   (page  12) 

4.  "Frequently  there  was  but  two  or  three  dozen  trees  to  the  acre,  the  ground  beneath 

being  covered  with  oak,  hazel  brush  an  indilTerent  show  of  prairie  grasses."  ipage 
12) 

The  survey  does  not  comment  on  the  value  of  the  content  of  this  thesis  further  than  to 
note  the  fact  that  the  absence  of  specific  reference  makes  it  impossible  to  tell  how  much  of 
the  work  was  original. 

PH.D.  THESIS  NUMBER  THREE 

Bibliography  lacking — 
Proofreading  and  English. 

While  there  were  relatively  few  errors  in  spelling  or  English  there  were  several  in  proof- 
reading: afi'ected  for  effected;'  depreive  for  deprive:  prolulgation  for  promulgation;  cofrection 
for  correction;  manedment  for  amendment;  form  for  from. 

341 


University  Survey  Report 

One  error  in  English  in  the  introduction,  page  VII,  is  worthy  of  remark;  "to  disallude  some 
ill-informed  individuals." 

References. 

Frequently  a  number  in  the  text  referring  to  a  footnote  was  repeated  at  the  bottom  of  the 
page  without  giving  the  name  of  the  reference,  as  for  example  on  pages  19,  29,  60. 
On  page  88  the  reference  is  left  blank  as  follows:  "See  infra,  pages       .  and 

Page  33,  reference  1  is  incorrect.  The  information  does  not  appear  "C.  3049,  p.  25"  as 
stated  but  under  C  3048 

Content. 

The  title,  the  content,  and  the  statement  of  the  author's  aim  as  given  on  page  VII  do  not 
agree. 

The  main  object  in  writing  the  thesis  is  said  to  be  "for  the  purpose  of  reflecting  some 
light  on  the  identical  problem  in  the  United  States."  Carrying  out  this  purpose  would 
require  frequent  and  not  few  comparisons  between  the  foreign  countries  considered  and  the 
United  States. 

Question  is  raised  by  the  survey  whether  this  doctor's  thesis  is,  in  ground  covered,  method 
of  presentation,  or  contribution  to  the  sum  of  human  knowledge,  of  a  more  advanced  grade 
than  the  university  frequently  receives  and  in  theory  expects  from  a  master's  thesis  in  this 
and  allied  departments. 

PH.D.  THESIS  NUMBER  FOUR 

This  thesis  has  been  accepted  by  the  Graduate  School  as  a  282  page  book  issued  as  one  of 
a  series  published  by  a  commercial  house. 

Its  table  of  contents  gives  paragraph  headings.    There  is  a  careful  index. 

It  reports  first  hand  investigations  and  discusses  the  application  to  everyday  problems 
in  the  field  covered. 

References  for  further  reading  are  given  with  the  author's  name,  title,  publisher,  page 
reference  where  needed,  and  a  very  brief  characterization  of  the  content;  e.g.,  "Continued 
experiments  with  four  trained  subjects;"  "Summary  of  investigation  of  effect  of  different 
methods  of  presentation  and  other  studies  to  date;"  "Classification  and  discussion  of  two 
thousand  errors  made  by  college  students." 

The  major  results  of  this  study  were  published  several  years  after  the  same  conclusions 
had  been  arrived  at  by  other  investigators  and  after  the  conclusions  were  generally  cir- 
culated. 

Question  is  raised  whether,  from  the  standpoint  of  training  an  investigator,  or  of  con- 
tributing to  human  knowledge,  or  of  advancing  the  application  of  knowledge,  this  presentable 
work  is  with  its  present  lack  of  constructive  summary  of  sufficient  value  to  justify  the  time 
required  to  produce  it. 

PH.D.  THESIS  NUMBER  FIVE 

The  third  sentence  of  the  introduction  of  this  thesis  begins:  "The  most  dominant  power  of 
modern  society  is  the  state.    .    ." 

The  second  paragraph  of  the  first  chapter,  following  the  opening  paragraph  of  three  lines, 
is  a  quotation. 

The  third  paragraph  contains  a  phrase  twice  quoted  in  this  thesis:  "the  consummate  fiower 
of  English  intellect,"  which  evidently  made  such  an  impression  upon  the  author  that  each 
time  it  is  quoted  the  proper  reference  to  an  erudite  sounding  work  is  given. 

The  introduction  contains  two  paragraphs.  On  this  page  (a  lefthand  in  violation  of 
"form")  appear  (a)  thesis  title;  (b)  rule;  (c)  introduction  heading;  (d)  headline  for  first 
paragraph;  (e)  paragraph;  (f)  headline  for  second  paragraph;  (g)  second  paragraph. 

The  concluding  sentence  of  the  introduction  contains  an  obvious  mistake:  the  omission  of 
the  word  "system"  in  the  next  to  the  last  line  gives  a  meaning  not  intended  by  the  author' 

From  page  5  to  page  125  the  thesis  teems  with  cjuotations  which  would  have  been  unneces- 
sary if  they  had  been  digested,  and  which  are  confusing  when  not  digested. 

Bibliography . 

The  bibliography  takes  five  printed  pages.  As  in  the  case  of  other  theses  no  notes  indicate 
which,  if  any,  of  the  published  works  referred  to  have  been  superseded  by  later  works; 
which,  if  any,  of  the  publications  have  not  been  read  by  the  author  or  are  not  referred  to  in 
the  thesis. 

Proofreading. 

Relatively  few  typographical  mistakes  appear. 

342 


Exhibit  4 


References. 


More  than  half  the  book  consists  of  quotations  from  other  works,  fhie/ly  secondary'  sources 
Innumerable  quotations  are  given  which  serve  no  other  purpose  than' to  advertise  "paste 
box  and  scissors,"  and  the  meticulous  research  of  the  writer. 

The  first  20  references  which  it  was  possible  to  look  up  in  the  historical  library  disclosed, 
among  many,  the  following  errors: 

Facts  taken  in  three  instances  from  a  work  i)ublished  in  1901  are  published  in  1914 — the 
date  of  printing  this  thesis — and  accepted  in  the  thesis  in  191 1 — and  are  slated  in  the  present 
tense  in  the  thesis,  although  the  subject  is  one  where,  in  the  absence  of  definite  proof,  it 
could  not  safely  be  assumed  that  conditions  remained  the  same  for  either  7  or  10  years 
(page  52). 

Where  a  quoted  author  says  ^'county"  authority,  the  thesis  mi.squotes  by  writing  "state' 
authority  (page  52). 

In  at  least  two  instances  noted,  it  is  not  stated  where  paraphrasing  and  credit  to  another 
author  begin  (pages  13,  52). 

Page  5,  two  words  are  omitted  from  a  quotation,  without  changing  the  meaning  but  with 
no  indication  of  omission;  on  page  24,  the  volume  of  reference  is  not  given,  italics  not  used 
as  in  reference,  "thus"  omitted. 

Page  6,  the  word  "every"  in  a  quoted  sentence  is  omitted  with  no  indication  of  fact. 

Page  7,  a  sentence  is  quoted  from  a  book  w^hich  states  that  the  information  is  borrowed 
from  a  secondary  source.    The  original  source  is  not  stated  in  the  thesis. 

Another  reference  to  this  same  work  on  pages  121-122  of  the  thesis  gives  figures  for  1898 
without  making  use  of  a  footnote  in  the  quoted  book  which  gave  the  original  source  for  the 
information  and  pointed  the  way  to  up  to  date  statistics  instead  of  the  thirteen-year-old 
statistics  quoted. 

Pages  9-11  had  two  slight  errors  omitting  "the"  in  one  quoted  passage  and  substituting 
"in"  for  "of"  in  another. 

Pages  9-10,  author's  first  name  given  first  in  two  instances  although  bibliography  recog- 
nizes no  exception  to  the  rules  of  giving  last  name  first.  The  quoted  reference  should  read 
not  "page  24"  but  pages  "24-26."  "These"  has  been  substituted  for  "there,"  (this,  of  course, 
may  be  a  typographical  error);  "more"  is  omitted;  "the"  is  substituted  for  "this,"  "the" 
and  "out"  are  inserted. 

Page  11,  "them"  is  substituted  for  "these"  in  original  quotation;  "us"  is  omitted  in  ex- 
pression "us  all;"  one  sentence  is  omitted  with  no  indication  of  the  fact;  italicsin  the  original 
are  not  used  in  the  quotation — "He  holds  it  for  himself,  not  for  his  children,  for  posterity,  and 
for  the  world"  is  given  instead  of  the  original:  "He  holds  it  for  himself  not  alone,  but  for  his 
children,  for  posterity  and  for  the  world." 

Page  12,  reference  18,  the  words  "the  soul  of"  are  omitted  from  the  passage  quoted,  and 
the  quotation  is  run  into  a  single  paragraph  with  a  quotation  from  another  author  all  inclosed 
in  one  set  of  quotation  marks,  bearing,  however,  two  separate  reference  numbers. 

Page  13,  a  sentence  is  quoted  word  for  word  without  credit  to  an  author  who  is  given 
credit  seven  lines  above  for  a  short  quotation.  In  this  case  the  quoted  passage  is  credited  by 
the  author  quoted  to  the  original  source:  neither  original  nor  secondary  source  is  credited  by 
the  thesis  writer. 

Pages  15,  16,  five  different  paragraphs  from  the  same  page  (12)  of  the  same  volume  of 
the  same  journal  carry  separate  reference  numbers  pointing  to  five  different  footnotes  at  the 
bottom  of  the  page — namely  23,  24,  25,  26,  27. 

Page  18,  references  to  state  laws  cite  state  constitutions.  All  these  references  are  taken 
from  a  compilation  of  constitutions. 

Page  28,  reference  23  cites  a  state  law  by  year  and  chapter.  Upon  examination  it  was 
found  that  this  volume  does  not  contain  the  material  quoted,  and  the  the  chapter  cited  is  not 
in  the  volume.  The  only  thing  found  was  an  addition  to  the  law  which  calls  for  the  introduc- 
tion of  an  additional  word  at  a  designated  part  of  the  chapter  appearing  in  an  earlier  legis- 
lation. 

Page  52,  there  is  a  reference  to  page  219  of  the  work  cited,  but  the  preceding  paragraph, 
to  which  the  footnote  is  supposed  to  refer,  is  a  paraphrase  of  page  220  of  the  work  cited. 

Page  75,  a  state  law  is  referred  to  without  section  numbers.  Upon  investigation  the  mate- 
rial quoted  was  found  not  to  be  in  the  volume  referred  to,  but  in  an  entirely  dilTerent  set  of 
laws.     (Most  of  the  references  to  laws  were  by  page,  not  by  chapter  and  section.) 

Page  86  (and  page  25),  notes  say  "See  appendix"  and  "for  code  reference  see  appendix." 
The  thesis  has  four  appendices.  Appendices  are  not  listed  in  the  table  of  contents.  Append- 
ices B  and  C  contain  no  note  explaining  that  figures  refer  to  pages  and  sections  of  codes,  as 
was  found  upon  investigation  to  be  the  case. 

Page  105,  footnote  says  "See  table,"  but  no  indication  is  given  of  what  table  is  meant. 

The  writer  of  this  thesis  was  a  graduate  student-assistant  at  the  University  of  Wisconsin 
three  years,  during  which  time  he  was  presumably  working  on  his  thesis  at  least  one  year.    A 

343 


University  Survey  Report 

year  later  he  formally  submitted  the  thesis,  which  was  accepted  in  fulfilment  of  the  require- 
ments for  the  doctor's  degree.  It  was  published  three  years  later.  What  part  of  these  last 
three  years,  between  submitting  and  publishing,  was  spent  on  the  thesis  is  not  known. 

Question  is  raised  whether  the  obviously  enormous  amount  of  work  which  has  gone  into 
this  thesis  is  justitied  by  the  result,  and  whether  the  content  and  form  indicate  thequantity 
and  quality  of  supervision  which  public  subsidy  of  research  presumes. 

The  writing  indicates  what  is  called  "promising  material."  What  the  writer  set  out  to  do 
the  country  needed.  The  thesis  is  privately  published;  yet,  if  it  had  been  of  different  quality 
it  would  have  been  welcomed  by  any  one  of  .several  publishing  houses. 


PH.D.  THESIS  NUMBER  SIX 

This  thesis  by  a  faculty-student  was  accepted  in  galley  proof  form  as  it  was  to  be  published 
in  a  current  magazine.     It  consisted  of  19  galleys. 

References. 

The  field  is  one  notable  for  progress  made  during  the  past  four  years.  Of  37  authorities 
quoted  in  the  general  biUography,  13  date  before  1900,  10  between  1900  and  190f),  12  between 
1905  and  1910,  and  only  2  since  1910. 

In  an  hour's  time  a  supplementary  list  not  referred  to  by  this  thesis  and  exceeding  in 
number  the  books  and  the  articles  in  scientific  journals  mentioned  in  the  thesis,  was  found  in 
the  Madison  public  library. 

References  are  not  to  book  title  or  page,  but  give  the  bibliography  number  of  the  reference 
which  can  be  found  by  turning  to  the  end  of  the  thesis  on  galley  19. 

English,  French  and  German  works  are  mentioned,  but  the  list  does  not  include  one  of  the 
many  recent  scientific  studies  showing  the  practical  applications  of  this  thesis  subject. 

References  to  a  supplementary  list  of  six  works  not  included  in  the  general  bibliography 
were  referred  to  at  the  bottom  of  pages  without  page  reference,  although  the  reader  is  referred 
to  these  authors  for  bibliography. 

In  one  reference  that  could  be  verified  a  parenthetical  phrase  was  left  out:  "(not  unlike 
the  march  of  Jacksonian  epilepsy);"  and  "then  to  those  successively  more  distant"  is  given 
for  the  original  phrase,  "then  to  successively  more  distant."  Quotation  marks  at  the  end  are 
omitted  at  the  right  place  and  inserted  later  after  a  sentence  not  quoted. 

References  to  authors  are  unverifiable,  because  only  by  number  to  book  title  list  without 

page.    For  example,  "The  investigations  of  A (1),  S (23),  J (13),  W 

(30)  and  a  nujnber  of  others  have  shown Very  detailed  account  given 

by  W " 

Three  illustrating  figures  duplicate  each  other  and  are  referred  to  in  the  same  note. 

In  one  table  13  out  of  57  averages  tested  were  incorrect;  in  another  table,  two  out  of  nine 
averages  tested  were  incorrect;  in  another  table,  three  out  of  nine  averages  tested  were 
incorrect. 

In  the  bibliography  reference  is  made  to  a  translation  (published  10  years  before  the  sub- 
mission of  the  thesis)  of  a  work  published  originally  more  than  20  years  before  the  translation 
was  published. 

Proofreading  and  form. 

In  one  table  in  which  every  fourth  number  was  an  average  of  the  three  preceding  numbers, 
the  averages  were  placed  in  the  same  columns  with  the  figures  they  were  to  help  interpret, 
without  spacing,  ruling  or  any  other  marks  to  distinguish  averages  from  figures  averaged. 

Of  13  sums,  each  of  which  is  presumably  in  effect  a  formula  upon  which  future  scientists 
may  base  conclusions,  two  are  wrong. 

Proofreading  is  careless.    For  example,  "In  Column  I  are  given  the  subject's  initialy." 

English. 

English  used  in  this  thesis  is  difficult,  involved,  and  in  many  other  respects  faulty. 

Nearly  one-third  of  this  thesis  (6§  of  19  galleys)  is  given  to  introduction. 

Apology  is  made  by  the  author  for  the  irregularity  of  observations  due  to  lack  of  control 
over  hurnan  beings  studied.  Several  of  the  tables  have  from  one-ninth  to  one-third  of  the 
observations  missing  because  of  the  irregularity  of  the  subjects  (from  six  to  nine  persons 
were  observed;  one  person  absent  meant  three  observations  lacking). 

Yet,  it  does  not  appear  that  effort  was  made  to  secure  from  several  possible  sources  in  the 
city  of  Madison  material  for  study  in  return  for  an  opportunity  to  participate  in  what  might 
have  been  a  valuable  contribution  to  method,  if  the  base  had  been  broader  and  more  regular. 

This  is  another  subsidized  study.  Question  is  raised  whether  a  detailed  analysis  of  this 
thesis  would  show  that  the  time  and  money  spent  in  producing  it  were  justified  or  would 
support  the  arguments  sincerely  advanced  by  the  university  for  research  as  an  aid  to  teach- 
ing and  an  inspiration  to  study. 

344 


Exhibit  4 

How  difficult  it  was  for  the  author  at  the  end  of  his  study  to  make  the  subject  of  interest 
and  value  to  a  university  class  is  described  in  exhibit  3,  under  the  contrast  to  "making  tech- 
nical material  clear." 

After  the  thesis  was  accepted  the  university  was  unable  to  commend  the  writer  for  either 
of  the  fields  for  which  presumably  the  thesis  determined  his  fitness. 

PH.D.  THESIS  NUMBER  SEVEN 

This  thesis  of  72  typewritten  pages  was  accepted  in  manuscript.  Its  author  did  two  years 
graduate  work  at  the  University  of  Wisconsin,  during  one  of  which  he  was  a  faculty-student. 

Bibliography  is  lacking — 
References. 

At  the  bottom  of  pages  references  are  in  poor  order  from  a  book-making  or  library  point  of 
view;  i.e.,  sometimes  author  is  named  first;  sometimes  subject  is  named  first;  sometimes  the 
reference  begins  with  a  quotation;  author  is  referred  to  with  volume  and  page  of  a  named 
journal,  but  the  title  of  the  paper  is  not  mentioned. 

A  secondary  source  is  credited  with  "most  of  this  material,"  although  this  quoted  author 
said  four  years  before  that  his  material  and  point  of  view  were  not  in  the  least  new. 

Page  5,  in  one  citation  of  five  lines,  one  word  is  left  out,  one  phrase  is  left  out,  and  the 
citation  stops  in  the  middle  of  a  sentence  without  indicating  the  fart;  another  reference  is 
given  to  title  and  to  "2  Vol.  5  ed.  I.  p.  184."  This  reference  is  to  be  found  in  Vol.  I,  Book  II, 
p.  184.  In  this  citation  four  words  were  left  out  and  one  word  inserted;  another  reference  to 
"2  Vol.  1,  p.  38"  should  be  Vol.  1,  p.  38. 

Pages  5,  6,  an  important  two  volume  work  is  referred  to  twice  without  volume  number. 

Page  7,  one  word  is  inserted  and  two  changed,  in  one  reference. 

Page  9,  a  footnote  number  appears  in  the  test  and  at  the  bottom  of  the  page,  but  with  no 
reference. 

Pages  27,  29,  etc.,  one  official  body's  name  is  given  variously  at  different  times. 

Pages  35,  36,  details  necessary'  to  the  understanding  of  important  cases  cited,  are  not  given. 

Page  44,  reference  does  not  indicate  whether  a  book  or  a  volume  of  proceedings  is  referred 
to. 

Proofreading. 

Slight  mistakes  appear  although  form  in  general  is  not  obviously  defective. 
Page  15,  "has  exercised"  is  written  when  obvious  meaning  is  "should  exercise." 
Page  16,  instead  of  dashes,  hyphens  are  used  with  no  space  before  or  after,  giving  the 
effect  of  a  double  word. 

Page  4,  "chashed"  for  "clashed." 

English. 

Involved  sentences  and  misused  words  are  frequent,  beginning  with  the  first  page".  .  . 
central  control  and  centralization." 

On  page  2,  is  the  phrase:  ".    .    .    the  solution  of  the  source  of  many  of  their  disagreements." 

This  thesis  seems  to  treat  an  important  current  subject  in  a  clear  and  definite  manner  and 
if  reduced  about  three-fourths  would  make  an  acceptable  article  for  an  informational  maga- 
zine. 

The  first  chapter  (14  out  of  a  total  of  72  pages)  seems  to  be  clearly  "re-write"  material 
from  textbooks  and  other  secondary  sources. 

Question  is  raised  whether  this  study  would  justifiably  be  accepted  as  fulfiling  the  thesis 
requirement  for  a  doctor's  degree,  even  if  the  student  had  paid  tuition.  This  question  is 
accentuated  by  the  fact  that  this  thesis  was  presented  by  a  graduate  student  who  was  on  the 
teaching  stall  of  the  university  during  one  year,  and  a  fellow  during  the  other  year. 

Verifying  done  by  this  particular  faculty-student  for  his  major  professor  is  later  described 
in  this  same  section  and  again  raises  the  question  as  to  the  quantity  and  quality  of  super- 
vision given  to  his  research  work,  and  also  a  question  as  to  the  quality  and  quantity  of  super- 
vision which  he  may  be  expected  to  give  to  students  under  his  direction. 

PH.D.  THESIS  NUMBER  EIGHT 

This  is  a  140  page  typewritten  manuscript  and  was  accepted  before  publication  in  fulfilment 
of  the  requirement  for  the  doctor's  degree.  For  five  years  before  receiving  his  degree  the 
author  of  this  thesis  was  a  faculty-student. 

345 


University  Survey  Report 

Bibliography. 

There  is  no  bibliography  except  a  list  of  the  manuscripts  used  in  the  translation  which  con- 
stituted the  dissertation.  A  list  of  editions  and  editors  to  which  the  author  had  access  is 
given.    Whether  or  not  the  others  were  used  is  not  stated. 

References. 

One  of  the  references  is  sometimes  given  its  English  title  and  at  other  times  its  original 
untranslated  title. 

The  few  pages  which  are  not  translation  are  historical  comparisons  given  for  the  sake  of 
establishing  accuracy  of  fact.  For  these  no  authorities  are  given  for  the  most  part.  No 
authoritiosrelating  to  this  section  are  given  in  the  introductory  list  of  accessible  manuscripts. 

One  book  is  referred  to  without  page  numbers. 

Another  two  volume  book  is  several  times  referred  to  by  page  only,  without  the  volume 
number. 

Page  12,  the  reference  should  read:  "Vol.  1,  lines  2475  and  2476,"  instead  of  "Lines  2476 
and  2477."    Also  a  second  reference  should  read:  "Vol.  1,  line  2478,"  not  "line  2788." 

Page  13,  the  first  reference  should  read:  "Vol.  1,  2879,"  not  "line  2889."  (There  are 
numerous  other  inaccuracies  in  line  reference). 

Page  14.  line  number  should  be  5698,  not  5699 — volume  number  again  omitted. 

Page  19,  two  consecutive  references  are  duplicates — the  second  is  incorrect. 

A  note  says  that  a  certain  original  source  (given  without  line  reference)  contains  all  but 
one  of  the  incidents  and  that  they  are  to  be  found  in  no  other  source,  yet,  a  second  source 
mentioned  in  the  thesis  does  cover  all  the  material  translated. 

Proofreading. 

Slight  mistakes  appear,  such  as  page  10,  "pardonned,"  page  23,  "preferring"  for  "proffer- 
ing." 

The  translation  was  condensed  with  no  attempt  at  poetical  rendering,  either  in  form  or 
language;  numerous  fine  passages  of  description  were  omitted;  the  translating  and  summariz- 
ing are  within  the  reach  of  an  undergraduate  student  of  the  language  from  which  translation 
is  made. 

One  important  fact  not  stated  in  the  thesis  was  gathered  from  one  reference  which  the 
survey  consulted;  namely,  that  the  faculty-student's  major  professor  under  whose  super- 
vision the  doctor's  thesis  was  prepared,  had  two  years  earlier  published  studies  on  this  very 
work,  comparing  different  versions. 

This  fact,  plus  the  further  fact  that  there  is  no  indication  that  the  faculty-student  himself 
had  a  special  Interest  in  the  study,  raises  the  question  whether  this  was  work  undertaken  in 
an  effort  to  advance  the  bounds  of  human  knowledge  or  as  an  assigned  piece  of  work  under- 
taken at  the  department's  suggestion. 

Here  again  question  is  raised  as  to  whether  the  product,  in  content  or  workmanship, 
would  have  justified  time  and  money  had  the  student  paid  tuition  and  asked  for  the  privilege 
of  taking  graduate  study.  The  question  is  emphasized  when  we  remember  that  the  author, 
as  a  faculty-student,  was  subsidized  on  the  university  payroll  for  four  years. 

How  the  university  received  the  survey  report  on  eight  doctors'  theses 

The  foregoing  statements  were  sent  by  the  survey  to  the  secretary  of  the  Board  of  Regents; 
by  the  secretary  to  the  president  of  the  university;  by  the  president  to  the  dean  of  the  Grad- 
uate School;  by  the  dean  of  the  Graduate  School  to  the  major  professors  under  whose  super- 
vision the  theses  were  written. 

No  independent  verification  was  made  by  the  dean  or  by  the  president  or  by  any  officer 
representing  the  whole  university. 

Not  only  had  the  dean  never  read  the  theses  before  the  degrees  were  granted;  not  only  did 
he  not  read  them  after  defects  had  been  pointed  out  by  the  survey  and  their  scholarship  and 
originality  questioned,  but  again  without  reading  them  he  defended  them  in  a  comment 
written  for  the  university,  and  said  in  effect  that  all  other  theses  if  examined  might  be 
expected  to  be  of  the  same  standard. 

Instead  of  being  given  an  impersonal  scientific  review  that  would  begin  with  verification 
of  facts,  the  survey  report  was  given  into  the  hands  of  the  officer  of  the  university  most 
certain  to  be  sensitive  about  its  contents.  Individual  answers  were  written  to  the  dean  as 
later  copied  and  filed  with  the  survey  working  papers.  The  dean  then  wrote  a  general 
answer. 

Special  effort  was  made  by  the  survey  to  secure  the  personal  attention  of  the  president  of 
the  university  to  these  sections,  first  before  and  later  after  the  dean  of  the  Graduate  School 
had  written  an  answer.  In  its  comment  the  university  assumed  full  responsibility  for  the. 
eight  doctors'  theses  and  stated  that  it  was  "satisfied  with  the  choice  made  by  the  survey." 

346 


Exhibit  4 

Although  the  survey  by  specific  citation  had  pointed  out  slovenly  workmanship,  lack  of 
originality  imcompatible  with  scholarship,  the  concluding  comment  of  the  university  later 
repeated  is  "the  survey  of  the  Graduate  School  has  been  mainly  directed  to  its  clothes  rather 
than  to  the  living  being  beneath  the  clothes." 

Further  special  effort  was  made  by  the  survey  to  prevent  faculty  and  administrative 
officers  from  committing  the  University  of  Wisconsin  to  the  standard  of  scholarship  exhibited 
in  these  eight  doctors'  theses. 

Although  the  survey  itself  had  assumed  that  the  defects  were  not  primarily  of  aim  or 
ability  but  rather  of  supervision;  although  the  survey  had  hoped  the  university  would  read 
these  and  other  theses;  and  although  the  survey  had  hoped  that  it  would  not  be  necessary 
to  publish  to  the  world  of  scholarship  more  details  regarding  these  theses  selected  at  random, 
the  attitude  of  university  officers  makes  it  necessary  in  fairness  to  the  people  of  the  state 
and  to  the  university  itself  to  make  record  of  the  following  facts: 

Presenting  facts  re  theses  to  regents  and  the  dean  of  the  Graduate  School 

A  renewed  appeal  by  the  survey  to  the  president  led  to  his  delegating  the  dean  of  the 
Graduate  School  to  meet  with  two  regents  and  the  survey  to  consider  the  university's  com- 
ment upon  facts  disclosed  by  the  survey's  study  of  doctors'  theses. 

1.  The  first  thesis  (number  3)  chosen  for  illustration  was  one  regarding  which  the  uni- 
versity had  written,  (a)  "Its  comparison  to  a  master's  thesis  suggests  ignorance  of  the 
subject  matter  on  the  part  of  the  critic,"  (b)  "It  constitutes  a  real  contribution  to  human 
knowledge  in  a  field  marked  by  entire  absence  of  secondary  sources."  The  survey  handed 
to  the  regents  and  the  dean  a  copy  of  the  master's  thesis  which  formed  the  framework  of  the 
doctor's  thesis  and  which  was  prepared  by  the  same  author  for  a  master's  degree  at  a  nearby 
institution. 

2.  A  row  of  books  was  pointed  out  as  proof  that  the  doctor's  thesis  related  to  a  field  marked 
not  by  "entire  absence"  but  by  a  plentitude  of  secondary  sources. 

3.  While  the  thesis  was  held  and  read  by  the  dean  and  regents  the  survey  representative 
read  from  a  secondary  work  page  after  page  after  page;  then  turned  to  another  section  of 
this  same  work  and  read  page  after  page  after  page  which  the  thesis  in  the  hands  of  the 
dean  and  regents  contained  verl)atim,  with  no  credit  given  to  the  original  author. 

4.  A  second  book  was  cited  which  with  the  one  just  mentioned  contained  the  greater  part 
of  the  matter  not  in  the  master's  thesis.  The  table  of  contents  of  a  third  book  showed  that 
the  work  for  the  master's  thesis  had  already  been  well  done  in  this  one  of  several  secondary- 
sources. 

5.  The  second  thesis  (number  8)  was  then  taken  up  regarding  which  the  university  had 
written  that  it  is  "a  meritorious  work  properly  accepted  as  a  doctor's  dissertation." 

6.  Attention  was  called  by  the  survey  to  a  thesis  submitted  to  the  University  of  Paris  in 
1884,  covering  in  large  part  the  same  field.  Extracts  were  read  which  showed  striking 
similarity  between  the  Wisconsin  thesis  written  in  1914  and  the  1884  Paris  thesis. 

7.  Secondly  a  chapter  of  which  the  university  had  made  much  in  its  comment  and  which 
contained  the  meat  of  the  supposedly  original  contribution  of  the  author  was  open  for 
regents  and  dean  to  read  while  the  survey  read  from  an  English  work  again  page  after  page 
after  page.  In  this  case  there  was  a  note  to  the  clTcct  that  the  summary  was  based  upon  this 
English  work.  It  did  not  say  that  it  was  taken  exclusively  from  the  English  work  and, 
except  for  the  first  few  paragraphs,  in  large  part  verbatim. 

8.  Whereas  the  department  had  made  a  point  of  the  fact  that  the  translation  of  old  Italian 
was  required,  the  survey  pointed  out  that  the  old  Italian  referred  to  had  already  been  ad- 
mirably translated  into  English  and  to  use  it  did  not  require  knowledge  of  old  Italian. 

9.  At  this  point  the  dean  of  the  Graduate  School  stated  that  before  he  would  be  influenced 
by  evidence  of  plagiarism  or  by  failure  to  give  adequate  credit  he  would  want  to  know  what 
the  author's  motive  was.  One  of  the  regents  later  intimated  that  "it  was  more  important 
for  the  university  to  ascertain  the  habit  than  to  ascertain  motive  in  cases  like  this".  For 
a  habit  mildly  suggestive  of  this  work  by  students  granted  a  doctor's  degree — the  university's 
"stamp  of  scholarship" — a  freshman  or  a  sophomore  or  other  undergraduate  would  until 
recently  have  been  dismissed  form  the  university.  Now  for  such  a  otTense  he  would  not 
be  permitted  to  join  a  fraternity  or  hold  standing  in  a  fraternity,  or  to  participate  in  outside 
activities,  or  go  forward  with  his  class;  he  would  lose  credit  for  his  course  and  frequently 
be  penalized  and  required  to  take  additional  work  of  two  or  three  hours  a  week  for  a  semester, 
and  remain  in  disgrace  until  the  credit  is  made  up. 

10.  The  third  thesis  (number  1)  the  survey  would  have  been  glad  to  take  up  with  the 
regents  if  they  could  have  given  the  time.  The  secondary  sources  in  the  field  of  this  thesis 
had  covered  so  much  of  the  same  ground  that  no  university  could  alTord  to  admit 
that  it  would  give  a  doctor's  degree  for  the  fraction  of  the  thesis  which  may  fairly  be  claimed 
to  be  original.  The  carelessness  of  its  presentation  is  explained  by  the  major  professor 
responsible  for  its  supervision,  on  the  ground  that  he  was  not  at  the  university  when  the 
final  draft  of  the  thesis  was  handed  in,  and  secondly  that  it  seemed  unnecessary  to  make  a 
complete  examination  for  minor  points  "as  the  thesis  was  to  be  printed  and  must  necessarily 
be  thoroughly  gone  over  to  put  it  into  shape  for  the  printer." 

347 


Exhibit  4 

The  foregoing  facts  were  called  to  the  attention  of  the  president  of  the  university  by  the 
survey.  Facts  regarding  the  first  two  theses  mentioned  above  (numbers  3  and  8)  were  called 
to  his  attention  by  the  dean  of  the  Graduate  School  in  a  letter  which  the  survey  was  permitted 
to  see. 

When  the  president  of  the  university  asked  what  he  could  do  except  to  trust  to  depart- 
ments, the  survey  recalled  (a)  that  the  president  is  held  responsible  for  supervising  re- 
search (laws  of  regents,  chapter  IT,  section  3,  page  130)  and  for  reporting  biennially  "cost 
and  results  of  all  important  investigations  and  experiments"  (state  laws,  chapter  25,  section 
383);  (b)  that  he  might  first  see  that  methods  calculated  to  secure  scholarly  work  are  em- 

Eloyed  by  the  dean  of  the  Graduate  School  who  is  responsible  to  him,  by  college  deans, 
y  departments  and  individual  supervising  professors;  (c)  that  he  might  currently  ask  the 
kmd  of  question  that  would  bring  out  the  essential  facts  as  to  scholarship  of  graduate  stu- 
dents; (d)  that  so  long  as  questions  are  not  asked  and  tests  not  applied  by  the  president  and 
dean  it  may  not  reasonably  be  expected  that  a  high  degree  of  scholarship  will  be  expressed  in 
doctors'  theses;  (e)  that  no  other  means  of  testing  exists  whereby  scholarly  work  may  be 
distinguished  from  work  that  is  not  scholarly. 

Assisted  research  by  major  professor  with  help  of  faculty  student. 

It  will  be  remembered  that  among  the  methods  of  research  mentioned  by  the  president  in 
bulletin  666,  and  in  the  annual  address  to  the  faculty,  appeared  this  sentence: 

"Many  [graduate  students]  .  .  .  assist  the  professors  in  their  teaching;  many  assist 
them  in  their  research  work;  the  professors  lead  the  men  to  intellectual  indepen- 
dence." 

One  such  instance  was  called  to  the  survey's  attention  by  an  anonymous  memorandum  as 
follows : 

".  .  .  the  character  of  the  research  work  done  by  members  of  the  faculty  would  be 
legitimately  within  the  scope  of  your  work.  The  enclosed  memoranda  need  no 
explanation  except  to  call  attention  to  the  fact  that  Dr.  Blank's  work  has  been 
cornpared  with  but  two  authorities.  Possibly  other  standard  authorities  might 
indicate  the  source  of  the  material  not  accounted  for  in  the  enclosed  comparisons." 

As  the  work  in  question  had  been  reported  to  the  survey  as  a  research  product  which 
proved  the  need  for  more  student  assistants,  and  is  announced  to  the  world  as  the  work  of  a 
present  department  chairman  aided  by  a  faculty-student  (whose  doctor's  thesis  is  described 
as  number  seven)  in  which  the  faculty-student  as  assistant,  verified  the  references,  the 
survey  made  the  same  sort  of  study  which  it  had  made  of  the  eight  doctors'  theses. 

All  general  authorities  (36)  cited  in  the  book  up  to  page  247,  and  all  quotations  over  two 
lines  long  from  state  laws,  mentioned  up  to  page  247,  were  compared  with  the  originals  so 
far  as  references  were  available  in  two  libraries. 

Bibliography  failed  to  include  one  of  the  most  important  of  all  sources  which  is  referred 
to  repeatedly  in  the  course  of  the  book. 

References. 

Mistakes  of  various  kinds — from  wrong  references  to  wrong  dates  and  to  direct  quotations 
without  quotation  rnarks — were  found  in  only  one  hurried  reading  and  require  12  legal  cap 
single  space  typewritten  pages  to  describe  briefly.  Only  a  few  typical  instances  are  here 
cited. 

Of  36  references  to  general  authorities  not  one  was  correct;  four  had  note  references  which 
were  incomplete  or  misleading;  17  others  were  referred  to  correctly  but  were  quoted  incor- 
rectly; 15  others  were  incorrect  in  both  quotation  and  reference. 

Page  7,  of  42  figures  taken  from  another  authority,  18  were  quoted  incorrectly  varying 
from  1  to  10  points  each  from  the  original. 

Again  an  important  document  is  referred  to  so  incorrectly  that  it  required  some  time  even 
for  the  librarian  to  locate  it. 

Page  32,  a  date,  1845,  is  given  for  a  document  which  bears  the  dale  1846.  The  material 
quoted  does  not  appear  in  the  1846  document  but  does  appear  in  an  1857  revision  and  was 
incorrectly  cited  in  the  secondary  source  from  which  the  author  quotes.  In  other  words,  a 
reference  belonging  to  the  year  1857  and  borrowed  without  credit  from  an  author  who  gave 
it  incorrectly,  is  attached  to  a  wrong  period,  11  years  earlier,  and  to  the  wrong  year. 

Page  42,  figures  are  taken  directly  from  another  author  without  credit,  but  the  quoted 
author  was  wrong  and  the  borrower  "therefore  incorrectly  gives  228  for  205,  1131  for  1302, 
and  294  for  197. 

Page  79,  sources  published  in  1909  are  referred  to  as  belonging  to  the  year  1908.  In 
quoting,  italics  are  not  used  as  in  the  original;  indentation  is  used  where  it  is  not  used  in  the 
original. 

Page  80,  in  one  quotation  punctuation  fails  to  follow  the  original  in  five  places;  "by"  is 
once  used  for  "of;"  the  italics  are  not  quoted;  "(sect.  1)"  is  omitted  and  an  original  source 
is  referred  to  without  page  number. 

348 


Exhibit  4 

Page  201,  a  quotation  cannot  be  found  in  the  place  referred  to,  but  was  found  in  three 
different  references  which  evidently  became  "crossed"  in  the  borrowing.  The  phrase  "It 
is  beyond  a  doubt"  and  two  commas  were  omitted  from  the  quotation. 

On  the  same  page  another  quotation  is  referred  to  the  wrong  source;  the  phrase,  "and  is 
legitimately  used"  is  omitted;  the  word,  "enactment"  is  given  as  singular  where  it  appears 
as  plural  in  the  original,  commas  and  semi-colon  are  omitted,  and  a  semi-colon  is  changed  to 
a  comma  (which  details  happen  to  be  of  some  consequence  in  item  quoted  and  particularly 
in  the  field  under  discussion). 

Page  206,  a  passage  was  quoted  incorrectly  in  the  following  respects:  italics  were  not 
used  in  the  original:  in  quoting  from  an  old  P^nglish  source  the  author  writes  "provisos" 
instead  of  "provisoes;"  signs  of  omission  are  used  where  the  word  "therefore"  is  left  out, 
but  later  three  pages  are  skipped  without  indicating  a  break  in  the  sentence  except  by  the 
word,  "and,"  in  parentheses;  "and"  is  substituted  for  "or;"  the  word,  "common"  is  omitted; 
three  commas  are  inserted,  and  one  omitted;  "whenever"  is  used  for  "wherever;"  capital 
"C"  in  the  word,  "considering"  where  original  has  small  "c";  the  word  "acts"  is  not  capi- 
talized where  original  did  capitalize. 

Sentence  after  sentence,  paragraph  after  paragraph,  page  after  page,  and  chapter  after 
chapter  follow  at  times  verbatim  and  at  other  times  in  "re-write"  often  barely  paraphrased, 
without  credit  to  three  authors  found  by  the  survey  to  have  been  heavily  drawn  upon  by 
the  author. 

This  product  of  research  paid  for  by  the  university  in  remission  of  teaching  hours  to  the 
professor,  and  in  stipend  or  salary  to  the  faculty-student  assisting,  in  deflection  of  interest 
and  energj^  from  research  by  students  and  direction  and  instruction  of  students,  is  subject 
at  present  to  no  scrutiny  by  colleagues  within  the  department,  by  dean,  or  president, or  regent. 

This  book  is  used  as  a  textbook  in  the  university;  it  is  not  merely  placed  before  students 
but  those  who  elect  a  certain  course  are  compelled  to  use  it;  it  had  all  "the  trappings  and  the 
suits"  of  scientific  research,  proof  of  authority,  apparent  credit  where  credit  is  due,  etc. 

It  is  accepted  at  its  face  value  in  determining  faculty  promotion,  budget  increases,  and  in 
illustrating  the  proposition  that  "the  university  that  has  a  strong  graduate  school  is  an 
efficient  university  in  undergraduate  instruction."  and  that  "without  doing  scholarly  work 
it  would  be  impossible  to  obtain  other  than  a  mediocre  teaching  staff." 

How  the  university  received  the  illustration  of  assisted  research. 

This  section  of  the  survey  report  was  protested  by  the  university  on  the  ground  (1)  that 
the  book  was  not  a  university  product;  and  (2)  that  "the  merits  of  the  book  of  an  acknowl- 
edged scholar  are  adjudged  by  the  scholars  in  his  field.  The  university  doubts  the  compe- 
tency of  any  officer  of  the  survey  to  take  the  place  of  these  scholars." 

Instead  of  proceeding  independently  to  verify  the  survey's  statements  of  fact  the  univer- 
sity immediately  placed  the  criticism  in  the  hands  of  the  author  of  the  book.  At  one  of  the 
author's  visits  to  the  survey  he  asked  if  the  survey  thought  it  fair  to  put  into  one  total  mis- 
takes of  punctuation  with  mistakes  of  quotation  or  reference.  The  following  dialogue  took 
place:  "Would  you  justify  a  statistical  method  which  in  counting  people  at  the  county  jail 
threw  into  the  same  total  a  murderer  and  a  man  who  stole  a  piece  of  cheese?"  The  survey 
answered,  "That  would  depend  upon  the  question  to  be  answered."  "What  do  you  mean  by 
the  question  to  be  answered?"  "Whether  we  are  discussing  moral  turpitude  or  the  cost  of 
board.  If  discussing  cost  of  board  the  nature  of  the  offense  is  not  significant.  In  verifying 
references  the  survey  was  computing  the  cost  of  board,  not  moral  turpitude." 

The  university  denies  that  products  of  research  by  university  professors  are  fair  subjects 
of  examination  by  the  people  of  the  state.  Yet  the  state  is  being  told  repeatedly  that  these 
research  products  are  the  best  tests  of  university  prestige  and  teaching  efficiency. 

The  above  contrast  between  denial  and  assertion  suggests  that  further  inquiry  should  be 
made  to  see  whether  research  by  the  instructional  staff  is  free  from  the  deficiencies  of  purpose, 
presentation,  testing  and  ultimate  product  that  have  been  noted  in  these  two  sections  on 
doctors'  theses  and  assisted  research. 


UNIVERSITY    COMMENT    OxN    ALLEN    EXHIBIT    4,    ENTITLED    "THE 

GRADUATE  SCHOOL" 

The  background  of  purpose  set  forth  by  Mr.  Allen  seems  too  narrow  and  the  University 
desires  to  supplement  it  by  the  following  statement.  The  substance  of  the  statement  is 
necessary  to  any  understanding  of  the  graduate  work  of  the  Lhiiversity. 

The  graduate  student 

In  view  of  the  greater  scholastic  maturity  of  the  graduate  student  (as  compared  with  the 
undergraduate),  candidacy  for  the  University's  higher  degrees  differs  materially  in  method 
and  freedom  of  action  from  candidacy  for  the  bachelor's  degree. 

The  candidate  for  the  B.  A.  obtains  his  degree  by  winning  a  prescribed  number  of  credits. 
No  such  number  of  credits  is  prescribed  for  the  graduate  student.     In  lieu  of  these  he  is 

349 


University  Survey  Report 

required  to  devote  to  his  candidacy  an  amount  of  time  that  in  general  must  not  fall  below 
a  fixed  minimum  period,  but  which  may  exceed  that  period  by  any  amount  that  the  Univer- 
sity may  deem  needful  to  satisfy  its  standard  of  attainment  (kind,  quality  as  well  as  quantity) 
for  the  degree.  Many  graduate  students  are  able  to  devote  only  part  time  to  their  studies; 
others  bring  to  their  candidacy  imperfect  preparation  and  in  such  cases  candidacy  may,  and 
often  does,  extend  far  beyond  the  prescribed  minimum  time  and  such  prolonged  candidacy 
or  small  amount  of  work  taken  in  any  semester,  involves  no  discredit  to  either  the  candidate 
or  his  instructors.  On  the  other  hand,  many  graduate  students  have  no  intention  of  pro- 
ceeding to  a  higher  degree.  These  register  and  pursue  such  studies  as  they  may  desire 
without  restriction  upon  the  kind  or  quantity  of  work.  The  chief  significance  of  the  Grad- 
uate School,  however,  is  found  in  its  relation  to  candidates  for  the  higher  degrees  and  it  should 
be  judged  mainly  by  its  relations  to  these  students  as  set  forth  below. 

Candidacy  for  higher  degrees 

Each  candidate  for  a  higher  degree  is  assigned  to  a  "major  professor"  who  is  responsible 
for  the  choice  and  character  of  his  work  and  for  effective  use  of  his  time  during  such  candidacy. 
Coordinate  with  this  responsibility  the  major  professor  possesses  a  large  measure  of  authority 
over  the  candidate  and  his  work.  But  this  power  is  so  exercised  as  to  secure  to  the  student 
the  maximum  freedom  of  choice  and  effort  consistent  with  his  own  advancement.  This 
authority  and  responsibility  of  the  major  professor  are  not  shared  by  any  dean  or  president 
and,  in  the  nature  of  the  case,  cannot  be  shared  by  any  other  person.  This  is  a  part  of  the 
intimate  relation  designated  by  the  terms  "master"  and  "disciple"  as  employed  by  the 
University  and  adopted  by  Mr.  Allen. 

Graduate  and  undergraduate  work 

For  the  guidance  of  all  students  the  "courses"  of  study  (work  done  in  a  particular  uni- 
versity class)  are  classified  and  designated  by  descriptive  names  and  numbers,  indicating  for 
each  such  course  its  subject  matter  and  its  character,  as  elementary,  advanced,  or  highly 
specialized.  While  the  elementary-  courses  are  designed  primarily  for  undergraduate  students 
and  the  specialized  courses,  presupposing  large  preparation,  are  primarily  for  graduate 
students,  in  general  every  course  is  open  to  every  student  qualified  to  pursue  it.  (A  few 
exceptions  to  this  rule,  relating  chiefly  to  limitations  upon  the  work  of  freshmen,  are  not  here 
considered.)  The  graduate  student  of  chemistry  who  is  unable  to  read  German  is  urged  to 
enter  an  elementary  class  in  order  to  acquire  that  ability,  but  he  receives  no  credit  toward  his 
higher  degree  for  such  work.  The  undergraduate  student  of  chemistry  who  has  studied  that 
subject  for  two,  three  or  more  years  may,  in  theory,  be  admitted  to  a  chemistry  course 
primarily  for  graduates,  but  the  actual  occurrence  of  such  a  case  is  unusual.  Approving  the 
relation  thus  outlined,  the  University  adopts  the  Allen  formula  that  "what  is  one  man's 
graduate  work  is  another  man's  undergraduate  work."  It  affirms  that  the  particular 
"course"  to  be  pursued  by  a  given  student  should  depend,  and  is  made  to  depend,  upon  his 
attainments  and  purpose,  rather  than  upon  his  classification  as  graduate  or  undergraduate. 
The  contrary  policy  would,  be  unjust  as  well  as  unwise.  The  University  adds,  however, 
that  elementary  work  by  a  graduate  student  is  not  construed  as  a  basis  for  awarding  a  higher 
degree. 

Subsidized  (?)  study 

The  University  needing  the  service  of  many  young  instructors  draws  these  from  the  more 
promising  graduate  students.  Many  graduate  students  are  attracted  to  it  by  the  opportu- 
nity of  devoting  to  ill-paid  service  so  much  of  their  time  as  will  defray,  in  whole  or  in  part, 
the  cost  of  living.  The  remainder  of  their  time  is  given  to  graduate  study  which  Mr.  Allen 
characterizes  as  "subsidized."  The  University  regards  the  stipends  paid  these  students  as 
fully  earned  by  service  rendered.  They  are  in  no  sense  a  subsidy,  since  subsidy  involves  an 
element  of  gratuity  that  does  not  here  exist. 

Administration 

WA  Graduate  Committee  appointed  annually  by  the  president  has  jurisdiction  over  all 
formal  requirements  imposed  by  the  University  upon  candidates  for  its  higher  degrees  and 
it  possesses  dispensatory^  power  to  modify  these  requirements  in  appropriate  cases.  The 
exercise  of  these  powers  in  most  cases  connected  with  the  master's  degree  (attained  through 
one  year  of  candidacy  as  a  minimum)  is  entrusted  to  the  dean  of  the  graduate  school  (chair- 
man of  the  committee).  In  difficult  cases  connected  with  the  master's  degree  and  in  all 
cases  relating  to  the  doctor's  degree  (minimum  candidacy  three  years),  these  powers  are 
exercised  by  the  full  committee. 

The  principles  above  outlined,  of  freedom  for  the  graduate  student,  responsibility  in  the 
major  professor,  administrative  and  dispensatory  power  in  a  representative  of  the  whole 
university,  are  recognized  in  the  practice  of  most  (probably  all)  important  graduate  schools 
in  America.    Thej'  equally  find  expression  in  the  methods  of  the  best  European  universities. 

350 


Exhibit  4 

With  constant  reference  to  these  principles,  specific  reply  to  individual  criticism  by  the 
Allen  survey  follows,  but  I  desire  to  preface  such  reply  with  two  more  general  statements, 
viz: 

A.  A  line  of  criticism  much  emphasized  by  Mr.  Allen  is  the  alleged  inaccuracy  of  the 
records  of  the  Graduate  School.  It  is  not  here  maintained  that  these  records  are  entirely 
free  from  error  but  it  is  explicitly  affirmed  that,  in  the  Allen  report,  there  has  not  been 
presented  a  single  valid  case  of  substantial  error  in  these  records.  In  so  far  as  specific  cases 
are  presented  in  support  of  the  charge  of  inaccuracy,  each  and  every  one  of  them  involves 
an  error  or  misunderstanding  on  the  part  of  the  investigator.  His  blunders  are  here  pre- 
sented as  errors  in  the  University  records. 

B.  Many  of  the  statements  made  in  this  exhibit  have  not  been  criticized  by  University 
officers  (being  deemed  too  trivial)  and  no  concurrence  in  or  approval  of  any  part  of  the 
exhibit  is  to  be  inferred  from  the  omission  of  criticism  upon  it. 

Characteristic  errors  of  the  Allen  survey 

The  University  prepared  and  submitted  to  Mr.  Allen  a  large  number  of  exceptions  to  the 
statements  incorporated  in  this  part  of  his  report.  This  comment  is  in  its  entirety  too  long 
for  reproduction  here.  It  ranges  through  arithmetical  error,  misunderstanding,  omission  of 
essential  facts  and  the  expression  of  personal  prejudice  unsupported  by  evidence,  to  mis- 
leading suggestion,  flagrant  misrepresentation  of  fact,  and  suppression  of  the  truth,  even 
when  forced  home  upon  the  personal  attention  of  Mr.  Allen.  It  is  al!  preserved  in  the  files 
of  the  University  for  the  inspection  of  any  person  interested  in  the  matter  and  only  character- 
istic samples  of  it  follow. 

Since  it  is  the  purpose  of  this  comment  to  illustrate  the  character  of  the  Allen  investigation, 
as  well  as  to  reply  to  its  criticism,  quotation  of  its  findings  is  sometimes  made  from  a  pre- 
liminary report  submitted  (obligato)  to  the  University  in  October,  1914.  Pursuant  to 
University  comment  and  assistance  some  of  these  quoted  phrases  have  disappeared  from 
the  final  report,  but  thev  still  show  the  character  and  spirit  of  the  investigation  made  by 
Mr.  Allen. 

Misunderstanding 

"...  election  sheets  (which  are  the  official  record)".  "No  administrative  use  is  made  of 
these  records."  "No  compilation  taken  from  them  would  be  trustworthy."  "To  see  how 
far  the  deficiencies  .  .  .  are  made  up  in  the  records  of  the  registrar  a  study  was  made  of" 
his  records.  Of  these,  the  "registrar  said.  They  form  absolutely  the  only  record  of  a  person's 
scholastic  work  here."  "Another  officer  in  the  registrar's  office  said  ".  .  .  They  don't 
go  by  records  in  the  graduate  school,"  "The  election  sheets  do  not  match  with  record  cards 
in  registrar's  office." 

The  explanation  of  this  jumble  of  ideas  is  that  the  election  sheet  is  the  statement  made 
semi-annually  by  each  student,  and  his  major  professor,  as  to  the  course  of  study  he  intends 
to  pursue  during  the  coming  semester.  It  constitutes  the  basis  upon  which  authority  is 
issued  to  each  instructor  to  admit  the  student  to  the  several  courses  designated.  These 
sheets  are  intended  to  serve  no  other  purpose.  The  record  in  the  registrar's  office  is  made  up 
from  reports  furnished  by  the  instructor,  at  the  end  of  the  semester,  as  to  the  work  actually 
accomplished.  Frequently  there  is  disparity  between  the  election  sheet  and  the  record 
because  the  student  has  changed  his  purpose,  or  failed  to  accomplish  it.  The  one  represents 
promise,  the  other  performance,  and  the  two  records  should  agree  only  when  there  is  cor- 
responding agreement  in  fact.  The  registrar's  record  is  the  authoritative  statement  of  the 
student's  class  room  work  but  it  needs  to  be  supplemented  by  other  matter  found  in  the 
minutes  of  the  Graduate  Committee  and  in  the  dean's  files,  in  order  to  obtain  a  complete 
statement  of  the  student's  status. 

The  phrase  ai)ove  attributed  to  "another  officer  in  the  registrar's  office"  is  a  repetition  of 
an  anonymous  slander  wholly  devoid  of  truth. 

With  the  confusion  of  ideas  and  superficial  inquiry  above  illustrated,  there  is  no  occasion 
for  surprise  at  the  conclusions  reached  by  Mr.  Allen  respecting  individual  candidates  for  the 
doctor's  degree,  e.  g.,  "Another  faculty  student  obtained  his  degree  in  three  years."  etc. 
The  record  plainly  shows  in  this  case,  as  identified  by  Mr.  Allen's  bureau,  four  years  of  resi- 
dent candidacy  plus  additional  work  equivalent  to  two  summer  sessions. 

In  another  case  an  alleged  transcript  of  a  student  record  is  given  which  is  wholly  unlike 
the  record  of  the  student  named  over  the  telephone  in  response  to  inquiry  directed  to  Mr. 
Allen's  bureau.     The  transcript  does  not  conform  accurately  to  any  record  in  the  files  of 

the  university,  but  it  is  presumed  to  be  that  of  Mr with  which  it 

agrees,  save  that  there  has  been  suppressed,  by  Mr.  Allen's  stafi',  an  important  entry.  This 
entry  shows  action  by  the  graduate  committee  in  the  exercise  of  its  dispensatory  power 
extending  to  the  candidate  a  certain  amount  of  credit  for  research  work  and  publication 
covering  a  period  of  six  years. 

This  falsification  of  the  record  should  probably  be  credited  to  carelessness  since  in  con- 
sequence of  university  representations  it  has  been  corrected  in  the  Allen  report  as  printed. 
It  should  be  compared,  however  with  the  punctiliousness  manifested  by  Mr.  .\llen  in  the  criti- 
cism of  unprinted  doctors'  theses,  where  not  only  accurate  rendition  of  substance  but  precise 
reproduction  of  italics,  single  letters,  and  punctuation  marks  is  made  to  appear  as  the  sub- 
stance of  scholarly  integrity. 

351 


University  Survey  Report 

Personal  prejudice 

No  foundation  of  evidence  is  laid  for  the  following  statements  and  they  are  not  pertinent 
to  any  argument  that  has  preceded  them.  The  graduate  work  ''has  been  and  will  continue 
to  be  subject  to  special  challenge  by  taxpayers."  "So  long  as  it  is  the  apex  and  most  im- 
portant part  in  the  estimation  of  the  university,  its  undergraduate  students,  their  parents 
and  employers  will  continue  to  be  as  they  have  been  in  the  past  jealous  of  the  energy  shared 
with  if  not  deflected  from  the  large  number  of  undergraduate  students."  Mr.  Allen's 
transformation  of  the  university  term  "apex"  into  something  not  its  equivalent,  viz.,  "most 
important  part  in  the  estimation  of  the  university",  gives  characteristic  illustration  of  his 
appreciation  of  his  own  precepts  regarding  quotation. 

Misleading  suggestion 

"For  every  student  an  assignment  sheet  is  supposed  to  be  filled  out."  It  is  filled  out  for 
every  student  registered  in  the  graduate  school. 

"The  university  offers  22  non-teaching  fellowships."  For  non-teaching,  substitute 
university  fellowships  and  note  that  academic  duties,  commonly  teaching,  are  attached  to 
all  these  positions. 

"The  contention  of  the  university  that  when  graduate  students  are  found  in  classes  with 
undergraduates  the  graduate  students  are  treated  in  a  different  way  from  the  undergraduates 
is  not  borne  out  by  the  facts."  Such  distinction  of  treatment  is  occasionally  made  but  the 
university  has  never  contended  that  it  was  a  usual  practice. 

Misrepresentation  of  fact 

"The  graduate  faculty  appointed  a  committee  to  report  upon  the  part  which  the  exten- 
sion division  might  play  in  directing  and  charging  for  absentia  work.  The  committee 
never  reported."  The  committee  was  appointed  February  2,  and  reported  on  March  27, 
1911,  all  of  which  is  duly  set  forth  in  the  minutes  submitted  to  Mr.  Allen  and  professedly 
read  and  professedly  commented  upon  by  him. 

"The  dean  of  the  graduate  school  stated  that  the  extension  division  was  not  authorized 
to  advertise  in  absentia  courses  by  correspondence  as  it  has  advertised  work,  especially  in 
political  science,  German,  English,  Latin  and  advanced  calculus."  The  lack  of  harmony 
between  the  practices  of  the  graduate  school  and  the  extension  division  as  here  set  forth 
does  not  exist.  The  only  work  offered  by  the  extension  division  as  leading  to  a  higher  degree 
is  that  which  the  rules  of  the  graduate  school  permit  to  be  done  in  absentia,  without  pre- 
scription of  the  method  employed.  This  fact  was  brought  to  the  attention  of  Mr.  Allen  by 
letter  of  Dean  Reber,  dated  August  25,  1914,  i.  e.,  prior  to  the  first  draft  of  the  Mr.  Allen's 
exhibit  on  the  graduate  school. 

"The  dean's  approval  of  the  assignment  sheet  (by  initials)  was  obtained  before  the  card 
had  been  submitted  to  the  major  professor,  as  was  noted  on  registration  day,  September, 
1914.  This  makes  of  his  approval  merely  an  advice  to  the  major  professor  that  a  student 
has  registered,"  etc.  "No  provision  is  made  for  the  dean's  approval  of  the  plan  worked  out 
first  by  the  students  and  later  approved  by  his  major  professor."  During  registration 
days,  September,  1914,  the  dean  issued  315  assignment  sheets  and  in  no  case  were  his  initials 
affixed  to  the  sheet  in  the  manner  "noted"  by  Mr.  Allen.  They  are  invariably  the  last 
entry-  made  upon  this  sheet  before  it  is  transmitted  to  the  registrar  and  they  constitute  a 
certificate  that  formal  requirements  in  the  case  have  been  sufficiently  complied  with  by 
student  and  major  professor. 

Mr.  Allen's  misstatement  in  this  case  is  of  consequence  only  in  that  it  illustrates  careless 
and  wrong  observation  of  facts  easily  ascertained.  A  far  more  flagrant  case  of  wilful  and 
persistent  attempt  at  deception  is  given  below  under  the  title,  "Thesis  Number  Eight." 


COMMENT  ON  SECTION  2 

"Opportunities  for  Strictly  Graduate  Work" 

Reply  is  made  above  to  some  parts  of  this  section.  It  should  be  supplemented  by  the 
following  specific  comment. 

"One  of  the  workers  at  the  survey  .  .  .  suggested  that  one  of  the  difficulties  is  the  im- 
possibility of  securing  in  many  lines  enough  graduate  courses  for  a  doctor's  degree."  While 
work  for  a  degree  is  not  wholly  done  in  courses,  this  comment  touches  a  weak  point  in  the 
graduate  school.  It  is  quite  true,  for  financial  reasons,  that  many  departments  are  unable 
to  offer  graduate  work  in  adequate  amount.  Some  improvement  is  being  made  in  this 
respect,  large  improvement  in  some  cases.  But  Mr.  Allen's  "Recommendations"  advise 
that  this  development  be  checked,  or  limited,  to  certain  departments.  The  criticism  and 
the  advice  seem  incongruous. 

352 


Exhibit  4 

The  detailed  comparison  of  the  number  of  courses  in  corresponding  departments  at  the 
University  of  Wisconsin  and  at  certain  other  institutions,  appears  to  be  a  case  of  statistics 
having  Httle  relation  to  concrete  conditions.  In  the  first  line  of  Table  I,  the  Wisconsin 
department  of  botany  is  compared  with  the  botanical  departments  at  six  other  universities, 
apparently  to  its  disadvantage  but  really  without  any  significance  whatever,  since  botanical 
work  at  Wisconsin  is  divided  between  two  departments,  plant  pathology  taking  a  large  part 
of  the  advanced  work.  It  is  not,  generally,  so  divided  elsewhere.  Other  comparisons 
are  equally  inapt,  in  assuming  that  the  instruction  given  in  a  department  is  measured  by 
the  number  of  sections  (courses)  into  which  it  is  divided.  Any  comparison  that  assumes 
that  departments  similarly  named  serve  the  same  purpose  with  like  limitations  in  all  in- 
stitutions, is  wide  of  the  mark  and  can  only  end  in  confusion. 


"12  significant  facts,"  etc. 

The  university  concurs  in  some  of  these  "facts"  as  proper  statements  to  be  made  with 
reference  to  existing  conditions  in  the  graduate  school.  They  are  conditions  forced  upon  it  by 
pecuniary  limitations  and  they  can  be  removed  only  by  larger  financial  support.  Rapid 
improvement  in  these  respects  can  be  made  as  soon  as  the  regents  find  themselves  able  to 
devote  more  money  to  the  development  of  graduate  work. 

In  some  respects,  however,  the  situation  is  not  what  might  be  inferred  from  Mr.  Allen's 
statements,  e.  g.,  8.  Seminary  and  research  courses  may  properly  be  taken  more  than  once 
by  the  same  student  since  their  content  changes  from  year  to  year.  There  is  no  duplication 
or  repetition  of  work  such  as  might  be  inferred  from  the  Allen  statement. 

10.  The  growth  described  would  seem  to  be  a  healthy  one  due  to  the  attraction  of  courses 
originally  well  designed  and  of  continuing  value  to  the  student.  A  development  produced 
by  multiplying  courses  and  changing  them  from  year  to  year  would  be  much  less  satisfactory. 

11.  Wisconsin's  rank  among  American  graduate  schools  must  be  determined,  if  at  all, 
by  methods  fundamentally  different  from  those  here  employed.  Enumeration  of  courses 
has  no  significance.     See  comment  above. 

12.  The  growth  of  graduate  w-ork  without  corresponding  growth  of  graduate  facilities 
would  naturally  tend  toward  the  condition  here  depicted.  But  such  growth  must  inevitably 
be  checked  by  the  evils  themselves,  as  soon  as  they  become  serious.  The  graduate  student 
does  not  seek  neglect  and  poor  opportunity  coupled  with  increased  cost  of  instruction. 
The  growing  number  of  such  students,  despite  recent  large  increases  in  tuition  charged, 
indicates  that  these  evils  have  not  yet  reached  a  critical  stage. 


"15  recommendations" 

1.  These  kinds  of  work  merge  one  into  the  other,  and  a  sharp  distinction  is  neither  possible 
nor  desirable.  Widely  different  grades  of  work  are  done  by  different  students  in  the  same 
class. 

2.  Barring  some  hidden  meaning,  the  recommendation  is  absurd.  The  real  proof  of 
competence  to  do  the  work  of  a  class  comes  subsequent  to  admission  to  it.  Anything  pre- 
ceding such  admission  can  usually  be  no  more  than  presumptive  proof. 

3.  In  the  second  line  of  this  recommendation,  substitute  for  the  words  "denied  admission" 
the  phrase  "denied  further  admission."  The  precept  will  then  become  a  sound  rule  of  policy 
for  classes  of  undergraduates  as  well  as  graduates.  Public  sentiment,  outside  the  university, 
however,  seems  strangely  averse  to  applying  this  precept. 

4.  The  precept  is  inapplicable  in  its  present  form.  How  is  the  university  to  know, 
otherwise  than  presumptively,  this  competence  in  students  coming  to  it  from  outside,  e.  g., 
from  a  foreign  university? 

5.  We  see  no  reason  for  limiting  master's  degrees  to  work  of  a  single  type.  If  the  "for- 
malities" denote  the  master's  examination,  we  desire  to  retain  and  strengthen,  rather  than 
abolish  it. 

6.  The  university  has  never  defined  the  significance  of  the  master's  degree,  its  relation  to 
teaching  or  to  original  work.  It  knows  no  reason  for  attempting  such  definition  and  can 
recall  no  case  in  which  any  American  university  has  attempted  it. 

7.  Inapplicable,  since  the  university  gives  no  credential  or  degree  for  a  fifth  year  of 
undergraduate  work. 

8.  Amendment  of  the  catalogue  is  always  in  order.  The  university  invites  from  Mr. 
Allen  specification  of  desired  amendments  that  shall  preclude  the  possibility  of  mistake  by 
the  prospective  student.  The  growth  of  the  graduate  school  may  suggest  that  mistakes 
and  resulting  disappointments  have  not  been  a  large  factor  in  the  past. 

9.  What  are  "special  announcements?"  .\re  they  departmental  bulletins  or  depart- 
mental announcements  printed  in  the  catalogue  or  in  the  graduate  circular?  If  the  latter  are 
meant,  the  advice  seems  unwise.  E.g.,  related  departments  may  well  serve  the  needs  of 
students  although  neither  alone  offers  a  large  amount  of  graduate  work. 

353 

SuH— 23 


University  "Survey  Report 

10.  This  is  accepted  by  the  university  in  principle  in  so  far  as  the  deliberately  planned 
development  of  departments  is  concerned.  But  the  precept  should  not  be  regarded  as  a 
barrier  to  the  giving  of  advanced  instruction  in  any  department,  to  the  extent  made  possible 
by  its  organization. 

11.  This  precept  must  be  construed  with  reference  to  the  circumstances  and  needs  of 
individual  departments.  It  is  applied  in  some  departments  and  may  possibly  find  larger 
application  in  these  and  in  others,  but  its  utility  in  still  other  departments  is  not  apparent; 
e.g.,  in  ancient  and  oriental  languages,  mathematics,  philosophy,  astronomy,  etc.,  field 
work  is  not  practicable. 

12.  Accepted  in  principle.  Its  application  will  be  accompanied  by  serious  difficulties, 
some  of  which  are  touched  upon  in  the  university  comment  upon  exhibit  26,  sec.  2. 

13.  How  shall  an  estimate  not  estimate,  even  though  it  be  part  of  a  budget?  The  detail 
proposed  is  not  feasible. 

14.  The  utility  of  this  information  is  very  questionable.  The  precept  seems  part  of  a 
scheme  of  outside  supervision  of  departmental  work  that  is  foreign  to  University  spirit. 

15.  This  seems  quixotic.  It  can  have  no  value  to  the  prospective  student.  It  violates 
the  scientific  principle  of  publishing  results  rather  than  anticipations. 


COMMENT  ON  SECTION  3 

Term   papers 

Conclusions  relative  to  the  subject  matter  here  named  should  be  based  upon  a  large 
amount  of  data  covering  many  students  and  many  departments  of  instruction.  Mr.  Allen 
presents  only  fragmentary  data  covering  less  than  one-tenth  of  one  per  cent  of  the  subject 
matter  and  carrying  no  guaranty  that  even  this  meager  amount  is  typical  of  the  whole  or 
has  been  legitimately  treated.  Both  Mr.  Allen  and  the  university  should  abstain  from 
attempting  to  base  conclusions  upon  such  inadequate  data.  The  university  knows  nothing 
about  the  identity,  maturity  or  competence  of  the  young  woman  clerk  mentioned  under 
this  title. 

Criticism  of  doctors'  theses 

The  nniversity  places  much  emphasis  upon  the  thesis  required  to  be  prepared  by  each 
candidate  for  the  doctor's  degree  as  evidence  of  his  capacity  for  investigative  work.  The 
official  statement  of  this  requirement  is  put  in  the  words,  "the  power  of  independent  investi- 
gation, as  shown  by  the  production  of  a  thesis  embodying  original  research  or  creative 
scholarship  presented  with  a  fair  degree  of  literary  skill."  The  thesis  is  prepared  in  the  later 
stages  of  candidacy  and  it  must  receive  the  major  professor's  approval  of  its  substantial 
merit  and  adequacy  for  the  end  sought,  before  the  degree  is  conferred.  University  policy 
requires  that  the  thesis  be  then  submitted  to  the  judgment  and  criticism  of  the  world  of 
scholars  through  publication,  but  it  tolerates  some  delay  in  the  publication.  This  delay  is 
quite  commonly  utilized  for  improvements  in  form  or  even  in  content  of  a  thesis  whose 
substantial  merit  has  been  recognized  as  adequate  before  the  final  touches  are  placed  upon  it. 

Mechanical  defects  of  theses 

Numerous  mechanical  errors,  e.g.,  of  spelling,  punctuation,  capitalization,  etc.,  unquestion- 
ably exist  in  much  of  the  material  approved  by  the  major  professor  as  substantially  satisfying 
the  university  research  requirements.  It  is  expected  that  these  errors  will  be  corrected 
before  or  in  the  process  of  the  proofreading  that  accompanies  publication.  That  this  correc- 
tion is  substantially  accomplished  will  be  shown  below.  Responsibility  for  this  correction 
is  placed  upon  the  author  of  the  thesis  rather  than  upon  any.  university  officer,  although  the 
university  would  of  its  own  initiative  curb  any  considerable  laxity  in  securing  such  correction. 

Mr.  Allen's  staff,  having  read  eight  theses,  finds  numerous  errors  of  the  kind  above  noted 
and  alleges  many  others  that  do  not  exist.  Three  of  the  eight  theses.  Nos.  3,  4  and  5,  are  in 
their  final,  published  form  and  inspection  of  the  Allen  comment  will  show  that,  as  stated 
above,  the  mechanical  errors  have  been  here  almost  wholly  eliminated.  The  other  five 
theses  not  having  received  revision  at  the  time  they  were  read  by  the  Allen  bureau,  present 
some  of  the  defects  noted  by  it.  Other  alleged  errors  are  part  invention  or  relate  to  matters 
of  personal  taste.     The  university  protests  this  petty  criticism  of  unfinished  work. 

Substantial  merit  of  doctors'  theses 

Mr.  Allen  affirming  that  his  purpose  "is  not  to  'appraise'  or  'evaluate'  supervision  or  re- 
search work"  commonly  puts  his  challenge  of  substantial  merit  into  the  form  of  innuendo 
or  of  a  question  which  he  leaves  unanswered.  Although  objecting  to  this  irresponsible 
form  of  criticism,  the   university  receives  its  substance  in  a  very  different  spirit  from  that 

354 


Exhibit  4 

produced  by  comment  upon  punctuation  and  capital  letters.  It  chooses  to  make  reply  to 
it,  but,  before  proceeding  to  consider  the  eight  theses  in  detail  the  university  challenges  the 
mode  of  their  selection.  Ignoring  most  of  the  Iwcnty-four  university  departments  in  which 
such  theses  are  available  Kir.  Allen  has  drawn  a  majority  of  all  theses  read  for  criticism, 
from  within  two  departments  which  were  otherwise  made  the  object  of  his  special  attack. 
The  university  acquiesces  in  this  choice  of  material  but  it  does  so  solely  on  the  ground  of 
responsibility  for  all  theses  accepted  by  it.  It  does  not  desire  to  shirk  that  responsibility 
in  any  case  even  though  the  selection  of  theses  for  criticism  be  artfullv  made,  for  a  |)urpose. 
But  the  university  denies  that  the  dean,  or  any  other  person  authorized  to  speak  for  it  "said 
in  effect  that  all  other  theses  if  examined  might  be  exi)ected  to  be  of  the  same  standard" 
as  those  chosen  by  Mr.  Allen. 

The  university  desires  to  record  in  this  connection  its  further  dissent  from  other  pro- 
nouncements by  Mr.  Allen,  viz.:  In  urging  more  administrative  supervision  of  theses  he 
recalled  to  the  president  "that  no  other  means  of  testing  exists  whereby  scholarly  work  may 
be  distinguished  from  work  that  is  not  scholarly."  The  university  de'nies  the  truth  of  this 
statement  and  regards  it  as  a  characteristic  misconception  of  acadeniic  and  scholarly  matters. 
The  only  forum  in  which  work  worthy  the  name  of  research  can  prof)erly  be  judged  is  the 
body  of  scholars  interested  in  such  work  and  possessing  technical  competence  in  it.  Publica- 
tion of  theses,  as  jirescribed  by  the  university,  is  an  appeal  to  this  forum  and  the  university 
denies  that  the  judgment  of  any  supervising  officer,  academic  or  otherwise,  can  with  profi't 
replace  this  appeal.  It  regards  any  such  attempted  supervision  as  futile  and.  it  cites  the 
Allen  statements  concerning  the  eight  theses  in  question  as  furnishing  apt  illustration  of  the 
blunders  inseparable  from  criticism  not  based  upon  technical  competence. 

It  further  cites  as  illustrative  of  ethical  standards  which  a  university  cannot  approve,  the 
displeasure  manifested  by  Mr.  Allen  that  the  university  should  refer  his  criticism  of  theses 
to  the  professors  under  whom  the  theses  were  prepared.  It  is  usually  conceded  that  any 
person  charged  with  neglect  or  malfeasance  is  entitled  to  information  of  such  charge  and  an 
opportunity  for  defence  against  it.  The  university  affirms  this  right  in  the  professors  in 
question  and  reaffirms  the  correctness  of  its  procedure  in  submitting  the  Allen  criticisms  to 
them. 

The  university  accepts,  however,  the  contention  that  such  submission  of  criticism  to  the 
professor  most  affected  by  it,  is  not  in  itself  enough.  It  has  therefore  placed  these  theses  in 
the  hands  of  competent  scholars  outside  the  university  and  has  solicited  their  professional 
judgment  in  the  matter,  thus  anticipating,  in  part,  the  final  judgment  to  be  given,  after 
publication,  by  the  ultimate  tribunal. 

A  summary  of  replies  made  by  these  scholars  is  by  permission  given  below  and  a  complete 
statement  of  them  is  preserved  for  inspection  in  the  files  of  the  several  departments  concerned. 
The  opinions  thus  expressed  illustrate,  as  might  be  expected,  a  considerable  diversity  of 
opinion  among  different  critics  of  the  same  subject  matter.  Different  theses  also  present, 
according  to  the  judgment  of  the  critics,  widely  different  degrees  of  merit  and  with  respect 
to  this  difference  the  university  conceives  its  duty  to  be  as  follows:  It  is  responsible  for 
maintaining  a  standard  of  excellence  below  which  no  thesis  shall  be  accepted.  It  may  also 
be  expected  that  the  average  thesis  shall  rank  considerably  above  the  minimum  standard 
thus  established  but,  in  view  of  the  uncertainties  of  judgment  within  as  well  as  without  the 
university,  it  is  not  reasonable  to  expect  that  every  thesis  shall  indubitably  rank  high  above 
the  passing  mark. 

Individual  comment  upon  eight  theses 

THESIS  NUMBER  ONE 

Allen  opinion  (in  part):  "Question  whether  .  .  .  this  thesis  justifies  its  own  title  either  in 
breadth  of  view  or  in  method  of  treatment  or  justifies  rank  either  as  an  original  contribution 
or  as  an  illustration  of  scientific  research,  or  justifies  a  year's  time  or  part  of  three  years' 
time  of  either  student  or  professor."  "No  university  could  afford  to  give  a  doctor's  degree 
for  the  fraction  of  the  thesis  which  may  fairly  be  called  original." 

University  commeiit:  The  material  collected  and  used  by  the  author  of  this  thesis, 
although  depreciated  by  Mr.  Allen,  is  of  decided  importance.  If  it  existed  for  any  similar 
period  of  medieval  history,  it  would  be  deemed  worthy  of  publication  in  critical  editions. 
This  material  is,  however,  but  a  minor  part  of  that  upon  which  the  thesis  was  built.  See  the 
fourteen  pages  of  bibliography  apparently  overlooked  by  Mr.  Allen.  This  includes  an  ex- 
haustive study  of  state  and  national  documents  and  periodicals  and  pamphlet  literature  of 
the  period.  Conclusions  are  based  upon  all  available  material.  The  thesis  is  a  meritorious 
work. 

Outside  opinion:  Parts  I  and  II  oi  this  thesis  were  submitted  by  the  author  in  competi- 
tion for  the  Justin  Winsor  prize  of  the  American  Historical  Association.  The  winning  of  this 
prize  is  an  honor  much  coveted  by  young  American  historians  and  competition  for  it  usually 
draws  out  the  best  doctors'  thesis  prepared  during  the  current  year.  The  committee  a|ipointed 
by  the  Association  to  read  the  competing  papers  have  found  no  ground  for  objection  to  this 
thesis.     The  report  of  this  committee  is  not  available  but  individual  members  of  it,  viz.: 

355 


University  Survey  Report 

William  MacDonald,  professor  of  American  History,  Brown  University,  and  Allen  Johnson, 
professor  of  American  History,  Yale  University,  characterize  the  thesis  as  "an  excellent  type 
of  doctorial  thesis,"  "good,"  "accurate  and  thorough,"  "a  valuable  contribution  to  American 
history." 

The  University  unites  with  them  in  giving  an  aflirmative  reply  to  what  it  considers  the  ill- 
judged  "question"  i)rinted  above. 

THESIS  NUMBER  TWO 

Allen  opinion:  "The  Survey  does  not  pretend  to  comment  upon  the  value  of  the  content 
of  this  thesis  further  than  to  note  the  fact  that  the  absence  of  specific  reference  makes  it  im- 
possible to  tell  how  much  of  the  work  was  original." 

University  comment:  Mr.  Allen  makes  no  substantial  criticism  of  this  thesis  other  than 
in  the  matter  of  references.  A  possible  exception  to  this,  a  criticism  of  English,  relates  to  a 
quoted  paragraph  which  is  accurately  reproduced  from  the  original.  The  department  states: 
Alost  of  the  references  are  mere  numbers  referring  to  sheets  of  our  files.  This  is  done  for  the 
sake  of  accuracy  for  otherwise  we  would  either  lose  connection  with  our  material  or  carry 
double  references.  On  final  checking  the  original  reference  in  customary  form  is  inserted  in 
place  of  the  sheet  number.  This  has  been  done  for  the  8000  sheets  used  in  jjreparing  this 
thesis.  The  thesis  was  approved  in  June,  1914.  All  errors  detected  in  a  careful  revision  made 
in  duplicate  by  two  competent  scholars,  were  corrected  prior  to  Aug.  1,  1914.  The  Allen 
criticism  was  filed  in  October,  1914.  Of  the  errors  of  substance  alleged  by  Mr.  Allen,  only  one 
(a  typewriting  error)  is  confirmed  by  the  revision  above  set  forth. 

As  the  thesis  is  shown  to  be  abundantly  documented  with  reference  to  original  sources,  Mr. 
Allen  seems  to  have  been  under  constraint  to  withhold  criticism  of  what  he  might  conceive 
to  be  defects  of  substance  in  this  thesis.  In  the  absence  of  such  criticism  the  university  has 
not  submitted  the  thesis  to  the  judgment  of  other  scholars. 

THESIS  NUMBER  THREE 

This  thesis  was  not  submitted  to  independent  criticism  since  it  has  been  shown  to  be  vitiated 
by  unintentional  or  conscious  plagiarism  not  detected  by  the  professors  in  charge.  Although 
the  plagiarism  extended  to  only  a  small  part  of  the  thesis,  it  makes  it  impossible  for  the 
university  to  defend  the  work.  The  following  statement  is,  however,  pertinent  to  any  judg- 
ment of  the  demerits  of  the  case. 

This  thesis  was  prepared  under  circumstances  believed  to  be  without  a  parallel  in  the  his- 
tory of  the  graduate  school.  Commenced  and  brought  to  a  conclusion  as  a  master's  thesis  in  a 
neighboring  university,  it  was  transferred  by  its  author  to  Wisconsin  and  accepted  as  the 
basis  upon  which  a  doctor's  thesis  might  be  built.  W'ork  to  that  end  was  prosecuted  succes- 
sively under  four  different  Wisconsin  professors,  two  of  whom  claim  no  special  competence 
in  the  field  of  the  thesis  and  the  last  of  whom  unwisely  approved  the  thesis  after  it  had  been 
under  his  charge  for  only  three  weeks.  This  shifting  of  charge  from  one  major  professor  to 
another  with  consequent  dissipation  of  acquaintance  and  responsibility  was  rendered  possible 
by  permanent  or  temporary  withdrawal  from  the  services  of  the  University  on  the  part  of 
three  professors  successively  in  charge  of  the  thesis.  These  withdrawals  thrust  an  unwelcome 
but,  unfortunately  in  their  opinion  at  the  time,  an  unavoidable  heritage  upon  remaining 
members  of  the  department  concerned. 

THESIS  NUMBER  FOUR 

Allen  opinion:  "The  results  of  this  study  are  published  several  years  after  the  same 
conclusions  had  been  arrived  at  by  other  investigators  and  after  the  conclusions  were  generally 
circulated. 

"Question  is  raised  whether,  from  the  standpoint  of  training  an  investigator,  or  of  con- 
tributing to  human  knolwedge,  or  of  advancing  the  application  of  knowledge,  this  .  .  . 
work  with  its  present  lack  of  constructive  summary  is  of  sufficient  value  to  justify  the  time  re- 
quired to  produce  it." 

University  comment:  The  first  statement  made  above  is  incorrect.  The  methods  of 
investigation  were  original  and  are  in  themselves  a  valuable  contribution.  Many  of  the 
experiments  and  results  are  new  and  others  are  confirmatory  of  or  supplementary  to  those 
elsewhere  published.  The  thesis  is  acceptable  for  a  doctor's  degree  and  is  approved  by  the 
editor  and  publisher  of  the  series  in  which  it  appeared. 

Outside  opinion:  No  special  criticism  of  this  thesis  has  been  sought  from  individual 
scholars.  It  has  been  submitted  by  publication  through  commercial  channels  to  that  public 
judgment  that  the  University  deems  the  best  test  of  its  merit.  The  university  will  abide  by 
the  findings  of  this  tribunal  as  expressed  in  reviews  and  in  the  use  of  the  book  made  by  the 
public  to  which  it  is  addressed. 

356 


Exhibit  4 


THESIS  NUMBER  FIVE 

Allen  opinion:  Comment  upon  this  thesis  contains  the  following:  "What  the  writer  set 
out  to  do  the  country  needed,"  but  "The  third  sentence  of  the  introduction  begins  'The  most 
dominant  power  of  modern  society  is  the  slate.'  "  "The  second  paragraph  of  the  first  chapter . . . 

is  a  quotation,"  and  "the  third  paragraph  contains  a  phrase  twice  quoted  in  this  thesis 

Each  time  it  is  quoted  the  proper  reference  to  an  erudite  sounding  worli  is  given"  and  "Innum- 
erable quotations  are  given  which  serve  no  other  purpose  than  to  advertise  paste  box  and 
scissors."  The  bibliography  takes  five  printed  pages  but  "no  notes  indicate  which  if  any  of 
the  publications  have  not  been  read  by  the  author  or  are  not  referred  to  in  the  thesis."  "The 
omission  of  the  word  system  in  the  next  to  the  last  line  gives  a  meaning  not  intended  by  the 
author." 

"Question  is  raised  whether  the  obviously  enormous  amount  of  work  which  has  gone  into 
this  thesis  is  justified  by  the  result." 

University  comment:  The  university  maintains  its  initial  judgment  that  the  thesis 
was  properly  accepted  as  a  doctor's  dissertation  i)ut  will  not  claim  that  it  ranks  high  among 
such  theses.  It  considers  the  criticism  al)ove  given  as  fatuous  and  its  reference  to  the  biblio- 
graphy as  unwarranted  and  unjust.  The  author's  careful  compilation  of  quotations  is  of 
unquestionable  value.  He  is  entitled  to  choose  his  own  language  and  his  omission  to  use  the 
word  "system"  at  the  place  indicated  does  not  obscure  or  misrepresent  his  meaning.  That 
there  should  have  been  failure  to  satisfy  the  needs  of  the  country  or  the  demands  of  the 
university  caused  even  in  part  by  the  use  of  the  phrases  above  quoted,  with  disapproval,  by 
Mr.  Allen,  does  not  seem  probable. 

Outside  opinion:    Definite  but  discordant  judgments  as  to  the  merit  of  this  thesis  are 

expressed:  Professor ,  Columbia  University:  "I  should  not  accept  it  with  its 

present  organization." 

E.  P.  Cubberley,  Leland  Stanford  University:  "As  a  thesis  it  compares  favorably,  I 
think  with  the  .     .     .     theses  now^  being  put  out." 

Paul  H.  Hanus.  professor  of  Education,  Harvard  University:  "The  writer  .  .  .  shows 
an  endeavor  to  deal  critically  with  his  materials,  but  it  is  not  a  strong  presentation.  On  a 
scale  of  10  I  should  mark  the  thesis  6|,  it  being  understood  that  a  the.sis  graded  .')  or  below 
would  not  be  accepted." 

THESIS  NUMBER  SIX 

Allen  opinion:  "References  to  authors  are  unverifiable."  "In  an  hour's  time  a  supple- 
mentary list  not  referred  to  by  this  thesis  and  exceeding  in  number  the  books  and  the  articles 
in  scientific  journals  mentioned  in  the  thesis  was  found  in  the  Madison  Public  Library." 
"Three  illustrative  figures  duplicate  each  other."  "English  used  in  this  thesis  is  difficult, 
involved  and  in  many  other  respects  faulty."  "This  thesis  by  a  faculty  student  was  accepted 
in  galley  proof  form,  as  it  was  to  be  published  in  a  current  magazine."  ".\fter  the  thesis  was 
accepted  the  University  was  unable  to  commend  the  writer  for  either  of  the  fields  for  which, 
presumably,  the  thesis  determined  his  fitness." 

University  comment:  Few  of  the  Allen  criticisms  upon  this  thesis  escape  contest  by  the 
department  concerned,  but  only  typical  ones  are  here  considered.  References  to  bibliography- 
number  instead  of  to  book  titles  are  in  proper  form  and.  in  general,  other  references  are  prop- 
erly made.  The  writer  made  a  careful  study  of  the  literature  of  his  subject,  omitting  matter 
not  directly  pertinent  to  his  problem,  and  would  welcome  specific  citation  of  additional  ma- 
terial. None  such  appears  in  the  Allen  criticism.  No  illustrative  figures  duplicate  each  other. 
The  English  is  not,  in  general,  either  difficult,  involved  or  faulty.  This  is  not  a  "subsidized 
study."  In  place  of  the  Allen  statement  that  the  thesis  "was  to  be  luibiishod  in  a  current 
magazine,"  substitute  the  statement  that  the  thesis  has  been  i)ul)lishe(l  in  one  of  the  two 
standard  monograph  series  used  for  extended  investigations  in  this  field.  The  editor  of  this 
series,  and  also  the  editor  of  the  chief  competing  series,  approved  it  as  a  worthy  contribution 
to  the  subject. 

The  University  would  wish  citation  of  authority  for  the  last  iiaragraph  in  criticism  of  this 
thesis.  The  fact  is  that  the  writer  of  the  thesis  was  highly  recommended  by  all  professors 
under  whom  he  had  worked.  He  now  occupies  an  honorable  post  in  an  eastern  university, 
appointment  to  which  was  in  large  measure  based  upon  their  recommendation. 

The  writer  of  these  lines,  director  of  the  Washburn  Observatory,  as  well  as  dean  of  the 
graduate  school,  as  an  expert  arithmetician,  here  otTers  his  testimony  upon  jiart  of  the  case. 
He  has  examined  the  alleged  numerical  errors  in  this  thesis  and  finds  that  in  large  part  they 
relate  to  the  last  figure  of  a  decimal  fraction,  needlessly  extended,  and  wholly  useless  whether 
right  or  wrong.  A  few  cases  show  more  substantial  inconsistency  in  the  i)rinted  figures  but 
furnish  no  possibility  of  determining  (manuscript  of  the  thesis  is  not  available)  whether  the 
"error"  is  due  to  author  or  printer.  In  every  such  case  the  inconsistency  is  of  a  kind  that 
would  arise  if  the  compositor  had  taken  a  single  type  from  the  compartment  next  to  the  one 
from  which  it  should  have  been  drawn.    I  find  in  the  thesis  no  case  of  an  assured  numerical 

357 


University  Survey  Report 

error  of  any  consetjucncc  to  the  conclusions  reached  by  the  author.  The  Allen  attitude  in  the 
matter  is  well  i)ul  in  the  inflated  words  "Of  13  sums  each  of  which  is  presumably  in  effect  a 
formula  upon  which  future  scientists  may  base  conclusions,  two  are  wrong." 

The  facts  are  more  adequatly  stated  as  follows:  Of  13  c}uantities,  each  being  the  sum  of 
two  numbers  obtained  by  pressing  one's  finger  upon  a  key,  two  present  inconsistencies 
(explicable  by  typographical  error  in  a  single  figure)  and  less  in  amount  than  the  inherent 
uncertainty  of  the  data.  By  no  stretch  of  the  normal  imagination  can  these  sums  be  con- 
ceived as  "formulae  for  the  future  scientist." 

Outside  opinion:  H.  S.  Woodworth,  professor  of  psychology,  Columbia  University: 
"It  seems  to  me  to  be  a  judicious  study  and  a  real  contribution  to  the  literature  of  the  ques- 
tion. I  should  rank  it  well  above  the  passing  mark  and  in  the  scale  .  .  .  with  a  passing 
mark  at  5  and  maximum  at  10,  I  should  incline  to  place  it  at  7  or  8." 

John  B.  Watson,  President  of  the  American  Psychological  Association,  Professor  of  Psy- 
chology, .Johns  IIo|)kins  University:  "I  should  say  that  the  paper  is  good  from  the  standpoint 
of  stvle;  from  the  standpoint  of  lucidity  of  expression,  from  the  standpoint  of  the  introduction 
of  a  new  method.  It  suffers  a  little  from  lack  of  condensation;  from  a  slight  disconnectedness 
.  But  I  do  not  think  these  handicaps  to  the  paper  are  serious."  "Certainly  I  should 
be  willing  to  recommend  the  paper  as  suitable  for  a  dissertation  for  the  doctor's  degree." 

J.  McK.  Cattell,  professor  of  Psychology,  Columbia  University,  Editor  of  Science,  Popular 
Science  Monthhj,  American  Naturalist,  etc.:  "  .  .  .  it  is  a  good  piece  of  work  which  we 
should  have  accepted  for  the  degree  at  Columbia  University."  "The  standard  for  our  doctors' 
theses  in  America  is  higher  than  in  Germany  and  I  think  that  it  would  be  undesirable  to 
make  it  higher.  It  seems  to  me  that  .  .  .  [this]  thesis  meets  the  standard  now  maintained 
by  our  universities." 

THESIS  NUMBER  SEVEN 

Allen  opinion:  Criticism  of  this  thesis  relates  chiefly  to  mechanical  defects,  but  "ques- 
tion is  raised  whether  this  study  would  justifiably  be  accepted  as  fulfilling  the  thesis  require- 
ment of  a  doctor's  degree  even  if  the  student  had  paid  tuition." 

University  comment:  The  university  holds  that  the  merit  of  a  thesis  does  not  depend 
upon  the  payment  of  fees  during  its  preparation.  Acceptance  or  rejection  of  a  thesis  upon 
such  a  basis  would  be  unjustifiable.  The  department  concurs  in  the  Allen  judgment,  that 
"This  thesis  seems  to  treat  an  important  current  subject  in  a  clear  and  definite  manner  and 
if  reduced  about  three-fourths  would  make  an  acceptable  article  for  an  informational  maga- 
zine." But  it  adds  that  without  such  mutilation  the  paper  surpasses  the  minimum  standard 
of  excellence  prescribed  for  a  doctor's  thesis. 

Outside  opinion:  J.  S.  Reeves,  professor  of  Political  Science,  University  of  Michigan: 
"On  the  scale  of  1-10,  6  being  failure  and  10  excellent,  I  should  rank  the  thesis  not  over  7." 

J.  \V.  Jenks,  Director  Division  of  Public  Affairs,  New  York  University:  "I  think  that  I 
should,  myself,  have  accepted  the  thesis  with,  however,  a  condition  that  it  be  rewritten." 

N.  D.  Harris,  professor  of  European  Diplomatic  History,  Northwestern  UnK'ersity:     "I 
have  read  .     .     .  monograph.    It  is  an  excellent  piece  of  work  and  is  carefully  done.   Histori- 
cally it  is  an  ably  constructed  and  well  written  document;  and  it  will  compare  favorably  with 
many  theses  submitted  for  the  degree  of  Doctor  of  Philosophy."    "Not  being  a  lawyer  . 
I  hesitate  to  pass  judgment  upon  the  value  of  the  work  as  a  legal  thesis." 

The  wide  difference  of  opinion  above  expressed  concerning  this  thesis  leaves  room  for  doubt 
as  to  its  exact  merit.  It  lends  no  support  to  the  contention  that  the  department  and  the 
University  were  at  fault  in  not  rejecting  the  thesis. 


THESIS  NUMBER  EIGHT 

Allen  opinion:  "Question  is  raised  as  to  whether  the  product  in  content  or  workmanship 
would  have  justified  time  and  money  had  the  student  paid  tuition  and  asked  for  the  privilege 
of  taking  graduate  study."  "A  list  of  editions  and  editors  to  which  the  author  had  access  is 
given  but  he  refers  to  only  about  one-fourth  of  them  in  the  thesis.  Whether  the  others  were 
used  is  not  stated." 

University  comment:  The  criticism  given  this  work  is  not  in  accord  with  the  facts. 
It  is  not  a  "subsidized"  production  as  alleged.  It  is  not  a  work  grudgingly  undertaken  by  the 
student  because  of  the  major  professor's  previous  studies  in  a  related  field.  The  author's 
references  are  entirely  in  accord  with  the  best  practice  in  this  field.  The  University  again 
dissents  from  the  suggestion  that  thesis  standards  should  be  adjusted  to  fees  paid.  The  trans- 
lating and  summarizing  are  not  within  the  reach  of  an  undergraduate  student,  as  alleged,  since 
these  relate  in  chief  part  to  Old  French,  Old  Spanish  and  Early  Italian.  The  department, 
knowing  no  such  competent  undergraduate  student  in  the  University  of  Wisconsin,  invited 
the  critic  to  find  one  here  or  elsewhere.  Mr.  Allen  presented  to  the  dean  and  the  major 
professor   two    candidates    for    this    honor    but    refused    to    permit    their    competence    to 

358 


Exhibit  4 

be  tested  in  any  way.  A  charge  above  quoted  from  Mr.  \llen's  preliminary  report  appears  to 
have  been  withdrawn  from  his  statement  as  finally  printed,  viz.,  that  the  author  refers  to 
only  one-fourth  of  the  material  cited.  The  irnivcrsity  denies  the  charge  and  suggests  that 
this  is  a  matter  admitting  ready  verification.  If  the  charge  was  based  upon  any  serious  ex- 
amination made  by  or  for  Mr.  Allen,  why  was  il  withdrawn?  If  not  so  based,  why  was  it 
made?  The  university  holds  both  the  charge  and  its  withdrawal  to  be  typical  of  Allen 
methods. 

A  more  serious  question  is  raised  by  the  following  words  which  the  University  regards  as  a 
charge  of  plagiarism:  "A  chapter  of  which  the  University  had  made  much  in  its  comment 
and  which  contained  the  meat  of  the  supposedly  original  contribution  of  the  author  was  oi)en 
for  regents  and  dean  to  read  while  the  Survey  |Dr.  Allen]  read  from  an  P^nglish  work  page 
after  page  after  page"  (of  identical  material)    See  section  i  of  this  exhibit. 

The  beginnings  of  this  statement  call  for  substantial  amendment  in  the  interest  of  truth. 
The  University  has  not  "made  much"  of  any  chapter  in  this  thesis  and  its  reply  filed  with 
Mr.  Allen  contains  no  reference  to  any  particular  [)art  or  chapter  of  the  book,  although, 
privately,  a  chapter  not  read  from  and  not  referred  to  by  him  was  indicated  as  containing  the 
substance  of  the  conclusions  reached.  The  essential  facts  in  the  case  are  as  follows:  The  thesis 
purports  to  deal  with  a  poetical  subject  drawn  from  medieval  life.  There  is  annexed  to  it 
for  purposes  of  comparison,  and  with  due  acknowledgment  of  the  source  from 
which  it  was  taken,  a  brief  sketch  of  the  same  subject  matter  as  presented  in  history.  It 
was  this  annex  that  "the  Survey  read  from  an  English  work,"  to  which  it  had  been  directed 
by  the  author  of  the  thesis.  Concerning  the  above  facts,  Mr.  Allen  was  fully  advised  before 
filing  his  "supplementary  statement,"  now  incorporated  in  section  B-4,  of  exhibit  1,  and  yet 
he  states  that  this  (annex)  contained  the  meat  of  the  supposedly  original  contribution! 

The  University  holds  these  statements  to  constitute  the  "flagrant  case  of  wilful  and  per- 
sistent attempt  at  deception"  cited  supra  under  the  title,  "Misrepresentation  of  Eact." 

Outside  opinion:  Henry  A.  Todd,  professor  of  Romance  Philology,  Columbia  University, 
and  co-editor  of  Romance  Review:  "While  not  a  profound  or  brilliant  production  it  still  is 
'good  enough  to  print'  with  credit  to  the  University,  and  this  for  the  present  purpose  I  con- 
sider to  be  all  that  it  is  requisite  to  say." 

Raymond  Weeks,  professor  of  Romance  Languages  and  Literature,  Columbia  University: 
"The  thesis  submitted  to  me  is  a  good  thesis.  It  would  certainly  be  accepted  at  any  uni- 
versity with  which  I  have  been  connected."  "In  literary  form  it  is  markedly  superior  to 
our  average  thesis."  "I  should  much  like  to  have  in  my  library  this  study  since  it  is  unique 
in  presenting  a  clear,  well  ordered  statement  of  all  *the  poetic  testimony  .  .  .  and  since 
its  conclusions  seem  to  me  correct."    "I  have  been  unable  to  find  any  errors." 

The  disparity  between  the  academic  and  the  Allen  estimates  of  this  thesis,  as  thus  outlined, 
falls  far  outside  the  limits  of  legitimate  difference  in  the  opinion  of  critics  both  honest  and 
competent.  It  lends  point  to  the  comment  of  one  of  the  scholars  quoted  above.  "(Allenl 
Survey  has  criticised  this  piece  of  work.  But  wherefore  and  how?  If  you  leave  out  the  spec- 
ialists at  the  university  and  those  among  your  citizens  who  have  studied  jjrofoundly  the 
Romance  languages  .  .  .  there  is  not  a  single  individual  in  the  state  who  is  qualified  to 
criticise  the  slightest  thing  in  this  thesis,  unless  it  be  the  punctuation. 

The  president  and  dean,  professing  no  competence  in  this  fiekL  justify  their  refusal  to 
follow^  Mr.  Allen  in  assuming  to  pass  independent  judgment  upon  il.  They  also  dissent  from 
his  opinion  that  the  existence  of  a  translation  briclges  the  linguistic  difficulties  to  be  encoun- 
tered in  the  critical  study  of  a  medieval  literature. 

University  position  respecting  these  eight  theses 

With  the  basis  for  induction  furnished  by  the  several  theses  above  considered  by  Mr. 
Allen,  by  university  professors,  and  by  outside  scholars,  the  university  chooses  to  abide  by 
its  judgment  as  originally  expressed  in  accepting  these  theses,  with  the  one  exception  above 
noted.  It  reaffirms  its  refusal  to  give  heed  to  petty  criticism  of  mechanical  defects  in  un- 
finished work,  even  though  it  were  well  founded,  as  much  of  il  is  not.  Il  rejects  the  Allen 
question,  challenge,  and  innuendo  concerning  substantial  merit  as  being  itself  based  upon  no 
adequate  foundation  of  ethical  sense,  scholarship  or  comiietence  for  the  task  undertaken,  and 
as  in  no  sense  conforming  to  the  actual  facts. 

"Assisted  research  by  major  professor,"  etc. 

The  work  here  criticised  has  no  connection  with  the  graduate  school  or  with  the  graduate 
work  of  the  University.  Its  introduction  in  this  place  is  protested  and  reply  is  here  made  to 
the  criticism  solely  because  it  was  incorporated  (improperly)  in  the  Allen  comment  upon  the 
graduate  school. 

Explicit  denial  is  made  of  the  following  statements,  none  of  which  contain  any  element  of 
truth.  "The  work  in  question  had  been  reported  to  the  survey  as  a  research  product  which 
proved  the  need  for  more  student  assistants."  No  such  report  was  ever  nuide.  but  the  author 
listed  the  book  as  his  product  in  replying  to  a  cjuestion  of  wholly  difTerent  purport. 

"The  University  denies  that  products  of  research  by  imiversity  professors  are  fair  sub- 
jects of  examination  by  the. people  of  the  state."  The  university  has  made  no  such  denial 
and  entertains  no  such  opinion.    It  afiirms  that  the  work  in  question  is  not  jiroperly  called 

359 


University  Survey  Report 

"research."  It  is  a  text  book  privately  prepared  for  class  instruction;  a  compilation  whose 
declared  purpose  is  to  bring  into  accessible  form  a  body  of  recognized  doctrine  previously 
scattered  through  many  books,  some  out  of  print,  others  not  readily  accessible  to  the  student, 
still  others  of  fugitive  character,  such  as  periodicals  and  current  comment. 

The  University  desires  that  this  and  all  other  products  of  its  teaching  staff  shall  be  credit- 
able work.  It  welcomes  use  and  competent  criticism  of  all  such  publications  and,  in  deter- 
mining its  own  future  relations  with  their  authors,  it  will  take  note  of  the  effect  produced  by 
their  books  upon  the  public  most  competent  to  judge  their  merits.  But  the  University  de- 
clines to  assume  the  position  of  guarantor  or  underwriter  of  the  merits  of  works  not  produced 
under  supervision.  Preparation  of  this  work  was  not  subject  "to  .  .  .  scrutiny  by  .  .  . 
dean  or  president  or  regents."  Nevertheless  the  book  appears  to  have  been  found  useful.  A 
first  edition  has  been  exhausted  and  the  technical  press  has  commented  favorably  upon  it. 

Criticism  of  mechanical  defects  of  this  book,  where  well  taken,  as  it  sometimes  is,  relates 
chiefly  to  matters  of  form  rather  than  of  substance,  e.  g.,  "italics  were  not  used  as  in  the 
original."  A  repeated  examination  of  the  original  fails  to  reveal  any  italics  in  the  material 
quoted.  Reference  to  a  public  document  by  its  printed  title  instead  of  to  the  volume  in  which 
it  is  bound  is  another  characteristic  criticism.  At  the  time  such  reference  was  made,  the  doc- 
ument had  not  been  bound  and  no  citation  other  than  that  given  was  feasible.  In  some  other 
respects,  however,  the  author  must  bear  the  burden  of  just  criticism  upon  his  proof  reading. 

The  author  denies  the  charge  of  plagiarism  and  points  out  that  all  texts,  such  as  the  one  in 
question,  must  be  based  upon  the  same  material,  viz.,  cases  decided  by  the  courts  and  cur- 
rently arranged  in  "digests"  which  are  subdivided  topically  and  chronologically.  In  using 
material  thus  prearranged,  the  work  of  diiTerent  authors  naturally  presents  marked  similarity 
of  arrangement  and  their  cited  cases  must  be  nearly  identical  for  any  period  covered  by  such 
works.  Referring  to  the  unpublished  "working  papers"  of  the  Allen  survey,  the  author  has 
examined  in  detail  the  chapters  considered  to  illustrate  most  strongly  the  alleged  "rewrite" 
and  borrowed  material  and  states  that  they  do  not  in  any  way  justify  the  strictures  made. 

CONCLUSION 

The  University  is  unwilling  to  close  this  statement  regarding  exhibit  4  without  formal 
protest  against  the  general  character  of  the  Allen  report  upon  its  graduate  work.  This  report 
has  been  prepared  by  persons  having  no  real  familiarity  with  the  aims  or  methods  of  graduate 
study.  Their  efforts,  judging  from  the  results,  have  been  directed  to  detecting  minor  errors 
or  inaccuracies  with  which  to  discredit  the  major  work  of  the  school.  The  pettiness  of  this 
criticism,  and  the  exalted  standards  of  accuracy  professed  but  not  practiced  by  the  critic 
in  connection  with  it,  have  caused  the  university's  representatives  to  note,  in  the  foregoing 
pages  and  in  many  other  memoranda  submitted  to  Mr.  Allen,  a  host  of  errors  which  under 
other  circumstances  would  have  been  ignored.  The  survey  of  the  graduate  school  has  been 
mainly  directed  to  its  clothes,  rather  than  to  the  living  being  beneath  the  clothes.  No  sub- 
stantial suggestions  for  improvement  accompany  it  save  those  in  regard  to  records,  forms  and 
supervision;  and  these  are  based  upon  a  grossly  inaccurate  statement  of  facts.  The  uni- 
veristy  is  deeply  disappointed  that  there  has  been  no  adequate  study  of  the  living  part  of 
the  graduate  school  and  that  for  its  improvement  there  are  offered  only  suggestions  that 
cast  darkness  rather  than  light  upon  the  situation. 

(Signed)     G.  C.  COMSTOCK 


360 


EXHIBIT  5. 

EFFECT  OF  RESEARCH  UPON  TEACHING  EFFICIENCY 

A  symposium  of  57  investigators,  administrators  and  supervisors  of  research 

throughout  the  country 

Like  many  other  problems  that  confront  Wisconsin,  the  problems  of  directing  and  financing 
research  is  common  to  all  universities.  To  benefit  from  the  widest  possible  experience  and 
judgment  the  survey  sought  the  cooperation  of  college  and  university  presidents,  deans,  pro- 
fessors, and  other  administrators  and  investigators.  The  names  were  furnished  largely  by 
Professors  Henmon  and  Sharp  of  the  University  of  Wisconsin  and  Professor  S.  F.  MacLennan, 
of  Oberlin. 

In  stating  Wisconsin's  need  for  information,  the  survey  wrote: 

The  payroll  cost  of  research  at  the  University  of  Wisconsin  has  been  estimated  by 
President  Van  Hise  to  be  from  one-fourth  to  one-third  of  the  total  payroll  for  the  instruc- 
tional staff.  Our  survey  is  expected  to  produce  facts  that  will  help  the  regents  of  the 
University  of  Wisconsin  and  the  members  of  the  state  legislature  in  considering  budget 
requests  for  the  Graduate  School  and  other  questions  of  policy  relating  to  opportunities 
for  research. 

The  inclosed  questions  are,  we  realize,  but  an  "opening  wedge."  Regarding  some  of 
them  question  has  been  raised  by  those  who  first  advised  with  us.  As  a  substitute  one 
general  question  was  suggested:  "In  what  respects,  if  at  all,  does  research  react  favor- 
ably or  unfavorably  upon  the  teaching  work  of  the  university  instructor?"  The  con- 
sensus of  opinion  thus  far  has  been,  however,  that  those  who  collaborate  will  prefer 
to  have  the  large  general  question  broken  up  into  several  parts.  We  separate  these 
questions  to  help  secure  comparable  answers.  We  hope,  however,  that  from  your 
better  knowledge  of  what  the  problem  calls  for,  you  will  reply  as  amply  as  your  lime 
and  interest  justify,  and  will  suggest  other  questions  or  tests  which  you  deem  it  feasible 
for  a  university  or  a  legislature  to  make. 

To  nearly  100  letters  sent  out  57  answers  were  received,  and  are  here  summarized: 

List  of  those  whose  answers  are  incorporated  in  the  following  digest: 

James  R.  Angell,  University  of  Chicago 
C.  R.  Bardeen,  University  of  Wisconsin 
W.  G.  Bleyer,  University  of  Wisconsin 
George  P.  Bristol,  Cornell  University 
Henry  Bruere,  Chamberlain,  New  York  City 

William  L.  Bryan,  Indiana  University 
George  Lincoln  Burr,  Cornell  University 
M.  L.  Burton,  Smith  College 
J.  McKeen  Cattell,  Editor  of  Science 
John  R.  Commons,  University  of  Wisconsin 
George  C.  Comstock,  University  of  Wisconsin 

Morris  L.  Cooke,  Director  Department  of  Public  Works,  Philadelphia 

F.  A.  Cotton,  State  Normal  School,  La  Crosse,  Wisconsin 

J.  W.  Crabtree,  State  Normal  School,  River  Falls,  Wisconsin 
Edward  T.  Devine,  Director  New  York  School  of  Philanthropy 
Edward  D.  Eaton,  Beloit  College 
William  P.  Graham,  Syracuse  L^niversity 

M.  F.  Guyer,  University  of  Wisconsin 
Arthur  T.  Hadley,  Yale  University 

G.  Stanley  Hall,  Clark  University 
L.  D.  Harvey,  Stout  Institute 

F.  G.  Hubbard,  University  of  Wisconsin 
Charles  H.  Hull,  Cornell  University 

David  Starr  Jordan,  Leland  Stanford  University 

John  A.  H.  Keith,  State  Normal  School.  Oshkosh,  Wisconsin 

J.  Lawrence  Laughlin,  University  of  Chicago 

Henry  C.  King,  Oberlin  College 

Charles  McCarthy,  Wisconsin  Legislative  Reference  Library 

361 


University  Survey  Report 

V.  E.  McCaskill,  State  Normal  School,  Superior,  Wisconsin 

D.  C.  Munro.  University  of  Wisconsin 
Hugo  Aliinstcrberg,  Harvard  University 

Carroll  G.  Pearse,  State  Normal  School,  Milwaukee,  Wisconsin 
M.  V.  O'Shea,  University  of  Wisconsin 

Bruce  R.  Payne,  George  Peabody  College  for  Teachers 
James  E.  Russell,  Teachers  College,  Columbia  University 
Henry  R.  Seager,  Columbia  University 
Carl  E.  Seashore,  University  of  Iowa 
F.  C.  Sharp,  University  of  Wisconsin 

Albert  Shicls,  Division  of   Reference  and  Research,  Board  of  Education,  New  York 

City 
John  F.  Sims,  State  Normal  School,  Stevens  Point,  Wisconsin 
Edward  O.  Sisson,  Commissioner  of  Education,  Idaho 
Charles  S.  Slichter,  University  of  Wisconsin 

E.  E.  Slosson,  Editor  of  The  Independent 

Charles  Forster  Smith,  University  of  Wisconsin 

Edgar  F.  Smith,  University  of  Pennsylvania 

Hugh  A.  Smith,  University  of  Wisconsin 

David  Snedden,  Commissioner  of  Education,  Massachusetts 

Benjamin  W.  Snow,  University  of  Wisconsin 

George  M.  Stratton,  University  of  California 

Edward  L.  Thorndike,  Teachers  College,  Columbia  University 

Howard  C.  Warren,  Princeton  University 

George  Armstrong  Wauchope,  University  of  South  Carolina 

H.  Parker  Willis,  Secretary  of  Federal  Reserve  Board 

A.  E.  Winship,  Editor  of  Journal  of  Education 
Frederick  J.  E.  Woodbridge,  Columbia  University 
Robert  S.  Woodward,  Carnegie  Institution  of  Washington 
Robert  M.  Yerkes,  Harvard  University 

In  summarizing  the  answers  the  survey  divided  the  collaborators  into  the  following  groups: 

A»  Non-Wisconsin  college  professors 

B.  Non-Wisconsin  college  presidents  and  deans 

C.  Magazine  editors 

D.  Administrators  in  the  public  service 

E.  Wisconsin  college  presidents 

F.  Wisconsin  normal  school  presidents 

G.  University  of  Wisconsin  professors 
H.  University  of  Wisconsin  deans 

The  letter  in  brackets  following  each  verbatim  extract  refers  to  one  of  these  groups.  No 
reply  is  quoted  more  than  once  under  any  one  heading.  Therefore  the  number  preceding 
each  extract  indicates  a  different  individual. 


THE  PROBLEM 


Extracts  from  general  answers 


1.  Among  the  functions  of  a  university  are  the  following: 

(1)  To  transmit  knowledge. 

(2)  To  train  the  student  in  orderly  and  systematic  habits  of  work — i.  e.,  to  give  him 

the  technique  of  scholarly  and  professional  success. 

(3)  To  assist  the  youth  to  discover  his  own  powers,  that  he  may  realize  to  the  utmost 

his  innate  endowments — in  other  words,  to  create  independent  personalities. 

(4)  To  inculcate  high  intellectual  and  ethical  ideals. 

(5)  To  cultivate  and  refme  taste. 

(6)  To  inspire  youth — to  rouse  him  to  the  wealth  of  revelation  that  awaits  him  in 

science,  history,  philosophy,  and  literature. 

(7)  To  foster  and  dignify  learning. 

(8)  To  discover  truth,  to  the  end  that  the  heritage  of  our  civilization  may  continually 

be  enlarged  and  enriched. 

"Teaching"  in  elementary  and  secondary  schools  should  have  a  different  meaning  from 
teaching  youth  after  adolescence  and  as  he  is  just  entering  manhood's  estate.  The  latter 
kind  of  teaching — "University  teaching" — I  define  to  consist  of  the  proper  attainment 

362 


Exhibit  5 

of  ends  (1)  to  (6)  above.      It  seems  to  nie  that  a  univcrsilv  whieh  is  not  also  scholarly  in 
the  sense  (7)  and  (8)  above  is  not  fulfilling  its  proper  duties  and  its  teaching  as  a  whole 

must  suffer  and  gradually  become  more  or  less  lifeless  and  elTete 

I  think  that  a  university  should  be  looked  upon  as  a  community  of  co-workers  and  scholars 
and  not  be  stratified  as  'faculty"  and  "students."  The  bettcr'students  are  an  inspiration 
and  an  uplift  to  their  fellow  students  just  as  potent  in  infiuence  as  the  facultv  itself.  I  hope 
that  every  student  of  exceptional  ability  may  fiiui  himself,  for  one  semester  at  least,  in  a  class 
of  not  more  than  six  or  eight  students,  and  find  as  leader  of  that  class  a  man  of  original  power 
and  ability.  The  force  and  inspiration  radiating  from  such  a  group  reaches  a  larger  and  ever 
diverging  group  of  students,  whose  standards,  aspirations,  and  personalities  "are  greatly 
influenced  thereby.  [G] 

2.  Another  thing  which  I  understand  is  that  every  person  who  pretends  to  be  a  teacher 
must  have  a  real  interest  in  his  pupils  as  individuals.  If  he  does  not  have  this  interest,  or 
cannot  acquire  it,  he  should  be  »ransferred  to  some  other  business.  This  would  apply  to  all 
teachers  both  below  and  above  the  sophomore  grade,  and,  in  the  case  of  the  "researcher," 
it  would  mean  that  he  should  confine  himself  to  research  and  not  take  part  in  teaching.  One 
essential  from  the  researcher's  point  of  view,  if  he  essays  to  be  also  a  teacher,  is  that  he  be 
willing  to  wait  until  the  next  generation  for  a  large  part' of  his  researches  to  become  efleclive 
in  the  persons  of  his  students.  In  other  words  he  must  be  content  to  gel  the  spirit,  method, 
and  technique  of  investigation  into  them,  without  expecting  them  to  be  of  much  service  to 
him  in  his  own  researches  except  by  their  criticisms  and  perhaps  by  small  detailed  pieces  of 
research  which  he  can  assign  them  according  to  their  capacities. 

The  "researcher"  who  is  a  teacher  follows  exactly  the  investigational  method  of  teaching, 
but  he  does  it  with  advanced  and  graduate  students  who  have  themselves  reached  the  point 
where  they  can  share  with  him  the  search  for  new  truth  or  new  application  of  known  truth, 
in  addition  to  following  the  investigational  method  proper,  which  does  not  seek  tor  what 
is  new. 

I  have  in  mind,  then,  three  kinds  of  teaching,  the  traditional  or  formal  method  of  recita- 
tions; the  investigational  or  informal  method  of  individual  development;  the  research  or 
informal  method  of  new  discovery.  Also  two  kinds  of  research:  non-academic  research, 
or  that  of  specialists  not  interested  in  teaching,  and  academic,  or  that  of  teachers.     [G] 

3.  Our  university,  if  it  is  really  going  to  live  and  be  a  vital  force  in  the  life  of  the  people, 
must  have  men  who  are  constantly  looking  into  the  affairs  of  life  and  calling  the  attention 
of  the  students  to  the  new  discoveries  which  are  constantly  being  made,  be  it  in  science, 

or  in  any  other  field  of  thought.     The  pupil  who,  day 'after  day,  sees  something  in 

life  and  then  has  a  professor  who  correlates  it  with  the  well  learned  lessons  of  the  past,  isthe 
pupil  who  advances.     Any  other  thing,   any  other  course,   is  simply  dead   Mandarinism. 

I  hope  sincerely  you  will  recommend  some  kind  of  a  task  system  instead  of  the  dead  time 
system  that  we  have  at  the  present  time.  We  have  too  much  emi^hasis  upon  memory  in  our 
colleges;  too  much  time  serving;  too  much  lazy  inefficiency;  too  little  inspiration;  too  little 
eagerness  for  new  ideas  and  for  progress;  too  little  initiative  left  in  the  man  after  he  has  gone 
out  of  college.     [D] 

4.  The  main  reason  why  a  local  community  should  support  research  is  because  of  its  duty 
to  do  its  share  toward  general  human  progress.  This  reason  so  enormously  outweighs  all 
others  that  the  decision  for  or  against  the  use  of  local  public  funds  for  research  should,  I 
think,  be  put  frankly  on  this  basis.  The  returns  of  this  sort  are  probably  something  like  a 
million  dollars  to  one.     [A] 

5.  My  own  opinion  may  be  summarized  thus:  New  contributions  to  the  field  of  knowledge 
can  best  be  given  by  those  whose  business  it  is  to  carry  on  the  necessary  investigations  as 
their  own  regular  occupations.  There  is  no  reason  why  a  man  employed  in  a  college  or  uni- 
versity should  not  do  this  as  most  of  it  has  been  done  in  the  past  in  this  way  but  such  men 
should  be  picked  men  and  they  should  not  be  required  to  do  any  of  that  mechanical  teaching 
which  is  simply  a  drain  on  their  energy. 

Skilled  teaching  is  not  identical  with  this  occupation  of  research  and  although  it  may  not 
bring  so  much  distinction  as  successful  research  work,  it  is  a  dignified  occupation  that  merits 
the  attention  of  university  instructors.  These  teachers  should  have  most  of  their  energies 
free  for  the  work  of  teaching;  they  should  have  opportunities  for  study,  but  they  should  not 
be  expected  to  make  original  contributions;  that  is  a  dilTerent  function.  Pupils  should  not  be 
expected  to  carry  on  original  research  work  save  for  brilliant  exceptions.  Their  business  is 
to  learn  what  others  have  discovered  rather  than  to  contribute.     [D] 

6.  Certainly  a  causal  connection  should  be  shown  before  anyone  asserts  that  research  work 
is  necessary  in  order  to  have  good  teaching.  I  have  never  found  any  evidence  of  such  causal 
connection.  I  have  seen  research  teachers  who  were  good  teachers  and  research  teachers 
who  were  poor  teachers. 

One  chief  trouble  with  research  work  in  our  colleges  and  universities  is  that  it  is  not  con- 
fined to  the  graduate  schools.  It  is  spread  out  over  everything  and  so  research  work  is  given 
an  undue  prominence.  If  such  work  costs  one  third  the  amount  spent  for  instruction,  it 
should  certainly  be  put  on  trial  and  given  a  chance  to  prove  itself  worthy,  because  so  far  as 
I  know  its  worth  in  teaching  is  very  largely  a  matter  of  pure  assumption.     [F] 

7.  If  you  can  afford  it.  it  is  a  good  thing  to  have  in  a  university  a  number  of  men  who  give 
all  their  attention  to  research  work,  but  I  would  like  to  see  most  of  the  teaching  stall  re- 
searchers as  well  as  teachers.     Sometimes  the  question  is  asked — aren't  there  those  who  are 

363 


University  Survey  Report 

onlv  fit  for  teaching?  This  is  a  difTicult  question  to  answer,  and  I  am  afraid  that  I  lean  to  the 
other  side — that  is,  to  the  opinion  that  they  are  not  worth  much.     The  best  teachers  I  ever 

had  were  men  who  investigated.     They  inspired  me  Of  course  there  is  a  great  deal  of 

work  going  on  called  research,  that  isn't  worth  anything,  and  there  comes  the  question  as  to 

whether  an  inslilution  isn't  sometimes  paying  dearly,   but  if  these  men  are  in  contact 

with  colleagues  from  other  institutions  throughout  the  country  who  are  investigators,  it 
isn't  likely  that  many  of  them  will  be  doing  worthless  work.     [B] 

8.  I  may  say  that  this  university  has  taken  a  definite  stand  to  the  effect  that  instructors 
who  do  not  develop  the  tendency  for  research  shall  have  no  chance  for  promotion  what- 
ever.    [B] 

9.  Occasionally  you  find  a  scholar  who  is  strong  in  research  who  is  not  good  at  teaching; 

but  the  cases  are  comparatively  rare When  E.  B.  Andrews  became  president  of 

Brown,  he  raised  it  very  quickly  to  a  higher  plane  of  college  work  and  better  teaching  by 
insisting  upon  graduate  work  and  research.  In  Germany  and  France  the  general  question 
vou  raise  is  no  longer  considered  open  to  argument.     If  it  were  permissible  to  quote  examples 

from  mv  contemporaries,  I  could  illustrate  my  points  very  fully.     Professor of 

this  university  was  a  striking  example  of  what  research  did  for  teaching.  Unfortunately 
he  was  so  loaded  down  with  work  that  his  total  product  while  excellent  in  quality  was  small 
in  quantity.     The  world  is  poorer  because  he  had  to  teach  so  much.     [G] 

10  it  can  only  be  said,  I  think,  as  of  most  important  matters,  that  the  questions 

must  be  dealt  with  differently  in  different  cases,  and  that  no  rule  or  general  statement  can 
possibly  be  made  that  would  apply  to  them.     [D] 

11.  Some  excellent  teachers  may  be  spoiled  by  the  pressure  put  in  some  institutions  upon 
independent  investigation,  and,  on  the  other  hand,  I  know  some  scholars  who  have  become 

good  teachers  largely  because  of  their  interest  in  arriving  at  new  truth I  know  of  no 

wav  to  determine  the  character  of  a  professor's  work  by  formal  rule  or  regulation.  I  doubt 
if  it  can  be  done  without  irreparable  injury  to  university  instruction.     [B] 

12.  Some  men  are  cut  out  for  teaching  and  not  for  research;  and  vice  rersa.  If  a  man, 
however,  is  capable  of  research,  he  will  gain  by  having  some  teaching.     [A] 

13.  And  as  regards  research  in  academic  circles,  we  need  to  fix  attention  rather  on  the  pro- 
fessors who  are  qualified  to  extend  the  boundaries  of  knowledge  than  on  their  pupils.  These 
latter,  if  worthy  of  the  name,  will  require  little  formal  instruction  in  the  presence  of  evolving 
discoveries  and  advances;  moreover,  they  must  learn  early  to  think  with  their  own  heads  if 
they  may  hope  to  become  either  competent  teachers  or  leaders  in  work  of  research.  (Quoted 
from  an  enclosed  article  "The  Needs  of  Research,"  reprinted  from  Science,  vol.  XL,  pp.  217 
to  229.)     [B] 

14.  I  should  say  that  attention  should  be  fixed  not  so  much  upon  the  efficiency  of  teaching 
as  the  efficiency  of  the  work  that  the  student  does,  which,  of  course,  is  the  only  final  test  of 

the  efficiencv  of  the  teaching It  seems  to  me,  however,  perfectly  safe  to  say  that  in 

general  some  research  will  vitalize  the  teacher's  work.     [D] 

15.  A  college  professor  to  be  effective  must  use  many  of  the  rules  used  by  parents  who  are 
effective,  or  workers  in  the  industrial  field  who  are  effective  in  the  broadest  sense  of  that 
term.  They  must  know,  or  know  how  to  find  out,  and  above  all  they  must  feel  that  what 
they  teach  is  vital.  It  was  my  experience  after  interviewing  about  one  hundred  teachers  in 
the  department  of  physics,  that  many  of  them  were  driven  to  carry  on  research  from  some- 
thing that  approximated  caste  pride."  I  have  found  some  men  who  had  gone  so  far  in  this 
direction  that  thev  felt  that  teaching  in  the  colleges  was  almost  obsolete.  Many  men  who 
had  no  vital  interest  in  research  were  carrying  on  work  which  even  to  them  seemed  to  lead 
nowhere. 

I  rather  feel  that  the  real  reason  why  we  have  so  much  research  in  the  colleges  is  that  those 
in  charge  recognize  the  necessity  for  research  in  a  modern  community  and  that  they  are 
using  the  ease"  with  which  moneys  are  obtained  for  education  to  finance  research  under 
a  name  not  its  own 

Where  men  are  very  largely  engaged  in  research  work  there  does  not  seem  to  be  any 
question  in  their  minds,  at  least  oflhose  with  whom  I  come  in  contact,  that  they  should  be 
under  the  general  supervision  of  a  research  board. 

I  want  to  close  by  saving  that  I  am  not  a  bear  on  research — that  I  believe  that  it  must  be 
included  in  some  wav  in  the  work  of  a  reallv  great  university.  I  am  not  sure  that  we  do  not 
spend  too  little  on  it  rather  than  too  much,  but  I  do  object  to  seeing  it  carried  on  without 
supervision  and  especiallv  to  see  it  carried  on  in  such  a  way  that  it  lowers  the  responsibility 
and  honor  which  attach  to  teaching  proper;  and  if  I  am  not  very  much  mistaken,  the  effect 
which  research  is  having  in  lowering  the  quality  of  our  teaching  has  not  spent  its  force.     [D] 

16.  That  which  first  and  most  deeply  impresses  me  is  that  there  is  no  scientific  basis  for 
anyone  to  answer  these  questions. 

You  have  struck  at  the  vital  point  in  all  modern  higher  education.  We  have  drifted  aim- 
lessly into  research  work  because  somebody  somewhere  started  it  and  all  others  followed  with- 
out once  giving  anv  scientific  or  adequate  reason  therefor.     I  do  not  know  of  anyone  who 

knows  whether  this"  research  re-craze  is  sensible  or  senseless  Personally  I  am  strongly 

of  the  opinion  that  research  work  spoils  the  teaching  of  everyone  who  cares  more  for  what  he 
learns  of  the  subject  than  for  what  his  students  know.  So  far  as  teaching  goes  I  am  quite 
sure  that  a  teacher's  undue  devotion  to  research  is  ruinous  to  his  teaching  skill. 

364 


Exhibit  5 

Teaching  must  concern  itself  wholly  with  the  attitude  of  the  student's  mind  as  a  learner, 
and  whoever  concerns  himself  with  what  he  is  learning  and  not  with  what  students  know  that 
they  have  learned  from  him  has  not  the  faintest  conce[)tion  of  what  teaching  is. 

Whoever  is  absorbed  with  research  work  of  any  kind  should  leave  teaching  entirely  and 
work  in  a  laboratory  for  the  sake  of  finding  something  that  has  never  l^een  known. 

Students  have  no  right  to  waste  their  youth  in  research  work  of  any  kind.  Hither  they  will 
not  discover  anything  new  and  valuable  or  they  will  neglect  the  study  that  is  vital. 

The  key  note  in  all  higher  education  should  be  to  know  as  much  of  as  many  things  as  one 
has  time  and  ability  to  learn,  provided  he  devoted  time  to  nothing  that  is  not  (1)  essential 
to  the  learning  of  other  things  in  the  university  or  in  after  life,  (2)  advantageous  as  general 
information;  nothing  that  does  not  {'.))  give  power  and  increase  skill  in  something  well  worth 
while,  (4)  contribute  to  his  enjoyment  of  nature  and  human  nature,  or  (■"))  heighten  his 
influence  by  broadening  his  culture.     [C] 

17.  The  research  type  is  good  for  some  purposes,  as  the  tester  and  the  individual  measuring 
stick  for  men  who  are  at  work  developing  their  intellectual  faculties.  The  teaching  type,  the 
man  who  has  to  stimulate  students  whose  minds  are  placid,  somewhat  receptive,  somewhat 
antagonistic  to  ideas,  need  not  be  of  the  research  type,  but  of  the  well-trained,  expressive, 
personally  commanding  teachers  type.  I  do  believe  that  universities  have  erred  in  per- 
suading too  many  men  to  go  into  original  research,  and  minimizing  the  teaching  faculty, 
which  is  a  special  one  and  requires  special  training.  You  will  generally  find  that  [)Oor 
teachers  justify  poor  teaching  by  poor  research  or  a  smattering  of  research,  and  that  good 
teachers  of  large  classes  get  little  time  for  research  work.  I  know  instructors  in  English  who 
hated  to  read  themes,  but  salved  their  spirits  by  recalling  that  Matthew  Arnold  wrote  his 
masterful  essays  when  obliged  to  spend  some  of  his  evenings  reading  school  boy  compo- 
sitions.    [Dj 

SUMMARY  OF  ANSWERS,  QUESTION  1 

What  verifiable  evidence  has  been  collected  to  show  how  research  affects  quality 
of  university  or  college  instruction? 

Total 

Total  in  groups 57 

No  answer 20 

Total  answers  received 37 

Know  of  none 22 

Can't  be  ascertained 1 

Undoubtedly  very  small 1 

Not-yet-verified  opinion,  comparison,  etc.   13 


EXTRACTS,  QUESTION  1 

1.  I  doubt  whether  anyone  has  set  about  deliberately  to  determine  the  effect  of  research 
upon  teaching,  though  I  believe  men  in  every  important  college  and  university  have  refiected 
to  some  extent  upon  this  subject.  They  have  compared,  not  in  any  precise  and  definite 
way,  though,  the  work  of  men  engaged  in  research  as  contrasted  with  those  who  are  not 
interested  or  competent  in  research.  Further,  the  people  who  have  views  on  this  matter 
have  reached  them  in  part  as  a  process  of  inference  from  general  premises  concerning  the 
relation  between  original  work  and  the  business  of  teaching.  I  have  listened  to  men  in  ()ur 
university  discuss  the  matter,  who  had  made  no  observations  at  first  hand,  but  whose  opinions 
were  based  on  theory.  One  man  will  say  that  when  an  instructor  gives  much  of  his  time  to 
research,  he  cannot  take  an  interest  in  his  students  or  give  as  much  attention  to  preparing 
his  work  for  them  as  if  he  were  interested  solely  in  his  teaching.  Anolhcr  man  will  say  that 
teaching  demands  freshness,  originality,  and  i)laslicily  in  the  instructor,  and  one  who  is  not 
contributing  to  knowledge  in  Ms  field  soon  becomes  static,  formal,  mechanical,  losing  his 
interest  in  the  imparting  of  knowledge  as  well  as  in  develo{)ing  it.     [G] 

2.  No  tangible  evidence  but  all  my  observation  is  that  research  improves  the  quality  of 
teaching.     [B) 

3.  I  am  not  aware  that  any  verifiable  evidence  has  been  collected  to  show  how  research 
affects  the  quality  of  university  or  college  instruction.  It  is  my  opinion,  however,  that  there 
is  very  strong  evidence  of  a  general  nature.  The  instruction  in  universities  and  colleges 
is  better  than" that  in  any  other  group  of  institutions  in  the  country:  almost  all  the  research 
done  in  institutions  in  the  country  is  done  in  colleges  and  universities.  Of  course,  it  may  be 
said  that  it  is  not  shown  that  the  good  teaching  is  the  result  of  the  research.  However  this 
may  be,  the  great  significance  of  the  facts  stated  above  should  not  be  overlooked  in  any 
consideration  of  this  question.     [G] 

365 


Group 

A 

B 

C 

D 

E 

F 

G 

H 

11 

14 

3 

8 

2 

6 

11 

2 

2 

6 

7 

2 

1 

1 

T 

9 

8 

3 

1 

0 

5 

10 

1 

4 

4 

2 

1 

4 

7 

1 

1  ' 

4 

4 

1 

1 

2 

i 

University  Survey  Report 

4.  Th(  best  verifiable  evidence  of  the  effect  of  research  on  teaching  is  to  be  found  by  the 
comparative  history  of  universities  and  colleges  that  undertake  to  promote  research  and 
those  that  do  not.  I  do  not  know  that  this  evidence  has  been  collected  with  reference  to  the 
purpose  that  you  have  immediately  in  hand.     [B] 

5.  The  best  evidence,  and  so  far  as  I  know  the  only  evidence,  that  personal  research  im- 
proves the  instruction  given  by  an  individual,  is  the  general  rocognition  of  the  mental  alert- 
ness, keenness,  and  active  interest  shown  by  such  instructor.  This  recognition  in  my  obser- 
vation comes  from  students  as  well  as  from  colleagues.     [A] 

6.  I  know  of  no  good  evidence  concerning  the  effect  of  research  on  instruction.     [A] 

7.  No  verifiable  evidence  has  been  published  which  proves  how  research  affects  the  quality 
of  university  and  college  instruction.     [C] 

8.  While,  then,  I  cannot  conceive  of  any  statistically  "verifiable  evidence"  on  the  first 
question,  I  can  imagine  that  valuable  opinions  might  be  gathered  from  instructors  of  experi- 
ence in  teaching  and  in  research,  and  also  from  students  under  teachers  who  are  and  those 
who  are  not  researchers.     [A] 

SUMMARY  OF  ANSWERS,  QUESTION  2 

Does  researeh  by  an  instructor  improve   bis   teacbing   (a)   in  otber  subjects  tban 
that  in  vvbicb  his  research  is  conducted,  (b)  in  that  subject? 

Group 
Total     ABCDEFGH 

Total  in  groups 57       11        11         3         8         2         6       11         2 

No  answer  or  indefinite 5         11       .  .  3       


Total  answers  received 52  10       13         3         5         2         6       11 

Yes.  in  both 19  7         5         11       ....         1         4 

Probably — to  some  extent 5         11        ....          1       2 

Yes;  (b)  more  than  (a) 6       ....         1       1         3 

(b)  yes;  (a)  such  research  should  not  be 

done 2       ...         1       1 

(b)  more  than   (a),  depending  on  man  2         11       

Depends  on  the  man    and  research 9         13         1       2         1 

Yes,   to  a  certain  amount  of  research, 

then  no 11       1 

Probably  not 4       ....          1        ....         3       

No,  varies  with  individual 2       1         1 

Never 1       1       

No  connection  between  teaching  and  re- 
search   1       1 


EXTRACTS,   QUESTION  2 

1.  The  man  who  does  research  work  has  something  to  offer  first-hand  to  his  students. 
He  is  more  apt,  therefore,  to  be  enthusiastic  in  the  presentation  of  his  data,  and  to  arouse  an 
interest  in  those  who  hear  him.  I  have  observed  men  about  me  and  have  noticed  that  the 
live  teacher,  the  man  who  makes  even  dull  things  interesting,  is  the  man  who  investigates. 
They  are  aroused  by  their  discoveries  and  they  can't  help  but  make  enthusiastic  all  who  come 
under  their  teaching.  As  a  rule,  the  uninspiring  teachers  are  the  men  who  are  tied  down  to 
textbook  statements.     [B] 

2.  If  an  instructor  is  primarily  interested  in  research,  and  expects  to  receive  his  rewards 
in  reputation  and  in  pay  for  his  original  contributions,  he  may  not  be  benefited  in  his  teaching, 
either  in  the  subject  in  which  he  conducts  research  or  in  any  other  subject.  On  the  other 
hand,  if  an  instructor  derives  pleasure  from  teaching,  and  if  he  expects  to  get  his  reward  in 
reputation  and  in  pay  from  his  success  as  a  teacher,  then  he  may  utilize  his  experiences  and 
results  in  research  in  his  classroom,  primarily  in  the  subject  in  which  he  conducts  his  research, 
though  I  believe  there  will  be  a  certain  influence  in  whatever  subject  he  may  teach. 

I  repeat  that  an  instructor  must  be  interested  in  his  students;  he  must  take  a  pleasure  in 
observing  how  they  become  possessed  of  w^hat  he  is  presenting  to  them;  he  must  get  some 
such  pleasure  in  discovering  how  his  students  can  assimilate  what  he  is  teaching  as  he  gains 

from  the  discovery  of  new  facts  in  the  subjects  in  which  he  is  conducting  research. 

He  will  appreciate  that  his  efforts  to  comprehend  new  truth  are  something  like  the  efforts  of 
his  students  to  comprehend  what  is  new  to  them,  but  what  may  be  familiar  to  him. 

The  chief  difficulty  in  teaching  consists  in  the  difference  between  the  instructor's  view  of 
what  he  is  teaching,  and  the  student's  view.  It  is  also  familiar  to  the  instructor  that  he  is 
likely  not  to  appreciate  the  strain  and  stress  of  the  student  in  comprehending  new  knowledge 

366 


Exhibit  5 

or  performing  new  tasks.  A  man  who  is  conducting  research  primarily  for  the  purpose  of 
bettering  his  teaching  will  be  more  symi)alhetic  with  his  students,  and  he  will  acquire  greater 
insight  into  their  difTiculties  and  the  power  of  finding  ways  to  help  them  to  take  new  steps.  [G] 

3.  I  was — as  undergraduate — student  under  one  of  the  greatest  teachers  America  ever 
saw — Garman  of  Amherst.  His  few  attempts  at  writing  show  that  he  had  no  unusual  powers 
of  adding  to  our  knowledge  of  philosophy.  It  is  equally  i)ossible  for  a  man  to  have  the  power 
of  adding  to  philosophical  (or  any  other  kind  ofj  knowledge  and  not  possess  the  kinds  of 
ability  which  enable  him  to  work  out  what  is  in  essence  a  i)roblem  in  pedagogy.  The  para- 
dox is  that  the  latter  sort  of  jierson  may  at  the  same  lime  be  an  excellent  teacher — or  at  all 
events  much  better  than  one  who  is  toilsomely  working  out  the  problems  raised  in  his  teach- 
ing.    [G] 

4.  It  is  clear  to  me  that  some  research  work  is  necessan.'  for  the  university  instructor  in 
order  to  give  him  command  of  the  literature  of  his  subject  and  its  vital  problems,  and  to  stimu- 
late his  students  to  the  realization  of  the  fact  that  his  instruction  is  not  mechanical  nor  book- 
made,  and  to  encourage  them  to  look  forward  to  productive  activity  in  their  turn.  It  is 
equally  clear  that  beyond  a  certain  point,  devotion  to  research  hinders  usefulness  as  an 
instructor  by  diverting  thought  and  energy  and  leading  the  instructor  to  regard  his  students 
as  secondary  or  even  superfluous  and  intrusive.     [E] 

5.  (a)  I  believe  so.  (b)  Yes;  if  the  object  of  teaching  be  knowledge  of  the  actual  and  power 
in  its  practical  use.  If  what  is  wanted  is  only  knowledge  as  to  other  people's  knowledge,  that 
is  another  matter.     I  will  not  aver  that  research  aids  glibness.     fA] 

6.  Bigness  of  mind  improves  all  teaching:  also  thoroughness  of  knowledge  and  breadth  of 
sympathy.     Some  research  leads  nowhere  and  induces  myopia.     [B] 

7.  In  one  case  I  remember  very  distinctly  that  the  teacher  was  doing  research  work  and 
only  a  limited  amount  of  teaching  and  that  was  language  teaching.  He  used  to  come  to  class 
frequently  unable  to  read  the  text  even  reasonably  well,  and  was  frank  and  foo'ish  enough  to 
say  to  the  class  that  he  had  no  interest  in  teaching,  but  did  it  because  he  had  to  in  order  to 
give  himself  opportunity  for  research  work.     [E] 

8.  It  hinders  his  teaching  ability  if  he  is  not  very  careful.     [Bl 

9.  My  observations  are  that  research  affects  the  quality  of  university  instruction  injuri- 
ously. A  man  who  has  achieved  a  reputation  in  research  is  likely  to  rest  on  his  laurels  in 
that  field  and  to  justify  second-rate  teaching.  This  is  a  generalization  and  like  other  gen- 
eralizations is  probably  an  exaggeration.     [D] 

10.  I  doubt whether  research  is  so  much  the  cause  of  interest  as  the  result  of  it.   [A] 


SUMMARY  OF  ANSWERS,  QUESTION  -3 

Does  research  aflfect  method  of  instruction  and  command  of  subject  matter  equally 
and  similarly — if  differently,  in  what  respects? 

Total    A        B        C        D        E        F        G        H 

Total  in  groups 57       11       14         3         8         2         li       11         2 

No  answer  or  indefinite 19         331711         2         1 


Total  answers  received 38  8  11  2         1  1         5         9         1 

Affects  command  of  subject  matter  more 

favorably 11  2  2  1        2         4 

AlTects  matter,  and  not  method 4  .  .  2  1                   1 

Affects  both  favorably 112  4  11  ....         1         2 

Depends  on  man  and  research 11  3  3  2         2         1 

Affects  not  knowledge  but  attitude 1  1  

EXTRACTS,  QUESTION  3 

1.  The  improvement  of  the  instructor's  teaching  does  not  refer  to  his  more  minute  knowl- 
edge of  the  field  in  which  he  is  carrying  out  research,  but  essentially  to  the  higher  level  to 
which  he  can  bring  his  teaching  as  soon  as  he  is  really  filled  with  the  spuut  of  research.  1-Lvery 
man  who  is  not  controlled  by  the  desire  to  advance  human  knowledge  in  however  small  a 
field  remains  naturally  in  every  field  a  teacher  satisfied  with  the  handing  out  of  second-hand 
knowledge.  Only  the  one  who  is  inspired  by  the  ideal  of  the  advancement  of  knowledge  will 
be  inclined  in  every  field  to  emancipate  himself  from  the  mere  rendering  of  other  men's  ready- 
made  thought.  It  is  not  his  knowledge  but  his  attitude  which  gains  through  his  own  devo- 
tion to  productive  scholarship.     [A] 

2.  Research  increases  the  instructor's  command  of  his  subject  matter,  and  should  add  to 
the  interest  and  enthusiasm  with  which  he  presents  the  subject  matter  in  his  teaching.     [G] 

3.  Research  will  hardly  have  a  direct  etTcct  in  the  method  of  teaching.     A  good  method  of 

3G7 


University  Survey  Report 

instruction  will  be  acquired  only  by  actual  teaching  experience.  Systematic  study  of  peda- 
gogical principles  will  be  of  much  greater  value  than  research  in  developing  a  good  method. 
Research  undoubtedly  gives  a  better  command  of  subject,  both  in  opening  up  new  regions 
for  careful  thought  and  in  the  [ability  to  impress  hearers  with  the  fact  that  the  instructor  is 
really  master  of  his  subject  ].     [B] 

1.  Research  makes  content  first  hand,  in  so  far  as  the  teacher  is  able  to  see  for  himself  the 
things  which  he  has  learned.  It  enables  him  to  teach  independence  of  thought  which  is  the 
first  "essential  of  good  university  instruction.     [B] 

5.  In  my  experience,  research  has  affected  both  method  of  instruction  and  command  of 
subject.  It  has  tended  to  make  me  specialize  in  my  course,  deal  intensively  with  certain 
subjects,  and  use  them  for  purposes  of  training  students  in  methods  of  thought.  My  com- 
mand of  my  subject  matter  is  markedly  affected  by  research  in  that  I  have  use,  in  connection 
with  the  problems  that  I  am  attempting  to  solve,  for  all  the  information  which  I  can  com- 
mand.    [A] 

SUMMARY  OF  ANSWERS,  QUESTION  4 

Which  improves  the  efficiency  of  teaching  more,  (a)  the  research  which  an  instruc- 
tor conducts  alone,  (b)  research  in  which  he  is  assisted  by  his  students,  or  (c) 
research  by  his  students  under  his  supervision? 

Group 
Total    ABGDEFGH 

Total  in  groups 57       11       14         3         8         2         6       11         2 

No  answer  or  indefinite 18         4         5       ....         5         1111 

Total  answers  received 39         79331         5       10         1 

Depends  on  man,  students,  etc 6         1       13         1 

All — not  much  difference 3         12       

(a)  most 2       2 

(b)  most 7         1         1       ....         2       3       .... 

(c)  most 112         2         2       ....         1         3         1 

(a)  and  (b)  most 2       ....  1        1 

(b)  and  (c)  most 4         111       1       

(c)  then  (b)  then  (a)    2       ....         1       ....  1       

(h)  then  (c)  then  (a) 1       ....         1       

(a)  then  (c)  then  (b) 1         1       


EXTRACTS,  QUESTION  4 

1.  In  general,  I  should  say  undoubtedly  that  the  teaching  efficiency  of  an  instructor  is 
much  more  likely  to  be  beneficially  affected  by  research  which  he  carries  on  assisted  by  his 
students.  That  which  is  done  by  his  students  under  his  supervision  is  likely  to  be  next  most 
useful,  and  that  which  he  does  alone  least  useful.     [B] 

2.  Not  much  difference,  except  that  there  is  danger  in  (b)  of  the  instructor's  using  the 
students  simply  for  his  own  advantage.     [Bl 

3.  I  have  worked  under  men  of  the  first  type,  whose  mere  example  in  industry,  enthusiasm 
and  devotion  to  truth  meant  more  than  any  amount  of  mere  information  they  might  have 
given  me.  Method  (b),  research  in  which  the  instructor  is  assisted  by  his  students,  has 
certainly  turned  out  some  high  grade  men  as  it  is  the  method  in  some  of  the  best  German 
laboratories. 

Method  (c)  is,  I  should  say,  the  one  regarded  by  American  teachers  as  of  greatest  worth 
to  their  pupils  as  it  is  the  method  mainly  in  vogue  in  this  country.  However,  it  has  dangers, 
I  think — not  to  the  students  but  to  the  teacher.  The  one  great  tragedy  of  American  labora- 
tories is  the  monopolization  of  some  really  great  man's  time  in  the  training  of  researchlings 
to  the  detriment  of  his  own  research.     [Gl 

4.  As  a  rule,  an  enthusiastic  investigator  will  have  those  of  his  students  who  have  scientific 
capacity  actively  at  work,  but  he  may  justly  feel  that  it  is  not  worth  while  to  spend  time  in 
attempting  scientific  investigation  with  students  who  do  not  have  this  capacity.     [H] 

5.  B  and  C  must  directly  affect  the  method  of  teaching,  for  they  are  themselves,  in  part, 
methods  of  teaching.  And  they  are  improved  methods  of  teaching  in  this,  even  if  in  no  other 
respect,  that  they  oblige  the  student  to  do  something  himself,  instead  of  expecting  to  have 
everything  handed  him  in  a  sealed  package  put  up  "ready  to  serve"  at  the  text-book  factory 
or  the  lecture  bottling  works.     [A] 

368 


Exhibit  5 

SUMMARY  OF  ANSWERS,  QUESTION  5 

Which  benefits  the  student  more,  (a)  helping  the  instructor  conduct  the  latter's 
research,  or  (b)  being  helped  by  the  instructor  to  conduct  the  student's 
research? 

Group 

Total    A        B        C        D        E        F  G        n 

Total  in  groups 57       11       14         3         8         2         6  11         2 

No  answer  or  indefinite 15         3         5       ....         4         1       ....  1         1 


Total  answers  received 42  8        9        3  4         1         6       10 

Both — can't  be  distinguished 3  2       ....         1       

(a)  is  better 3       1       2 

(b)  is  better 21  4         6       ....  2         14         3 

At  first  (a);  later  (b) 2  ....         1       1 

Depends  on  the  student,  etc 10  1         2         1       2        4 

Never  (a) 2  1       ....         1       

Never  either 1       1       


EXTRACTS,  QUESTION  5 

1.  Certainly  [helping  instructor  conduct  the  latter's  research  benefits  the  student  more]. 
The  very  small  minority  of  cases  where  the  student  should  be  permitted  to  conduct  his  own 
researches  are  those  cases  where  he  is  permitted  to  go  on  for  a  thesis  for  the  degree  of  Ph.  D. 
He  is  then  recognized  as  an  original  and  independent  investigator,  guided  of  course  by  the 
professor  in  charge.     [G] 

2.  Generally  speaking,  your  second  alternative  [being  helped  by  the  instructor  to  conduct 
student's  research]  is  more  helpful  to  the  student  because  it  is  more  likely  to  cultivate  in  him 
a  sense  of  scientific  responsibility,  and  it  is  much  more  likely  to  stimulate  his  whole-souled 
interest  than  work  which  he  does  purely  as  an  assistant  to  somebody  else,  who  will  secure  from 
it  whatever  distinction  attaches  to  successful  achievement.     [B] 

3.  For  a  beginner,  it  may  be  best  to  take  part  in  the  instructor's  research,  so  as  to  get 
quickly  into  some  line  of  feasible  and  interesting  work,  and  so  as  to  have  the  benefit  of  close 
association.  The  instructor  is  almost  certain  to  give  more  to  the  student  in  a  joint  investi- 
gation than  in  one  for  which  the  instructor  feels  less  responsibility.  Of  course,  the  student 
must  not  be  made  a  mere  servant  or  follower  of  blind  routine,  as  in  one  case  where  I  collabo- 
rated with  a  professor  abroad,  and  learned  the  bearing  of  the  experiments  only  when  he  sent 
me  reprints  of  his  report.  Even  there,  however,  I  got  the  technique  which  I  was  after, 
better  probably,  from  my  chief's  having  genuine  responsibility  for  the  work.  The  more 
advanced  students  should  certainly  be  thrown  largely  on  their  own  responsibility.     [B] 

4.  It  is  a  universal  principle  in  learning  that  the  novice  must  do  for  himself  as  fully  as  pos- 
sible. Applied  to  the  work  of  research  this  means  that  an  instructor  who  has  his  students 
perform  the  mechanical  part  of  research  while  he  does  the  vital  part,  does  not  give  his  students 
the  proper  training.  The  most  effective  way  is  for  the  student  to  cooperate  with  the  instruc- 
tor in  the  conduct  of  research — the  instructor  giving  the  student  his  counsel  when  it  is  needed. 

If  it  is  not  feasible  for  instructor  and  student  to  cooperate  in  research,  then  the  student 
must  have  his  own  task  and  come  to  the  instructor  as  often  as  may  be  necessary  for  guidance 
and  counsel.  Better  still,  the  instructor  should  have  all  who  are  working  in  his  department 
in  research  organized  into  a  group,  and  they  should  meet  regularly  for  mutual  discussion  of 
the  value  of  any  particular  piece  of  research,  the  efficiency  of  the  method  of  conducting  it,  and 
the  reliability  of  results  being  gained.     [G] 

5.  If  the  instructor  is  both  a  researcher,  enthusiastic,  sympathetic,  and  generous  in 
acknowledging  his  student's  aid,  and  if  the  student  is  thoroughly  fit  for  his  share  of  the  joint 
task  of  research,  "a"  benefits  him  more;  but  not  if  the  teacher  is  pursuing  research  under 
orders  from  the  university  and  makes  selfish  use  of  the  student  as  a  mere  convenience,  or  if 
the  student  is  (as  yet)  incompetent  to  see  the  bearings  of  what  he  is  set  to  do.     [.\] 


369 

Sub.— 24 


University  Survey  Report 

SUMMARY  OF  ANSWERS,  QUESTION  6 

Which  is  the  more  important  to  the  student,  (a)  the  new  knowledge  gained  by 
research,  (b)  the  technique  of  investigation  that  he  develops,  or  (c)  the  effect 
upon  his  future  ability  to  teach? 

Group 
Total    ABCDEFGH 

Total  in  groups 57       11       14         3         8         2         6       11         2 

No  answer  or  indefinite 21         2         5         2         7         1       ....         2         2 


Total  answers  received 36  9        9         1         I'l         6        9        0 

All  are  equally  important 3  1       1         1 

(b)  is  best 9  2         2       ....         1       ....         3         1       .... 

(b)  then  (a)  then  (c) 3  1       2       .... 

(b)  then  (c)  then  (a) 6  1         3       2       .... 

(c)  is  best 2  2       

(c)  and  (a)  are  best 1  1 

Depends  on  student's  future  career 7  2         2       2         1 

Depends  on  student,  research,  etc 4  ....         2       1       ....         1 

None  is  enough  to  justify  research 1  1       

EXTRACT,  QUESTION  6 

1.  The  technique  of  investigation  which  the  student  develops  by  research  is  far  more 
important  than  the  new  knowledge  gained.  I  should  emphasize  more  than  either  the  ability 
to  think  which  research  stimulates.  Speaking  with  some  hesitation,  I  should  say  that  investi- 
gation does  not  improve  a  student's  ability  to  become  a  teacher,  except  in  the  same  way  as 
reading  and  quizzing.  The  special  value  of  research  as  an  aid  to  teaching  comes  when  the 
two  are  undertaken  together.     [A] 

SUMMARY  OF  ANSWERS,   QUESTION  7 

What  effect  has  an  instructor's  research  into  a  given  subject  upon  his  enthusiasm — 
(a)  for  teaching  the  result  of  his  investigation,  (b)  for  teaching  subjects  related 
to  but  lying  outside  of  his  special  investigation,  (c)  for  teaching  freshman  and 
sophomore  classes,  (d)  for  teaching  junior  and  senior  classes,  (e)  for  teaching 
graduate  classes,   (f)  for  teaching  per  se  as  distinguished  from  investigation? 

Group 
Total    ABCDEFGH 

Total  in  groups 57       11       14         3         8         2         6       11         2 

No  answer  or  indefinite 8         12       ....         4       1 


Total  answers  received 49       10       12         3         4         2         6       11         1 

Increases  teaching  enthusiasm  in  general  14         1         5       ....         1       ....         15         1 

Increases,  especially  for  advanced  work..     6         4       ....         1       1       

Increases  for  advanced  work  in  research 

field 5         2       1         2 

Depends  on  the  man 13         3         3         1         2_      ....         1         3 

Does  not  increase  teaching  enthusiasm, 

but   has   best   effect   upon   advanced 

work  in  research  field 8       ....         4         1       2         1 

Increases  enthusiasm  to  a  certain  point, 

then  decreases  enthusiasm 1       1       

Does  not  increase  teaching  enthusiasm...     2       1         1       

EXTRACTS,  QUESTION  7 

1.  It  is  probable  that  an  instructor's  research  will  be  ot  more  immediate  advantage  and  will 
arouse  more  enthusiasm  for  w^ork  either  of  graduate  nature  or  junior  and  senior  classes,  but 
I  am  firmly  convinced  myself  that  it  is  of  general  benefit  to  him  even  for  freshman  and  sopho- 
more work  and  for  subjects  lying  outside  of  his  special  investigation.  It  keeps  him  alive, 
keeps  him  from  falling  into  a  rut,  and  from  regarding  cut  and  dried  methods  as  the  essence  of 
teaching.     [G] 

370 


Exhibit  5 

2.  Inasmuch  as  I  teach  freshmen,  upperclass  men  and  graduates,  I  can  answer  unquaH- 
fiedly  that  what  researches  I  have  done  have  greatly  increased  my  enthusiasm  in  all  of  this 
work,  whether  it  be  in  my  own  particular  technical  branch  or  in  allied  biological  branches.   [G] 

3.  The  teaching  of  the  results  of  one's  own  investigation  is  necessarily  a  very  significant 
part  of  the  instruction,  but  the  research  attitude  which  has  been  gained  will  have  its  inspiring 
value  for  classes  on  any  level.  It  is  indispensable  for  graduate  classes,  but  it  certainly  means 
much  for  undergraduates  too.  They  feel  instinctively  the  dilTerence  between  a  school  teacher 
and  a  research  man,  and  this  elTect  is,  of  course,  greatly  heightened  when  the  research  work 
has  led  to  a  certain  scholarly  reputation  of  the  teacher.     [A] 

4.  I  think  that  while  an  instructor  may  have  considerable  enthusiasm  for  teaching  the  re- 
sult of  his  investigations,  he  is  somewhat  likely  to  fall  into  the  habit  of  regarding  all  teaching 
as  drudgery,  or  at  least  of  being  unwilling  to  take  the  time  for  preparation  without  which  good 
teaching  is  impossible.  Effective  teaching  is  very  exhausting  work.  Considerable  time 
spent  in  preparation  is  absolutely  necessary.  The  chief  problem  in  trying  to  combine  research 
with  teaching  is  to  avoid  encroaching  on  the  time  and  energy  demanded  by  teaching.  The 
difficulty  is  probably  greatest  with  the  lower  classes  and  leasV with  the  graduate  classes.     [B] 

5.  I  should  think  the  most  marked  result  would  be  enthusiasm  for  teaching  the  result  of 
his  investigation  to  graduate  students.     [G] 

6.  Varies  greatly  with  the  man;  more  likely  to  help  advanced  teaching;  may  draw  him  off 
from  teaching  interests     [B] 

7.  A  man  (or  woman)  who  is  an  efficient  and  interested  teacher  when  engaged  chiefly  in 

teaching  will  not  be  rendered  inefficient  and  disinterested  by  spontaneously  turning 

(or  even  by  being  required  to  turn)  a  part  ol  his  time  and  energy  to  research;  nor  will  a  man 
who,  while  researching,  is  ineffective  and  uninterested  as  a  teacher,  be  rendered  the  opposite 
by  giving  up  research.  My  observation  leads  me  to  think  that  in  most  cases  (there  are,  of 
course,  individual  exceptions)  the  man  who  is  a  wide-awake  teacher  is  likely  to  be  a  researcher 
of  some  sort;  and  that  a  really  good  researcher  is  likely  to  be  an  effective  teacher.  But  I  do 
not  think  that  researching  necessarily  produces  good  teaching  or  vice  versa.  They  frequently 
occur  together  (not  always)  because  the  individual  characteristics  that  qualify  and  inspire 

for  one  commonly  qualify  and  inspire  for  the  other  also The  idea  that  ever>'  one  can 

do  research  is  as  absurd  as  the  idea  that  every  one  can  teach.     [A] 


SUMMARY  OF  ANSWERS,   QUESTION   8 

What  difference  is  there  in  the  effect  upon  an  investigator's  teaching  ahility  whether 
the  knowledge  sought  is  (a)  new  to  his  field,  or  (b)  is  merely  new   to  himself? 


Total  A 

Total  in  groups 57       11 

No  answer  or  indefinite 19         2 


B 

14 

5 

C 

3 

1 

Group 
D        E 
8         2 
5         2 

F 
6 
1 

G 
11 

2 

H 
2 

T 

9 

2 

3         0 

5 

9 

1 

3 
4 

2 

"l 

2 
T 

2 

1 

Total  answers  received 38         9 

No  difference  in  the  effect 9         2 

Research  new  to  field  has  better  effect...  19         5 
(a)  better  in  advanced  work,  (b)  in  ele- 
mentary   2 

Depends  on  the  man  and  the  research 

field 5         1 

Research   new   to   self  only,   better  for 

teaching 3         1 


EXTRACTS,  QUESTION  8 

1.  Any  new  information  of  importance  in  his  subject,  however  gained,  increases  the 
effectiveness  of  the  instructor's  teaching.     [G] 

2.  It  would  make  little  difference  if  he  did  not  know  that  the  knowledge  was  now  to  his 
field.  It  makes  much  difference  whether  he  is  seeking  the  knowledge  on  his  responsibility 
or  simply  accepting  it  on  the  responsibility  of  others.  The  courage  and  independence  of 
really  original  work  are  desirable  qualities  in  a  teacher.     [B] 

3.  If  he  goes  into  it  in  the  right  spirit,  both  will  answer.  However,  if  the  matter  of  investi- 
gation is  already  a  part  of  thesum  total  of  knowledge  and  is  merely  new  to  himself,  it  reveals 
a  lack  of  knowledge  of  his  field,  which  I  should  think  would  be  lamentable.     [F] 

371 


Group 

L               B 

C 

D 

E 

F 

G 

H 

14 

3 

8 

2 

6 

11 

2 

!         6 

4 

1 

2 

1 

1         8 

3 

4 

1 

6 

9 

1 

1 

[        2 

1 

1 

1 

2 

1 

1 

1 

1 

2 

1 

1         2 

1 
1 

3 

1 
4 

1 

i 

1 

1 

University  Survey  Report  , 

SUMMARY  OF  ANSWERS,  QUESTION  9 

Which  is  more  valuable  to  the  student— (a)  to  conduct  an  extended  study  in  some 
narrow  field,  or  (b)  to  help  investigations  in  several  fields? 

Total    A 

Total  in  groups 57       11 

No  answer  or  indefinite 16         2 

Total  answers  received 41         9 

Both  are  good 2  1 

(a)  is  better 12  4 

(b)  is  better 7  1 

(a)  for  advanced,  (b)  for  elementary  stu- 
dent   10  3 

Depends  on  student 5 

Depends  on  the  research  field 3 

(a)  is  certainly  bad 1 

Both  are  bad 1       1       

EXTRACTS,  QUESTION  9 

1.  If  the  student  is  to  become  a  research  worker,  with  a  purpose  of  pursuing  investigations 
toward  some  definite  end,  or  in  some  narrow  field,  an  extended  study  in  some  narrow  field 
would  be  ot  more  value.  For  the  general  strengthening  ot  the  student,  and  for  the  develop- 
ment of  his  future  power  of  teaching,  a  less  extended  investigation  in  more  than  one  field 
would  be  better.     [F] 

2.  Decidedly  the  former  [extended  study  in  some  narrow  field].     [G] 

3.  It  depends  on  the  ripeness  of  the  student.  At  the  beginning  it  is  more  valuable  for  him 
to  make  (or  perhaps  help  in  making)  several  investigations,  of  necessity  small  or  narrow,  in 
various  fields,  to  the  end  that  he  develop  outlook,  acquire  technical  proficiency,  and  test 
out  his  own  capacities  and  interests.  This  done  he  may  well  undertake,  in  his  maturer 
student  years,  an  exhaustive  study  of  a  specific  subject  in  his  chosen  field.     [A] 

SUMMARY  OF  ANSWERS,  QUESTION  10 

Would  it  be  desirable  to  waive  the  requirement  of  a  dissertation  and  insist  upon  a 
wider  knowledge  of  the  subject  in  which  a  degree  is  given  (a)  for  a  master's 
degree,  (b)  for  a  doctor's  degree? 

Group 
Total    ABCDEFGH 

Total  in  groups 57       11       14         3         8         2         6       11         2 

No  answer  or  indefinite 16         2         5         1         6         1       ....         1 

Total  answers  received 41         9         9         2         2         1         6       10         2 

Both  are  necessary 13  12         2         1       ....         3         3         1 

Both  necessary,  but  (b)  more  so 9         3         3       3 

(b)  necessary,  (a)  not 17         5         4       3         4         1 

Neither  is  necessary 2       1          1        

EXTRACTS,  QUESTION  10 

1.  I  am  in  doubt  regarding  the  master's  degree.  We  have  recently  adopted  a  rule  leaving 
it  to  the  Department  to  decide  in  each  case  whether  a  master's  dissertation  shall  be  required, 
or  an  additional  course  in  its  place.  We  have  allowed  some  students  to  substitute  a  course 
for  the  dissertation,  but  have  come  to  regard  this  as  undesirable  except  in  special  cases, 
since  the  dissertation  gives  us  a  better  hold  on  the  student,  and  a  better  indication  of  real 
scholarly  work.  We  do  not  require  the  master's  dissertation  to  be  a  strictly  original  piece 
of  work,  though  it  usually  works  out  in  our  Department  as  an  experimental  study.  We 
should  not  look  with  favor  on  the  idea  of  abandoning  the  doctor's  dissertation;  though  I  may 
say  that  some  ot  us  believe  it  would  be  desirable  to  have  a  degree  intermediate  between  the 
master's  and  the  doctor's,  for  the  benefit  of  those  who  can  give  two  years  to  graduate  study, 
and  who  wish  to  teach  the  more  elementary  sides  of  the  subject.  Research  might  be  dis- 
tinctly subordinate  in  such  a  course,  though  my  opinion  is  that  some  of  it  should  be  in- 
cluded.    [B] 

372 


Exhibit  5 

2.  It  would  seem  to  me  that  there  is  room  for  considerable  reform  in  the  kind  of  research 
required  for  the  master's  and  doctor's  degrees.  Subjects  are  too  narrow,  too  far  away  from 
the  main  subject,  and  too  remote  in  their  application  to  every  day  life.  The  professor  uses 
his  graduate  students  too  much  to  assist  him  in  finding  something  new  in  his  field  without 
giving  the  slightest  thought  to  the  question  of  what  will  mean  most  to  the  future  welfare  of 
the  student.     [Fl 

3.  In  my  judgment  a  wide  knowledge  of  the  field  should  be  required  (and  the  possession 

of  it  ascertained)  at  least  a  year  before  the  thesis  may  be  submitted  for  the  doctor's 

degree  (Incidentally  I  may  say  that  I  regard  degrees  as  the  curse  of  education 

in  America,  but  if  we  must  have  them,  I  would  retain  the  thesis  for  the  doctorate,  perhaps  not 
for  the  master's  degree).     [A] 

SUMMARY  OF  ANSWERS,  QUESTION  11 

What  diflference  is  there  in  the  effect  upon  a  researcher's  teaching  ability  whether 
the  increment  he  adds  to  human  knowledge  is  in  the  form  (aj  of  heretofore 
undiscovered  truth,  or  (b)  of  heretofore  undiscovered  or  unexplained  method 
of  applying  truth? 

Group 
Total    ABCDEFGH 

Totalin  groups 57       11       14         3         8         2         6       11         2 

No  answer  or  indefinite 29         5516         2         172 

Total  answers  received 28         6         9         2         2         0         5         4         0 

No  difference 17         3         7         1         1       ....         2         3 

Discovering  new  truth  is  better 4         2         2       

Discovering  new  method  is  better 6         1       1       ....         3         1 

Both  unfit  a  man  for  teaching 1  1       

EXTRACT,  QUESTION   11 

1.  So  far  as  teaching  is  concerned,  an  instructor  will  probably  be  benefited  as  much  or  more 
by  discovering  ways  of  explaining  or  applying  truth  than  by  developing  new  truth.  The  chief 
need  of  the  student  of  the  elementary  school,  high  school  or  college,  is  to  apply  truth  to  the 
exigencies  of  life.  Of  course,  this  implies  that  he  must  gain  truth;  but  there  is  vastly  more 
truth  in  the  world  than  is  applied  in  daily  life.     [G] 

SUMMARY  OF  ANSWERS,  QUESTION  12 

Is  teaching  helped  more,  equally,  or  less  (a)  by  an  instructor's  search  for  something 
immediately  useful,  or  (b)  by  a  search  for  something  that  would  have  value 
only  because  it  was  "some  new  truth?" 

Group 
Total    ABCDEFGH 

Total  in  groups 57       11       14         3         8         2         6       11         2 

No  answer  or  indefinite 16         4         3       ...  3         1        .  .         4         1 

Total  answers  received 41         711         3         5         1         6         7         1 

No  difference  between  the  two 6  13       2 

Both  are  necessary 4  ....         1         1       2 

Practicality  is  the  better  aim 17  2         4  1         3         1         4         2 

"Some  new  truth"  the  higher  aim 6  12       Ill 

Practical    better   for   students,    (b)    for 

professors 2  2       

Depends  on  man,  research  field,  etc 4  11       ....         2       

Neither  helps  teaching 2       1       ....           ....     1       

EXTRACTS,  QUESTION  12 

1.  It  is  hardly  to  be  supposed  that  any  really  now  truth  discovered  would  fail  of  some  help- 
ful bearing  upon  teaching.  The  immediately  useful  character  of  the  inft)rmation  is  from  the 
teaching  point  of  view  not  so  significant  as  the  relation  of  the  new  truth  to  the  general  field 
of  instruction.     [B] 

373 


University  Survey  Report 

2.  From  one  point  of  view  teaching  is  helped  more  by  the  instructor's  search  for  something 
which  is  practically  useful,  because  the  students  can  appreciate  this  more  than  an  abstract 
discovery.  Any  invention  or  device  attracts  them.  1  doubt  if  it  arouses  the  instructor's 
enthusiasm  more  than  purely  scientific  discoveries.  Undoubtedly  scientists  lay  the  greater 
emphasis  on  discoveries  of  theoretical  truths,  since  these  are  divorced  from  any  "taint"  of 
commercialism.  They  notice  that  the  man  who  works  for  sensational  or  showy  results  often 
obtains  a  fictitious  popularity  beyond  his  real  worth.  But  this  is  apart  from  the  present 
questions.     [A] 

3.  I  note  at  some  colleges  a  growing  tendency  to  assign  to  seniors  for  thesis  work  the  prob- 
lems of  everyday  life,  in  order  that  for  once  in  their  lives  they  may  get  to  the  bottom  of  some 
one  subject.  There  are  millions  of  men  a'nd  women,  for  instance,  whose  lives  are  filled  with 
drudgery  on  account  of  dish  washing.  This  subject  has  never  been  tackled  so  far  as  I  can  find 
out  by  a  competent  research  worker  and  yet  anybody  who  looks  at  it  superficially  would  be 
apt  to  admit  that  it  is  a  problem  that  will  yield  almost  immediately  to  scientific  treatment.  [D] 

4.  I  regard  knowledge  as  of  value  only  in  so  far  as  it  is  useful.  It  may,  however,  be  useful 
as  religion  or  art  is  useful.  All  knowledge  is  likely  to  be  of  use,  and  the  investigator  is  justi- 
fied in  carrying  on  investigations  the  usefulness  of  which  cannot  be  foreseen.  I  myself  pre- 
fer investigations  the  immediate  or  remote  usefulness  of  which  is  evident,  though  an  element 
of  danger  enters  when  the  utility  may  be  a  financial  gain  to  the  investigator.  It  would  be 
desirable  to  pay  the  professor  an  adequate  salary  and  let  any  money  he  earned  by  the  appli- 
cation of  science  go  to  his  department.     [C] 


SUMMARY  OF  ANSWERS,  QUESTION   13 

Would  a  study  of  the  particular  problems  involved  in  a  university's  instruction 
react  as  favorably  upon  teaching  ability  as  the  study  of  problems  not  con- 
nected with  university  instruction;  i.  e.  would  research  into  how  to  teach 
chemistry  iirtost  effectively  be  as  serviceable  as  the  search  for  a  new  formula? 

Total    A 

Total  in  groups 57       11 

No  answer  or  indefinite 16         ?> 


Group 

B 

C 

D        E 

F 

G 

H 

14 

3 

8         2 

6 

11 

2 

6 

3         1 

1 

1 

1 

8 

3 

5         1 

5 

10 

1 

3 

"2 

1 

3 

1 

2 

1 

9 

2 

1 

3         1 

4 

1 

1 

1       .... 

1 
1 

1 

Total  answers  received 41  8 

Both  are  necessary 6  1 

Pure  research  is  better 7  2 

Teaching  method  research  is  as  good 5 

Teaching  method  research  is  better 14  2 

Depends  on  subject  taught,  etc 4  1 

Can't  compare  the  two 2  1 

Applies  in  pedagogy  only 3  1 


EXTRACTS,  QUESTION  13 

1.  Research  referring  to  the  most  effective  teaching  of  chemistry  or  of  any  other  science 
does  not  belong  to  chemical  research  at  all  but  to  educational  research.  For  the  chemist  this 
question  is  a  pseudo-research  which  does  not  aid  him  in  his  research  attitude,  but  in  the  field 
of  pedagogy  it  is  a  very  important  problem  and  it  is  very  desirable  that  specialists  develop 
in  such  a  borderland  region.     [A] 

2.  Frorn  the  standpoint  of  service  probably  the  reaction  would  be  more  favorable  in  con- 
nection with  the  study  of  problems  relating  to  university  instruction.     [F] 

3.  Research  into  the  way  the  human  mind  will  most  readily  and  effectively  assimilate  the 
facts  of  chemistry  will  probably  react  more  favorably  upon  the  teaching  of  chemistry  than 
will  research  devoted  to  the  discovery  of  new  formulae.     [G] 

4.  No  teacher  worth  his  salt  fails  to  "conduct  research,"  (i.  e.,  to  make  experiments)  in 
education  constantly  in  his  own  classroom,  the  only  place  where  such  research  can  be  usefully 

conducted The  chief  (probably  the  only)  study  of  problems  connected  with  university 

instruction  that  can  be  expected  to  react  favorably  upon  any  particular  instructor's  teaching 
ability,  is  the  study  of  his  own  concrete  problems  which  he  himself  makes,  in  teaching,  for 
himself  and  his  own  students.  On  the  other  hand,  there  are  in  a  teacher's  field,  no  "problems 
not  connected  (i.  e.,  connectable)  with  university  instruction."  Whether  or  not  he  will 
actually  connect  them  depends  on  the  kind  of  instructor  he  is.     [A] 

374 


Exhibit  5 

SUMMARY  OF  ANSWERS,  QUESTION  14 

In  what  ways  is  instruction  affected  by  the  search  for  a  new  clement,  a  new  serum, 
a  new  principle  of  taxation,  a  new  fact  about  Napoleon,  or  a  new  star,  as  it 
would  not  be  affected  by  search  for  undiscovered  possibilities  of  students  in  the 
researcher's  class,  difficulties  which  confront  individual  students  and  oppor- 
tunities to  help  such  students? 

Total    A 

Total  in  groups 57       11 

No  answer  or  indefinite 20         4 


Group 

B 

C 

D        E 

F 

G 

H 

14 

3 

8         2 

6 

11 

2 

7 

1 

3         1 

2 

2 

1 

1 

5 

1 

1 
2 

'3 

2 

2 

1 

2 

2 

1 

1 

1 

1 

1 

1 

Total  answers  received 37         7 

I  do  not  know 1 

Both  pure  and  educational  research  are 

necessary 7 

Pure  research  is  better* 11         7 

In  not  many  ways 5 

Depends  on  the  man 3 

Pure  research  is  better  in  no  way 5 

In  no  way,  quite  the  contrary 5 

*Reasons  given  are:  pure  research  "helps"  more,  gives  field  for  all,  the  other  only  for  edu- 
cational w'orkers,  gives  authority  in  subject,  gives  student  perspective,  stimulates  curiosity. 


EXTRACTS,  QUESTION  14 

1.  Only  one  out  of  a  hundred  can  discover  a  new  truth,  whereas  the  benefit  of  investigation 
accrues  to  all.     [A] 

2.  Research  stimulates  intellectual  curiosity  concerning  the  whole  field  of  knowledge,  and 
this  effect  is,  I  believe,  different  from  that  produced  by  search  for  undiscovered  possibilities 
of  students  and  other  like  things.     [G] 

3.  I  believe  that  the  discovery  of  new  truth  can  be  evaluated  not  only  or  even  mainly  in 
its  application  to  one  or  more  individual  students  but  to  the  world  at  large.  It  is  undoubt- 
edly commendable  in  the  professor  to  "search  for  undiscovered  possibilities  of  students  in  the 
researcher's  class,  difiTiculties  which  confront  individual  students  and  opportunities  to  help 
such  students"  within  reasonable  limits  but  it  is  neither  wise  nor  profitable  to  exjiect  him  to 
do  this  to  the  exclusion  of  creative  work.  As  a  university  professor,  he  may  reasonably 
expect  to  find  his  students  out  of  mental  swaddling  clothes  and  capable  of  taking  good  strong 
work  without  an  undue  amount  of  individual  coaching.  If  they  are  not,  the  fault  lies  at  the 
door  of  the  elementary  and  secondary  school,  not  the  university.     [Gl 

4.  The  experimental  demonstration  of  the  benefits  of  the  university  method  of  instruction 
is  well  summed  up  in  the  Johns  Hopkins'  saying,  "Better  to  be  neglected  by  Rowland  than 
to  be  taught  by  anyone  else."     [C] 

5.  Search  for  new  elements,  etc.,  etc.,  does  not  arouse  in  the  instructor  such  appreciation 
of  his  students'  problems  and  such  skill  in  helping  them  through  their  difficulties  as  if  he 
should  make  original  studies  of  these  problems  and  processes.     [G] 

6.  If  students  are  alert,  eager,  and  of  mature  intelligence,  I  should  imagine  tljat  they  would 
be  stimulated  by  a  man  searching  for  a  new  serum,  etc.,  more  than  by  the  attention  of  a  second 
rate  man  or  scientific  man  to  tlieir  individual  ])roblems.  Personally,  I  was  helped  more  by 
listening  to  Veblen's  careful  and  analytical  talks  on  economic  problems,  or  watching  him  sit 
quietly  for  five  or  ten  minutes  waiting  for  the  men  coming  in,  than  I  could  possibly  be  by 

's  breezy  discussion  of  my  "problems  which  he  could  not  understand  and  which  I 

could  not  reveal  to'him.  A  student  with  capacity  and  individual  resources  is  annoyed  and 
repelled  by  too  much  display  of  interest  in  him  by  an  instructor.  On  the  other  hand,  he  is 
stmiulated  by  a  man  of  acute  intelligence  and  discipline,  by  research  and  by  the  radiating 
stimuli  which  well-articulated  and  consecutive  thought  on  the  part  of  a  mature  mind  fur- 
nishes an  immature  or  maturing  mind.     [D] 


375 


Group 

A 

B 

C 

D 

E 

F 

G 

H 

11 

14 

3 

8 

2 

6 

11 

2 

2 

5 

7 

1 

2 

2 

9 

9 

3 
1 

1 

1 

1 

6 
2 

9 

0 

5 

7 

2 

2 

4 

1 

1 

1 

4 

1 

1 

1 

1 

i 

"i 

1 

University  Survey  Report 

SUMMARY  OF  ANSWERS,   QUESTION  15 
To  what  extent  is  the  stimulating  effect  of  research  due  to  professional  recognition? 

Total 

Total  in  groups 57 

No  answer  or  indefinite 19 

Total  answers  received 38 

Almost  entirely 4 

Largely 20 

Largely,  but  not  in  case  of  best  men 7 

Somewhat  2 

Naturally 1 

One  element  only 2 

The  starting  force 1 

Negligible 1 

EXTRACTS,  QUESTION  15 

1.  The  stimulating  effect  of  research  is  doubtless  to  a  large  extent  due  to  professional  recog- 
nition and  in  return  professional  recognition  stimulates  research.  The  university  should  con- 
sequently promote  the  means  of  publication  by  professors  and  instructors,  pay  their  expenses 
to  attend  scientific  meetings,  invite  scholars  and  scientific  men  from  other  institutions  to 
lecture  and  give  courses,  arrange  for  the  exchange  of  instructors  and  the  like.     [C] 

2.  Recognition  of  one's  efforts  on  the  part  of  those  who  are  generally  recognized  as  being 
in  a  position  to  judge  of  their  value,  is  undoubtedly  stimulating.  On  the  other  hand,  some 
investigators  of  great  originality  seem  to  be  stimulated  by  meeting  with  opposition.     [H] 

SUMMARY  OF  ANSWERS,  QUESTION   16 

Would  research  into  methods  and  results  of  instruction,  courses  of  study,  etc., 
within  chemistry  or  English  departments  have  as  beneficial  an  effect  upon 
instructors  in  chemistry  or  English  as  upon  instructors  in  departments  of 
education? 

Group 
Total    ABCDEFGH 

Total  in  groups 57       11       14         3         8         2         6       11         2 

No  answer,  indefinite,  or  don't  know 23         5         7       ....         5         2       ....         2         2 


Total  answers  received 34  673         3.        0690 

Yes,  more 7  ....  1  ....         1 

Yes 12  3  2  1         2 

Both  are  necessary 1  ....  1  

Depends  on  the  man 1  ....  1  

Perhaps  not 3  ....  1  2 

No • 10  3  1  2       1         3 


EXTRACTS,  QUESTION  16 

1.  With  regard  to  this  point  I  would  say  that  it  remains  to  be  shown  that  the  instruction 
in  departments  of  education  is  any  better  or  as  good,  as  the  instruction  in  departments  of 
English  and  chemistry.     [G] 

2.  I  think  it  would  add  definitely  to  the  field  of  pedagogical  knowledge  if  those  men  who 
have  achieved  eminence  in  teaching  any  subject  would  study  their  own  methods  and  make 
revelations  of  such  methods  through  publication.  I  know  that  all  teachers  would  be  the 
gainers  thereby.     [F] 

3.  Decidedly  yes.  One  of  the  most  encouraging  tendencies  of  the  present  day  is  the 
tendency  here  and  there  for  a  specialist  to  study  the  education  problems  of  his  subject.     [D] 

376 


Exhibit  5 

SUMMARY  OF  ANSWERS,  QUESTION   17 

In  what  ways  and  for  what  reasons  is  research  less  necessary  for  vitalizing  instruc- 
tion in  elementary,  high  and  normal  schools  than  for  vitalizing  university 
instruction? 

Group 
Total    AB        CD        EFGH 

Total  in  groups 57       11        14         3         8         2         6       11         2 

No  answer  or  indefinite 23         3         8       ....         7         2         111 

Total  answers  received 34         863105       10         1 

As  necessary  in  lower  schools 10         2         2       2         4 

As  necessary  in  normals 2         1       1       

As,  or  more,  necessary  if  in  education...  4       1         3 

As  necessary  but  not  feasible 4         12       1 

Less  necessary  the  lower  the  grade 4         1       ....         2       1 

Not  necessary  in  lower  schools* 10  3         2         1         1       ....         1         2 

*Reasons  given  are:  because  the  university  specializes  more,  because  of  pupils'  stage  of 
advance,  etc. 


EXTRACTS,  QUESTION  17 

1.  My  theorj^  is  that  research  along  allied  lines  would  be  extremely  beneficial  to  Normal 
School  teachers.     [F] 

2.  I  think  there  is  just  as  great  reason  for  research  as  a  means  of  vitalizing  instruction  in 
other  schools  as  in  the  university.     I  have  never  made  any  move  to  have  it  established  as  a 

third  or  a  fourth  of  our  total  instructional  cost  at ,  because  I  do  not  think  it  would 

be  worth  that  much.  I  do  believe,  however,  that  it  is  an  excellent  thing  for  every  teacher  in 
a  normal  school  to  be  working  on  something  other  than  his  immediate  class  work,  .... 
although  it  is  not  research  in  a  technical  sense  at  all. 

There  is  just  now  a  most  important  problem  in  the  reorganization  of  the  mathematics 
work  for  high  school  students  that  somebody  ought  to  do.  Some  normal  school  teacher  is 
perhaps  the  best  person  for  this.  In  a  similar  way  the  geography  and  arithmetic  for  our 
country  schools  should  be  rewritten  from  the  standpoint  of  the  country  child.  Here  is  a 
problem,  here  is  a  thing  to  work  out  which  would  not  perhaps  require  elaborate  experimental 
machinery,  but  a  sensible  collation  and  synthesis  of  facts  and  principles  already  known  with 
proper  environmental  reference. 

Such  work  as  this  will  undoubtedly  help  in  vitalizing  instruction,  but  the  search  for  a  new 
star  probably  would  not  be  worth  much  to  our  faculty.     [F] 

3.  The  research  way  of  teaching  is  as  valuable  in  the  grades  as  in  college,  but  of  course,  this 
question  refers  to  the  instructor's  doing  research  work  for  himself,  and  his  own  research 
work  would  probably  be  only  remotely,  if  at  all,  connected  with  what  he  is  teaching  in  the 
high  school  or  normal  school.  The  vitalizing  effect  of  one's  research  work  on  his  teaching 
outside  the  narrow  field  of  special  study  is  not  very  marked.     [F] 

4.  Research  into  the  powers  of  students,  their  needs,  and  the  methods  of  presenting  sub- 
jects to  them  is  more  necessary  in  lower  grades  and  with  younger  students  than  in  high  grades 
with  older  students;  the  younger  students  have  less  power  to  do  for  themselves;  the  search 
for  the  purpose  of  increasing  knowledge  is  more  necessary  in  higher  grades,  since  these  stu- 
dents have  more  power  to  do  for  themselves  and  demand  more  in  the  way  of  a  knowledge 
capital  on  the  part  of  the  teacher.     [F] 

5.  It  is  the  function  of  the  university  to  enlarge  the  boundaries  of  knowledge,  to  provide 
from  time  to  time  the  means  whereby  knowledge  is  increased.  This  is  not  the  function  of  the 
normal  schools  nor  of  the  high  schools.     [F] 

6.  Research  is  probably  as  necessary  for  vitalizing  instruction  in  the  lower  schools  as  in  the 
universities.  The  research  done  by  the  teachers  in  the  lower  schools  is  probably  not  thought 
of  under  that  name.  It  usually  deals  with  problems  of  education.  Quite  likely  there  is  no 
thought  of  publishing  the  results.  Yet  it  is  a  fact  that  the  educational  journals  published  by 
and  for  the  teachers  in  the  lower  schools  contain  very  respectable  records  of  true  research 
work.     [B] 


377 


University  Survey  Report 

SUMMARY  OF  ANSWERS,  QUESTION   18 

Is  the  college  or  university   which  fails  to  provide  specifically  for  research  by  its 
instructional  staff  doomed  to  have  mediocre  teaching? 

Group 
Total    ABCDEEGH 

Total  in  groups 57       11       14         3         8         2         6       11         2 

No  answer 13         3         4       ....         3         111 


Total  answers  received 44         8       10         3         5         1         5       10         2 

Absolutely,  decidedly 4         2       2 

Yes 16         2         4         1         1       6         2 

Probably  (believe  so) 9         4         3         1       1 

The    university,    certainly;   the   college, 

probably 2       ....         1       1 

The  university,  certainly;  the  college,  not  1       ....         1       

Not  necessarily 2       2       

No 8       ....         1       ....         3         1         3       

No — on  the  contrary 2       1         1        

EXTRACTS,  QUESTION   18 

1.  To  this  question  I  should  reply  yes,  with  the  additional  explanation  that  instruction 
under  such  conditions  would  not  only  be  mediocre,  but  distinctly  unintelligent  and  incom- 
petent. Teaching  is  a  profession  peculiarly  congenial  to  the  process  known  as  "going  to 
seed,"  and  this  process  is  expedited  in  the  highest  degree  by  the  absence  of  research.     [B] 

2.  We  have  to  expect  a  positive  correlation  between  ability  in  research,  interest  in  a  sub- 
ject, and  success  as  a  teacher  of  that  subject.  Therefore,  the  better  teachers  will  on  the  whole 
be  those  who  are  qualified  for  research  and  interested  in  the  subject-matter.  These  men  will 
give  the  preference  to  institutions  which  afford  opportunity  for  research,  and  where  colleagues 
of  scholarly  intprests  can  be  found. 

Besides,  the  men  who  are  really  best  have  a  real  impetus  towards  research,  and  are  reluc- 
tant to  shut  themselves  up  in  a  place  w^here  research  is  difficult  to  accomplish.  We  see  this 
clearly  in  finding  positions  for  our  graduate  students.  Opportunities  for  research  are  con- 
sidered among  the  attractions  of  a  place;  and  the  best  men  get  such  places,  while  the  inferior 
men  go  where  their  time  is  entirely  occupied  with  teaching. 

This  is  the  most  important  point  that  you  have  raised.  Undoubtedly  love  of  the  subject 
and  of  scholarly  occupation  is  the  chief  factor  in  determining  a  man's  selection  of  university 
teaching  as  a  profession.     [B] 

3.  The  university  which  devotes  itself  exclusively  to  teaching  will,  as  a  matter  of  course,  be 
able  to  do  a  greater  amount  of  teaching  with  a  given  total  income.  But  the  whole  character 
of  all  that  teaching  will  be  inevitably  lowered  by  the  fact  that  there  is  not  a  productive  scholar 
in  the  faculty.  These  men  cannot  be  m  immediate  and  living  touch  with  any  sort  of  earning 
at  its  highest  and  best.  Such  a  faculty  is  presently  a  barrier  between  the  people  of  the  state 
and  the  truth  wnich  they  need  for  their  enlightenment  and  guidance  in  every  direction.  It  is 
a  lifelong  misfortune  for  a  college  student  to  spend  tne  four  precious  years  oi  his  youth  at  a 
school  where  he  does  not  look  into  the  face  of  a  great  scholar. 

The  University  of  Wisconsin  has  been  on  the  whole  more  wise  than  any  other  university  of 
the  West  for  a  long  period  of  time.  It  has  not  neglected  teaching.  It  has  not  neglected  the 
immediate  practical  interests  of  the  public.  But  it  has  kept  both  of  these  on  a  high  level  by 
the  presence  of  distinguished  scholars.     [B] 

4.  Decidedly  yes;  though  I  should  by  no  means  lavor  the  selection  of  the  instructional  stall 
solely  for  its  power  of  research.  Instruction  is  important;  and  then  the  character  and  quality 
of  the  men's  minds  are  ol  value  to  the  students.     [A] 

5.  I  fear  that  it  might,  although  I  can  imagine  an  admirable  instructional  staff  in  which 
interest  in  pure  research  is  not  highly  developed.  All  things  considered,  it  seems  to  me  very 
much  safer  for  a  university  to  encourage  original  work  as  well  as  the  development  of  skill  in 
teaching.     [A] 

6.  If  it  has  no  men  with  a  fanaticism  for  knowledge — yes.  But  preparation  for  research 
does  not  insure  it,  and  much  research  in  America  and  more  in  Germanv  is  pottering  over  dead 
stuff.     [B] 

7.  An  ample  sperific  provision  for  research  is  hardly  needed,  or  is  at  least  essential  only  in 
a  tew  fields,  inasmuch  as  research  work  can  be  done  in  almost  any  field  in  a  modest  way  with- 
out much  external  apparatus.  The  essential  contribution  of  the  university  ought  to  be  rather 
to  prefer  such  instructors  as  show  that  the  research  spirit  is  alive  in  them.  A  university 
which  goes  the  opposite  way  and  prefers  the  man  with  the  popular  classes  or  the  man  who 
shows  administrative  ability  or  who  furthers  athletic  interests  or  who  shows  lack  of  sym- 

378 


Exhibit  5 

palhy  with  research  spirit  is  indeed  bound  to  remain  on  the  level  of  a  small  college,  however 
large  it  may  be  externally  and  however  much  its  catalog  may  speak  of  its  graduate  schools. 

[A] 

8.  No  more  than  is  a  normal  school  so  doomed.  There  is  a  question  whether  university 
instruction  would  not  be  greatly  improved  by  having  certain  men  for  research  work,  and 
certain  men  for  the  teaching  work.  That  would  not  preclude  the  use  of  the  research  method 
of  teaching.  Too  often  the  university  finds  it  necessary  to  make  apology  for  some  professor's 
poor  teaching,  as  "Yes,  he  is  a  dry  teacher  but  we  keep  him  because  of  his  investigational 
ability."  There  are  far  too  many  instructors  of  that  kind  in  universities  especially.  There 
is  a  good  reason  for  it.  The  one  who  does  successful  research  work  must  put  his  energy,  his 
whole  soul  into  that  particular  thing.  He  can't  have  a  great  deal  of  energy  for  other  things. 
Teaching  requires  interest,  enthusiasm,  and  an  abundance  of  energy.  \  man  will,  as  a  rule, 
feel  forced  to  neglect  his  research  work  almost  entirely  or  else  slight  his  teaching.  I  think 
the  great  majority  of  our  men  in  universities  would  do  more  for  their  institutions  by  neglecting 
their  research  work.     [F] 

9.  No.  The  great  need  of  universities  and  colleges  today  is  for  more  who  arc  big  enough 
to  realize  that  true  teaching  is  as  important  as  the  detail  research,  and  there  is  great  need 
that  the  authorities  who  employ  the  teaching  force  in  the  universities  recognize  the  neces- 
sity for  getting  great  teachers  as  well  as  men  great  in  the  field  of  research.  I  have  seen 
institutions  in  which  the  only  question  that  seemed  to  concern  the  president  in  the  selection 
of  the  new  teacher  was,  what  had  he  "published"  and  to  be  sure  that  he  was  a  Ph.D.  Ph.D's 
can  be  hired  by  the  carload  at  very  moderate  wages  and  a  very  large  number  of  them  will  be 
positively  useless  as  teachers,  not  because  they  are  Ph.D.'s  and  not  always  because  they 
lack  ability,  but  because  they  do  not  have  the  right  attitude  toward  the  teaching  process.   [E] 


SUMMARY  OF  ANSWERS,  QUESTION   19 

What  evidence  is  there  that  American  scholarship  among  instructors  has  been 
more  productive,  man  for  man,  in  a  given  university  or  given  subject  since  the 
development  of  so-called  graduate  work? 

Group 
Total     ABCDEFGH 

Total  in  groups 57       11       14         3         8         2         6       11         2 

No  answer  or  indefinite 20         2         6       ....         8         2         11 

Total  answers  received 37         9         8         3         0         0         5       10         2 

Know  of  none 9  3  2         1       3       

No  evidence  but  conviction 6  111       1  2 

Not  much 1  ....  1       

Contributions  in  journals,  books,  etc.*....  8  2  2       1 

History  of  institutions — vague 5  1  ....          1        Ill 

Impression  from  one  or  more  definite  in- 
stitutions**   8  2  2       3         1 

*Other  reasons  given  in  connection  with  this  are:  in  political  science,  the  employment  of 
graduates  in  expert  public  positions,  the  reorganization  of  teaching,  and  the  increased  num- 
ber of  failures  among  the  younger  men  (competition). 

**Harvard,  Yale,  Princeton,  Johns  Hopkins,  University  of  Pennsylvania,  etc. 


EXTRACTS,  QUESTION  19 

1.  Productive  scholarship  in  America  was  almost  unknown  until  the  establishment  of  the 
research  method  in  our  universities  except  for  such  teachers  as  had  been  trained  in  research 
abroad.     [C] 

2.  The  amount  of  productive  scholarship  and  research  work  conducted  in  .\merica  has 
increased  many  fold  since  the  introduction  of  graduate  work  in  universities  in  the  seventies, 
and  at  present  three-fourths  of  our  i)roductive  scientific  men  are  supported  by  our  uni- 
versities and  colleges.  The  majority  of  our  leading  scientific  men  are  connected  with  a  few 
universities  doing  graduate  work.     [Cj 

3.  Not  much.     "The  worm  will  turn  and  it  turns  into  a  graduate  student."     [B] 


379 


University  Survey  Report 

SUMMARY  OF  ANSWERS,  QUESTION  20 

What  evidence  is  there  that  the  same  instructors  will  do  more  productive  research 
work  if  they  teach  six  hours  a  week  than  they  would  do  if  teaching  15  hours 
a  week? 

Group 
Total    ABCDEFGH 

Total  in  groups 57       11       14         3         8         2         6       11         2 

No  answer  or  indefinite 21         3         5         1         7         2       ....         3 


Total  answers  received 36         8         9         2         1         0 

No  evidence 9 

The  more  teaching  the  less  research* 12 

Probably  less 3 

Depends  on  the  man  and  subject  taught  7 

The  busier  the  man,  the  more  productive  5         11       ....         1 


3 

9 

4 

1 

1 

1 

1 

4 

1 

1 

3  1 
4 
1 

1         2 


2       

*One  reply  says:  shown  by  productivity  of  men  when  not  teaching,  and  in  summer. 

EXTRACTS,  QUESTION  20 

1.  For  this  purpose  of  course  six  hours  a  week  is  better  than  filteen.     [B] 

2.  The  record  of  the  Columbia  faculty  [shows  that  six  hours  is  better  than  fifteen  for  pro- 
ductive research  work].     [A] 

3.  The  excuses  of  many  instructors  that  they  are  unable  to  carry  on  research  because  they 
have  too  much  teaching  are  indeed  frequently  nothing  but  convenient  apologies  for  their 
own  research  laziness.  In  every  university  some  of  the  busiest  men  are  most  productive 
research  men.  Yet  there  is  a  limit  to  it.  There  is  no  doubt  that  many  colleges  burden  their 
instructors  with  an  amount  of  teaching  which  must  interfere  with  the  quality  ol  the  instruc- 
tion or  with  the  chances  for  research,  if  not  with  both. 

The  worst  is  that  this  large  amount  of  teaching  is  too  often  imposed  on  the  youngest  instruc- 
tors at  the  time  when  they  still  have  a  w^illingness  for  research  as  after-effect  of  their  graduate 
school  experiences.  If  then  the  first  three  or  four  years  are  so  overfilled  with  routine  teaching 
that  the  hope  for  research  work  is  frustrated,  the  desire  for  it  slowly  dries  up  and  they  auto- 
matically become  regulation  instructors  with  their  chief  interest  in  administrative  affairs 
and  unproductive  instruction.  This  is  the  more  dangerous  as  such  teaching  by  young 
instructors  is  mostly  confined  to  elementary  courses  which  are  further  removed  from  the  possi- 
bility of  research  than  the  teaching  of  the  older  professors.     [A] 

4.  If  one  is  really  interested  in  research  work,  whether  he  teaches  six  hours  per  week  or 
fifteen  he  will  go  into  his  field  and  work  there.  All  of  our  teachers  in  the  normal  schools  are 
busy  from  twenty-two  to  twenty-five  hours  per  week,  and  I  find  that  they  are  continually 
investigating  special  fields  and  improving  themselves.     [F] 


SUMMARY  OF  ANSWERS,  QUESTION  21 

How  far  and  in  what  ways  does  administrative  work  by  instructors  have  a  stimu- 
lating or  broadening  effect  upon  their  teaching,  similar  to  the  effect  generally 
attributed  to  research? 

Group 
Total     ABCDEFGH 

Total  in  groups 57       11       14         3         8         2         6       11         2 

No  answer  or  indefinite 20         26171111 

Total  answers  received 37         9         8         2         1         1         5       10         1 

Administrative  research  is  good* 13         2         4       13  2         1 

Administrative  research  is  good  up  to  a 

certain  amount 3       1       ....         1  1 

Good,  but  other  research  is  also  necessary     4       ....         1       3 

Depends  on  man , 2  ....         2 

Administrative  research  has  a  bad  effect  15         7         1         2       1  4 

*Benefits  mentioned:  broadens  instructor,  enlarges  sympathy,  etc.,  trains  in  efficiency. 

380 


Exhibit  5 

EXTRACTS.  QUESTION  21 

1.  I  do  not  think  that  administrative  work  has  any  effect  so  marked  as  that  of  hampering 
and  deadening  both  teaching  and  research.     [G] 

2.  Most  administrative  work  by  instructors  has  comparatively  little  stimulating  or  broad- 
ening effect  upon  their  teaching;  it  certainly  is  in  no  degree  comparable  with  the  effect  actually 
produced  by  research.     [G] 

3.  I  am  pleased  always  to  have  members  of  my  faculty  responsible  for  some  line  of  admin- 
istrative work.  It  brings  them  in  touch  with  their  students  and  with  life,  making  their  class 
room  teaching  much  more  effective.  Men  who  are  devoted  to  research  usually  are  recluses 
and  do  not  have  the  inspiring  effect  upon  the  student  body  that  those  who  have  some  touch 
with  administrative  work  possess.     [F] 

4.  [Faculty  members  are]  more  human,  sympathetic,  and  consistent  after  such  work.  [B] 

5.  A  dean,  for  instance,  may  learn,  in  official  relations  with  a  girl  who  chances  to  be  in  one 
of  his  classes  as  professor,  something  that  he  can  use  in  teaching  her,  or  others.  But  to  set 
a  teacher  a-deaning  for  this  purpose  is  like  burning  down  a  barn  to  roast  a  pig.     [A] 

6.  I  think  it  is  quite  common  opinion  that  administrators  and  faculty  specialists  have  little 
in  common.  The  majority  of  best  administrators  in  America  are  incapable  of  research  work 
in  any  technical  field.  At  the  same  time  the  mind  which  achieves  results  in  some  technical 
field  is  often  incapable  in  lines  of  administration.  Surely  no  one  can  believe  that  these  things 
are  at  the  disposal  of  authority.  I  hope  the  day  may  soon  come  in  the  American  school  when 
the  specialist  in  a  branch  may  have  equal  honor  and  reward  with  the  specialist  in  adminis- 
tration.    [F] 


UNIVERSITY    COMMENT   ON   ALLEN   EXHIBIT   5.    ENTITLED    "EFFECT   OF 
RESEARCH  UPON  TEACHING  EFFICIENCY:     A  SYMPOSIUM."  ETC. 

General   impression 

The  general  impression  produced  upon  any  competent  person  who  reads  this  exhibit  must 
be  that  it  shows  on  the  one  hand  great  confusion  and  on  the  other  hand  an  effort  to  elicit 
answers  favorable  to  foregone  conclusions.  The  method  employed  is  faulty  and  necessarily 
leads  to  chaotic  results. 

Let  me  be  specific  in  my  criticisms  in  two  principal  points.  The  answers  are  in  part  from 
men  whose  experience  and  talents  give  weight  to  their  opinions.  Other  answers  are  from 
men  of  less  capacity  and  less  valuable  experience;  still  other  answers  are  from  men  whose  life 
work  has  been  of  such  a  kind  as  to  lead  us  to  attach  no  special  importance  to  their  replies 
to  the  questions  asked.  These  answers  are  mingled  together  in  such  a  way  as  to  suggest 
that  they  are  all  of  equal  importance;  whereas  the  reply  of  one  person  may  well  be  of  infin- 
itely greater  value  than  the  replies  of  ten  others. 

But,  aside  from  this  it  should  be  observed  that  no  means  is  given  to  verify  the  state- 
ments made  in  the  replies  and  of  studying  them  in  their  context.  It  is  very  easy  by  taking 
a  few  words  out  of  the  context  to  give  a  meaning  quite  different  from  that  which  was  intended. 
This  may  be  done  even  without  bad  faith. 

The  question  under  consideration  in  exhibit  5  could  best  be  answered  by  a  single  investi- 
gator of  real  competence,  who  should  carefully  and  quietly  make  an  examination  of  the 
great  educational  institutions  of  the  world  and  then  write  a  full  report.  Taking  a  poll  of  a 
large  number  of  persons,  some  highly  qualified,  some  less  well  qualified  to  speak  and  some 
having  no  special  qualifications  can  give  no  authoritative  solution  of  the  diflicult  questions 
under  consideration.  The  greatest  advance  that  has  taken  phice  in  real  university  work  and 
investigation  is  due  to  one  man,  viz..  President  Daniel  C.  Gilman,  who  had  the  opportunity 
to  carry  out  a  few  great  ideas  and  who  had  the  courage  of  his  convictions.  It  will  always  be 
so.  The  absence  of  valuable  results  obtained  by  Dr.  Allen  in  these  exhibits  necessarily 
follows  from  the  method  he  adopted. 

The  bias  of  the  surveyor 

In  the  second  place,  attention  must  be  called  to  a  bias  in  the  mind  of  Dr.  Allen,  and  for 
present  purposes  it  makes  no  difference  whether  he  was  conscious  of  the  bias  or  not.  This 
bias  is  shown  in  these  three  questions: 

"Would  a  study  of  the  particular  problems  involved  in  a  university's  instruction  react  as 
favorably  upon  teaching  ability  as  the  study  of  problems  not  connected  with  university  in- 
struction; i.  e.,  would  research  into  how  to  teach  chemistry  most  elTectively  be  as  serviceable 
as  the  search  for  a  new  formula?" 

"In  what  ways  is  instruction  affected  by  the  search  for  a  new  element,  a  new  serum,  a 
new  principle  of  taxation,  a  new  fact  about  Napoleon,  or  a  new  star,  as  it  would  not  be 
affected  by  search  for  undiscovered  possibilities  ot  students  in  the  researcher's  class,  diffi- 
culties which  confront  individual  students  and  opportunities  to  help  such  students?" 

381 


University  Survey  Report 

"Would  research  into  methods  and  results  ot  instruction  courses  of  study,  etc.,  within 
chemistry  or  English  departments  have  as  beneficial  an  effect  upon  instructors  in  chemistry 
or  English  as  upon  instructors  in  departments  of  education?" 

Now  here  is  confusion.  Pedagogical  research  is  confused  with  research  into  problems 
in  other  sciences,  as  if  they  were  alternatives.  This  insidious  idea  that  the  pedagogy  of  a 
subject  may  be  substituted  for  research  in  that  particular  subject  should  be  emphasized  as 
altogether  fallacious.  Research  in  chemistry  is  designed  to  lead  to  new  discoveries  in 
chemistry.  Research  in  economics  and  political  science  aims  to  discover  new  truths  in  the 
field  of  economics  and  political  science.  Pedagogical  investigation  and  reflection  upon 
pedagogy  has  never  yet  in  the  world's  history,  so  far  as  we  know,  resulted  in  a  discovery  of 
new  truths  in  other  sciences. 

Questions  like  these  are  often  answered  hurriedly  by  busy  men  who  do  not  see  their  full 
import  and  intention.  It  is  a  matter  of  course  that  it  is  important  for  every  teacher  to  teach 
well  and  to  secure  all  the  aids  possible  to  this  end;  the  question  of  research  in  his  own  science 
is  a  different  one. 

The    failure    to    distinguish    between    universities    and    schools   of   lower    grades 

No  clear  results  are  reached  with  respect  to  question  17,  which  reads  as  follows: 

"In  what  ways  and  for  what  reasons  is  research  less  necessary  for  vitalizing  instruction  in 
elementary,  high  alid  normal  schools  than  for  vitalizing  university  instruction?" 

It  must  be  said  frankly  that  the  question  asked  as  it  is  here  with  all  its  implications  is  an 
absurdity.  We  have  very  general  agreement  on  the  part  of  the  highest  educational 
authorities  and  a  study  of  the  world's  experience  would  have  given  us  valuable  results. 
Research  in  the  sense  of  original  investigation  for  the  discovery  of  new  truth  belongs  pri- 
marily to  the  university  and  the  spirit  of  research  with  opportunities  of  research  characterizes 
the  university  and  distinguishes  it  from  the  college,  the  normal  school,  etc.  But  along  with 
thorough  drill  and  systematic  instruction,  it  has  stimulating  influence  upon  boys  and  girls 
to  be  allowed  to  traverse  familiar  ground  and  to  rediscover  old  truths.  Sometimes  they  may 
find  out  small  bits  of  truth  not  heretofore  known.  This  would  be  the  case  in  local  studies 
in  charities,  in  taxation,  etc.  But  true  research  institutions  are  costly  and  must  be  com- 
paratively few. 

Research  marks  an  epoch  in  the  educational  history  of  the  United  States 

I  want  to  devote  a  few  words  to  question  19,  which  is  as  follows: 

"What  evidence  is  there  that  American  scholarship  among  instructors  has  been  more 
productive,  man  for  man,  in  a  given  university  or  given  subject  since  the  development  of 
so-called  graduate  work?" 

No  one  familiar  with  our  educational  history  can  have  a  doubt  about  the  answer.  I  have 
perhaps  some  special  advantages  for  answering  this  question  which  others  much  older  or 
much  younger  would  not  enjoy.  I  was  graduated  from  Columbia  College  in  1876,  the  year 
Johns  Hopkins  University  was  established,  and  then  went  to  Germany  to  carry  on  my  studies. 
The  delights,  the  quickening  influence  of  the  German  university  with  its  spirit  of  research 
and  its  large  free  atmosphere  mark  an  epoch  in  my  life,  as  they  do  in  the  life  of  so  many 
others.  Then,  coming  back  from  Germany,  I  was  called  to  the  Johns  Hopkins  University 
in  1881,  and  found  in  the  faculty  almost  without  exception  men  who  had  had  a  similar 
experience.  The  great  epoch  in  the  United  States,  so  far  as  American  scholarship  is  con- 
cerned is  1876.  American  achievements  in  most  branches  of  knowledge  have  mainly  taken 
place  since  1876.     Here  we  have  simply  to  do  with  verifiable  facts. 

Conclusion 

In  the  Allen  exhibit  we  find  an  intimation  that  there  should  be  a  specialization  among 
universities.  Presidents  Gilman  and  Eliot  long  ago  have  taught  this.  It  is  impossible  that 
all  our  universities  can  be  equipped  with  men  and  material  for  distinguished  success  along 
all  lines.  Each  university  while  striving  to  do  good  work  in  all  departments  should  seek  a  few 
fields  for  special  cultivation,  in  which  it  has  some  reasonable  prospect  that  it  can  succeed. 

In  conclusion  I  have  to  say  that  here  as  elsewhere  I  have  a  feeling  of  deep  regret  that  the 
great  opportunity  offered  Dr.  Allen  has  not  been  at  all  utilized.  With  ample  funds  at  his 
command  for  conducting  an  investigation  into  the  real  nature  of  university  work  and  giving 
us  enlightenment  proceeding  from  the  world's  experience  and  best  thought,  the  issues  have 
here  as  elsewhere  been  confused.  Dr.  Allen  had  the  opportunity  to  make  himself  a  place 
among  the  great  educators  of  the  United  States.  Instead  of  doing  that,  he  has  thrown 
obstacles  in  the  way  of  progress  along  approved  lines. 

(Signed)  RICHARD  T.  ELY. 
382 


EXHIBIT  6 

THE  OFFICIAL  STUDENT  ADVISER 

The  fact  basis  for  the  survey  report  on  the  adviser  system  consists  of  the  following:  com- 
ments by  faculty  members;  comments  by  students  and  former  students;  requests  from 
various  sources  that  the  adviser  system  be  investigated;  description  by  deans  of  methods 
employed  in  letters  and  science,  engineering  and  agriculture;  lists  of  exhibits,  copies  of 
blanks,  notices,  correspondence,  etc.;  reports  of  interviews;  observation  of  advisers  on 
registration  days. 

To  every  student  in  the  first  two  years  of  a  college  course  the  university  promises 
\        a    student    adviser    thoroughly    informed    regarding    the    university's    offering 

to  the  student  and  always  at  call  ready  to  help  fit  such  offering  to  the  student's 

needs   and   abilities. 

To  every  upperclassman,  except  in  letters  and  science,  a  similar  promise  is  made. 

How  this  promise  is  kept  by  the  university;  how  the  adviser  helps;  and  how  the  student 
asks  for  help  differs  college  with  college,  adviser  with  adviser,  class  with  class,  student  with 
student. 

For  not  promising  juniors  and  seniors  official  advisers  to  occupy  the  same  relation  the 
last  two  years  as  do  the  official  advisers  during  the  freshman  and  sophomore  years,  the 
College  of  Letters  and  Science  gives  the  following  reasons: 

L  It  is  the  policy  of  the  college  to  interfere  officially  with  the  freedom  of  the  student 
as  little  as  possible  during  the  latter  years  of  his  course. 

2.  The  main  offfcial  duties  of  the  adviser  are  to  see  that  the  student  fulfils  the  require- 

ment of  the  college  for  his  degree  and  that  he  does  not  make  gross  errors  in  electing 
his  studies.  Any  other  advice  should  be  unofficial  and  arise  out  of  the  natural 
relations  which  obtain  between  teacher  and  student  in  the  more  advanced  courses. 

3.  Comparatively  little  stress  is  laid  on  the  official  relation  between    student    and 

adviser. 

4.  The  formal  duties  of  the  adviser  are  intentionally  limited. 

5.  A  college  of  liberal  arts  is  intended  to  train  people  who  have  a  desire  for  higher 

intellectual  education  and  who  have  similar  capacity  for  leadership.  It  is  not 
intended  for  persons  who  need  constant  care  and  guidance  and  if  organized  on 
that  basis  will  entirely  fail  of  its  main  business. 

6.  The  university  is  not  an  asylum  for  mental  and  moral  asthenics. 

That  a  considerable  number  of  persons  familiar  with  the  university's  adviser  system  do 
not  agree  with  the  point  of  view  thus  expressed  for  the  College  of  Letlers  and  Science,  even 
for  juniors  and  seniors,  and  that  the  spirit  has,  however  unconsciously,  affected  the  advisory 
system  for  freshmen  and  sophomores  is  indicated  by  the  judgment  of  the  official  Board 
of  Visitors,  expressed  in  the  annual  report  dated  June  16,  1914:  "It  is  said,  and  apparently 
with  reason,  that  only  about  30%,  certainly  not  over  40%,  of  the  instructors  and  professors 
have  more  than  a  mere  nominal  influence,  aside  from  the  specific  lessons  taught,  toward 
the  moulding  of  character  and  the  making  of  substantial  citizenship.  As  to  these  advisers 
there  is  plainly  a  very  wide  variance  in  the  character  of  the  work  and  the  spirit  sympathetic 
(of  sympathy?)     in  the  way  it  is  done." 

How  215  faculty  members  replied  to  the  survey's  question  regarding  adviser  system 

and  the  nature  of  the  263  suggestions  or  criticisms  which  they  made  is  shown  in  the  following 
summary. 

Of  416  faculty  members  answering  this  question  158  said  they  had  no  opinion  to  express 
and  43  answered  indefinitely. 

Of  215,  making  263  suggestions  or  criticisms.  135  were  in  letters  and  science;  32  in  engi- 
neering; 44  in  agriculture;  4  in  medicine. 

Of  the  215,  48  were  professors,  30  were  associate  professors,  50  were  assistant  professors, 
65  were  instructors,  20  assistants  and  2  not  teaching. 

Of  48  professors  commenting  on  the  adviser  system,  27  were  in  letters  and  science,  6  in 
engineering,  13  in  agriculture,  and  2  in  medicine. 

Of  80  associate  and  assistant  professors,  54  were  in  letters  and  science,  12  in  engineering, 
13  in  agriculture  and  2  in  medicine. 

That  the  present  adviser  system  needs  no  change  was  stated  by  49. 

383 


University  Survey  Report 

Of  19  expressing  this  opinion,  19  were  in  letters  and  science,  19  in  engineering,  10  in  agri- 
culture, and  1  in  medicine. 

Ten  of  18  professors,  5  of  30  associate  professors,  15  of  50  assistant  professors,  14  of  65 
instructors,  1  of  20  assistants  declared  the  present  system  needs  no  change. 

Three  of  215  faculty  members  say  the  present  system  is  good  for  upperclassmen  but 
are  not  sure  about  its  effect  on  the  lower  classes. 

Of  4  general  criticisms  made  by  17  faculty  members  9  declared  that  the  present  system 
is  ineffective  but  made  no  constructive  suggestions;  8  declared  that  the  present  system 
fostered  weakness  and  dependence;  3  said  that  the  present  system  is  effective  for  freshmen 
only;  while  4,  all  in  letters  and  science  say  that  it  is  the  instructor  and  not  the  adviser  who 
should   take  a  personal  interest  in  students. 

Of  these  17  persons,  making  a  total  of  24  general  criticisms,  together  with  repetitions, 
16  were  in  letters  and  science,  and  1  in  engineering. 

Present  methods  of  enrolling  students  and  assigning  students  to  advisers  were  criti- 
cised by  28  faculty  members;  9  in  letters  and  science;  5  in  engineering  and  14  in  agriculture. 

These  criticisms  on  registration  are  under  four  heads:  21  say  that  clerical  work  should 
be  done  by  clerks;  1  suggests  register  by  cards  at  first  meeting  of  classes;  3  say  that  clerical 
work  of  advisers  crowds  out  advice;  and  3  say  that  registration  could  be  done  better  at  a 
central  point. 

Specific  features   are   criticised   by   121   faculty    members,   making   154   criticisms. 

Twenty-four,  of  whom  17  are  in  letters  and  science,  find  the  present  system  mechanical 
where  they  say  the  relations  should  be  highly  personal;  14  feel  that  there  are  too  many 
advisees  for  advisers — hence  there  is  too  little  time  for  each;  12  say  advisers  should  be 
older  men  of  the  faculty;  11  that  too  many  advisers  are  used,  of  whom  many  are  not  suc- 
cessful; 11  that  advisers  should  advise  only  those  students  who  are  in  their  classes;  10  that 
advisers  are  ignorant  of  facts  necessary  to  intelligent  advice. 

Among  other  criticisms  made  are  these:  major  professors  should  be  advisers  for  all 
four  years  regardless  of  the  student's  studies  (by  3);  the  offices  are  too  small  and  permit 
of  no  privacy  (by  1);  the  number  of  electives  should  be  reduced  (by  3);  the  method  of  select- 
ing advisers  is  defective  (by  8);  advisers  are  given  too  little  time  for  helpful  advice  (by 
5);  advisers  have  too  much  other  work  which  cuts  out  advising  (by  4);  advisers  do  not  meet 
students  often  enough  and  should  meet  once  a  month  or  oftener  (by  19);  too  little  attention 
is  given  to  freshmen  (by  2);  advisers  do  not  have  complete  record  of  aims,  grades,  and 
activities  of  advisees  (by  7);  advisers  are  not  interested  and  fail  to  see  the  importance  of 
their  work  (by  19);  advisers  are  not  given  promotion  for  good  adviser  work  (by  5);  advisers 
do  not  have  conferences  (by  3);  advisers  do  not  have  special  instruction  (by  3);  the  school 
of  music  director  should  not  be  sole  adviser  (by  2).  Other  adviser  systems  were  suggested 
by  5  members — special  body  of  advisers  (by  4);  preceptorial  method  (by  1). 

How  251  upperclassmen  commented  upon  the  adviser  system. 

During  registration  week  returns  were  received  from  271  upperclassmen  of  whom  45 
did  not  answer  the  question  as  to  number  of  visits  paid  last  year  to  advisers  at  other  times 
than    during    registration   week. 

Of  226  upperclassmen,  lO,  or  about  5%,  reported  that  they  had  never  visited  the  adviser 
except  during  registration  week;  1  said  he  had  on  his  own  initiative  gone  to  adviser  30  times; 
5  that  they  had  gone  10  times. 

For  the  first  semester  573  visits  to  advisers  on  the  initiative  of  223  students  are  reported, 
an  average  of  over  2  per  student.  How  meaningless  is  this  average  is  shown  by  the  fact 
that  14  reported  no  visits;  5  went  once;  77  went  twice;  38  went  3  times;  1  went  4  times; 
9  went  5  times;  7  went  6  times;  1  went  7  times;  3  went  38  times;  and  5  went  10  times. 

For  the  second  semester  634  visits  on  the  initiative  of  228  students  are  reported — a  slightly 
higher  average,  but  still  fewer  than  3  visits  per  student  to  adviser.  No  visits  were  made 
by  11;  1  visit  by  50;  2  by  67;  3  by  51;  4  by  16. 

Asked  whether  adviser's  help  had  been  great,  moderate,  little  or  none,  261  answered 
definitely.  Of  these,  112,  or  43%,  checked  great  help;  112  checked  moderate  help;  20  checked 
little;  and   17  checked  no  help. 

Of  112  who  reported  great  help  3  also  reported  no  visits;  3  reported  1;  9  reported  2;  11 
reported  3;  18  reported  4;  12  reported  5;  48,  from  6  to  30,  of  which  number  however  31 
reported  from  6  to  9;  8  gave  no  number. 

Of  112  reporting  moderate  help,  8  had  visited  adviser  once;  16,  twice;  17,3  times;  14, 
4  times;  17,  5  times;  24,  from  6  to  18  times,  of  whom  16  reported  from  6  to  ,9  times;  16  gave 
no  number. 

Of  20  reporting  little  help,  all  reported  one  or  more  visits;  16  from  1  to  5  visits;  and  3 
from  6  to  12  visits.     One  gave  no  number. 

Of  17  reporting  no  help  5  also  reported  that  they  had  not  visited  adviser  except  at  regis- 
tration time;  11  visited  adviser  from  1  to  6  times  at  other  than  registration  time;  one  gave 
no  number. 

384 


Exhibit  6 

Suggestions  regarding  advisers  were  made  on  the  back  of  cards  by  20  upperclassmen; 
15  desired  closer  and  more  intimate  relations  between  adviser  and  student;  3  desired  power 
of  changing  advisers  when  good  reason  exists;  3  desired  advisers  to  be  better  posted  on 
requirements;  1  that  conferences  between  adviser  and  student  be  compulsory  and  1  that 
advisers  invite  students  to  meet  them  informally  and  socially. 

What  happens  to  the  student  is  the  final  and  best  possible  test  of  an  adviser  system. 

What  faculty  members  feel  about  their  own  work  as  advisers  is  the  second  best  test. 
The  third  is  "public  opinion"  or  "student  opinion"  or  "parents'  opinion"  which  it  is  pre- 
sumed the  report  of  the  Board  of  Visitors  in  part  expresses. 

The  survey  regrets  that  it  could  not  have  made  the  detailed  and  exhaustive  study  neces- 
sary to  trace  the  influence  of  the  adviser  system  upon  different  students  and  that  its  report 
could  not  do  full  justice  to  those  advisers  whose  work  is  of  the  kind  which  the  Board  of 
Visitors,  or  students,  or  faculty  would  like  to  have  universal. 

One  adviser  was  heard  to  ask  a  lonesome,  bashful  looking  new  upperclassman  if  he  was 
acquainted  in  the  city,  to  tell  him  that  the  Y.  M.  C.  A.  would  like  to  help  him  make  friends 
and  to  direct  him  carefully  to  the  Y.  M.  C.  A.  The  survey  would  have  liked  to  report 
other  instances  of  this  kind  and  to  have  observed  every  adviser  long  enough  to  be  able  to 
report  whether  he  gave  his  students  friendly  interest  and  help. 

One  adviser  was  seen  to  dispose  quickly  and  curtly  of  a  freshman  whose  desperate  home- 
sickness was  obvious  and  to  spend  the  next  quarter  of  an  hour  conversing  with  a  second 
adviser  while  the  freshman  waited  on  a  bench  for  his  assignment  sheet. 

The  survey  would  have  liked  to  observe  all  advisers  long  enough  to  be  able  to  point  out 
definitely    every    such    adviser. 

One  adviser  was  familiar  with  the  elective  possibilities  of  freshmen.  He  found  out  what 
his  advisees  wanted  to  do  and  guided  them  to  subjects  which  fitted  their  plan  but  about 
which  they  had  not  known  before.  Another  adviser  almost  automatically  checked  certain 
courses  without  asking  whether  the  freshman  had  any  plan,  had  considered  the  advantage 
of  Spanish  for  example. 

The  survey  hopes  that  the  university  will  itself  arrange  for  a  complete  study  of  the  ad- 
visers' work  throughout  the  year,  both  during  and  between  registration  periods. 

A  composite  of  steps  taken  by  the  university  in  the  hope  of  increasing  the  adviser's 
aid  to  students. 

In  listing  procedures  which  aim  to  increase  the  adviser's  help  to  students  no  distinction 
is  made  as  to  the  college  or  part  of  a  college  where  these  steps  are  taken.  So  far  as  these 
steps  result  in  better  understanding  of  students  by  the  adviser  and  better  understanding 
of  his  opportunities  by  the  advisee,  each  should  be  regarded  not  as  an  optional  step  but 
as  a  required  step  for  all  advisers,  for  all  students,  in  all  colleges. 

Who  act  as  advisers? 

All  members  of  professorial  rank  who  have  teaching  work  (besides  some   instructors). 

When  instructors  are  named  as  advisers  those  are  chosen  first  who  have  graduated  from 
the  university  and  are  familiar  with  the  merits  and  demerits  of  the  adviser  system  as  it 
exists. 

No  one  is  appointed  as  adviser  who  has  not  served  in  the  university  for  a  period  of  two 
or  three  years. 

An  especially  informed  adviser  is  provided  to  give  attention  to  irregularities  of  scholar- 
ship. 

Assistant  deans  supervise  advisers'  work  at  registration  time. 

The  most  difficult  cases  are  taken  up  personally  by  assistant  dean  or  dean. 

The  person  with  whom  the  upperclassman  majors  acts  as  adviser,  or  an  instructor  named 
by  the  department  in  which  the  upperclassman  majors. 

The  freshman  adviser  continues  through  the  sophomore  year  or  through  that  year  and 
the  first  semester  of  the  junior  year. 

After  the  first  semester  of  the  junior  year  the  major  professor  becomes  adviser  and  con- 
tinues through  the  rest  of  the  course. 

Three  assistant  deans  have  for  several  years  constituted  a  committee  on  advisers'  work, 
and  have  effected  many  improvements  including  progressive  applications  in  three  colleges 
of  methods  found  successful. 

What  are  adviser's  qualifications? 

Special  qualifications  are  required  for  adviser: 

General  familiarity  with  university  work  and  regulations  is  required. 
Experience  in  teaching  is  considered  when  selecting  advisers. 

New  members  of  the  stall  are  not  assigned  as  advisers  until  they  have  had  at  least  one 
year's  contact  with  the  instruction  at  the  university. 

385 

SuR.— 25 


University  Survey  Report 

Appointments  for  upperclassmen  are  made  with  reference  to  adviser's  contact  with 
students  in  classroom  as  well   as  general  fitness. 

In  senior  and  junior  classes  all  advisers  have  one  or  more  studies  with  their  advisees. 

P'reshman  advisers  are  selected  with  particular  reference  to  tlieir  fitness.  Best  and  most 
experienced  advisers  are  retained. 

Special  advisers  are  provided  for  students  in  special  courses. 

If  student  desires  a  particular  faculty  member  as  adviser  hp  is  accommodated  if  possible. 

If  adviser  for  personal  reasons  requests  that  a  particular  student  be  assigned  to  him 
this  is  done  if  practicable. 

Where  and  when  do  advisers  see  advisees? 

At  registration  time,  in  music  hall,  letters  and  science  freshmen,  in  main  hall,  letters 
and  science  upperclassmen;  in  biology  building,  agricultural  freshmen;  in  agricultural  hall, 
agricultural  upperclassmen;  in  engineering  building,   all   engineering  students. 

At  other  than  registration  time  in  the  respective  ofTices  of  the  advisers. 

Regular  office  hours  must  be  kept  by  advisers  during  registration  period. 

Advisers  are  expected  to  schedule  at  least  two  office  hours  a  week. 

In  the  third  week  freshmen  are  supposed  to  see  their  advisers  and  report  on  how  they 
have  started  the  semester. 

Between  registration  times  whenever  the  student  wishes  or  whenever  adviser  wishes, 
in  the  adviser's  office  at  his  office  hour  or  by  special  appointment.  Advisers  call  at  students' 
homes,  students  call  at  adviser's  home,  advisers  call  upon  sick  students. 

How  are  advisers  instructed? 

New  advisers  are  seen  by  the  assistant  dean  personally  before  registration. 

Advisers  receive  notice  as  to  time  and  place  of  their  assignment  five  days  in  advance  of 
registration. 

Detailed  instructions  are  sent  in  advance  as  to  electives  and  other  points  which  are  likely 
to  come  up,  as  shown  by  compilation  of  mistakes  made  and  different  questions  raised  in 
previous  years. 

Advisers  are  cautioned  to  attend  properly  to  required  studies  in  order  that  they  may 
catch  any  possible  deficiencies  and  misunderstanding  later  in  semester,  particularly  with 
upperclassmen. 

Advance  meeting  is  held  of  class  advisers  before  or  on  the  morning  of  registration  day. 

Freshmen  advisers  meet  four  days  before  registration. 

Special  conferences  are  held  of  freshmen  advisers  and  of  sophomore  advisers. 

Uniform  directions  are  given  to  advisers,  es,"*ecially  freshmen  advisers. 

Special  information  is  given  as  to  electives  outside  of  the  particular  college  or  course, 
i.  e.,  special  attention  is  called  to  the  possibility  of  electing  Spanish,  or  popular  astronomy 
or  sociology. 

Advisers  are  instructed  to  furnish  time  tables  to  students. 

Time  table  is  worked  out  beforehand  and  copies  placed  in  the  hands  of  advisers. 

A  list  of  students  assigned  to  each  adviser  is  distributed. 

Adviser  system  is  gone  into  in  detail  and  emphasis  laid  upon  relation  which  should  obtain 
between  adviser  and  student. 

Advisers  are  charged  to  get  the  point  of  view  of  their  students  and  to  be  sure  they  have 
in  mind  the  course  ox  study  pursued  by  the  student. 

What  is  done  by  adviser  for  students  at  registration  time? 

Student  is  helped  to  correct  the  clerical  part  of  courses  to  be  taken,  including  electives. 

Student  is  helped  to  decide  what  electives  to  take  having  in  mind  not  only  his  present 
interest  but  his  future  courses. 

Students  are  told  how  to  make  up  deficiencies  or  to  adjust  irregularities. 

Special  forms  are  provided  for  those  who  request  irregular  assignments  with  provision 
for  stating  reason.  On  the  back  of  one  such  assignment  is  printed  "It  is  particularly  ob- 
jectionable to  allow  a  student  to  take  extra  work  simply  to  secure  credit  where  such  work 
results  in  his  election  sheet  containing  a  long  list  of  disconnected  subjects  with  no  apparent 
continuity  or  definiteness  of  purpose." 

Help  is  given  in  some  instances  as  to  purely  personal  matters:  how  to  look  for  rooms; 
where  to  find  information;  when  convocations  come  or  other  student  assemblies. 

Information  and  advice  are  given  with  respect  to  ascertaining  the  nature  of  outside- 
activities. 

A  special  card  is  distributed  to  freshmen  telling  them  that  a  medical  examination  is  re- 
quired at  the  beginning  of  each  semester;  that  it  is  expected  they  will  call  upon  their  adviser 
for  advice  when  needed  regarding  studies  or  conferences  generiUy;  that  dishonesty  is  reason 
for  suspension;  that  continued  poor  work  will  cause  a  student  to  be  dropped;  that  in  engi- 
neering an  average  of  77  is  required  for  promotion. 

Students  are  told  to  come  back  with  their  study  plans  after  they  have  worked  them  out 
to  see  whether  adviser  can  suggest  a  more  economic  or  effective  use  of  time. 

386 


Exhibit  6 

\  card  which  says  that  student  must  report  to  his  class  adviser  in  the  third  week  is  signed 
by  his  adviser  under  the  time  when  that  return  visit  is  to  be  made — for  example,  the  week 
of  February   24   at   my   office   hour. 

What   is   adviser's   relation    with   parents? 

Printed  forms  are  sent  to  parents  stating  that  the  undersigned  is  your  son's  or  daughter's 
adviser  and  should  be  addressed  for  information. 

Parents  are  written  to  after  the  first  meeting  of  adviser  with  student  and  informed  that 
confidential  data  which  they  may  desire  to  place  in  the  hands  of  the  adviser  will  be  wel- 
comed and  that  questions  will  be  answered. 

Advisers  are  permitted  to  write  their  own  personal  letters:  "As  it  will  be  my  privilege 
to  act  as  class  adviser  for  your  son  for  the  coming  three  years  I  take  this  method  of  intro- 
ducing myself"  .  .  .  "It  is  our  wish  to  assist  in  his  progress  in  even,^  way  possible 
and  suggestions  as  to  how  this  may  be  best  accomplished  will  be  gladly  received." 

Replies  from  parents  contain  such  phrases  as  the  following: 

(a)  Your  custom  of  class  advisers  impresses  me  as  a  most  notable  one. 

(b)  I  am  delighted  to  have  a  personal  letter  from  you.  My  son  is  a  sterling  big  boy, 
very  undeveloped  and  boyish  in  spite  of  his  size.  I  shall  certainly  appreciate 
any  help  you  can  be  to  him. 

(c)  It  was  certainly  a  pleasure  to  receive  your  letter  and  learn  that  you  were  to   be 

A's  adviser.  He  is  only  seventeen.  Do  you  think  that  by  the  first  of  March 
you  could  give  us  some  little  idea  of  how  he  has  taken  hofd  of  his  subject  and 
whether  you  think  he  is  adapted  to  the  agricultural  course?  It  is  very  assuring 
to  feel  that  we  can  write  to  you  to  get  this  information  that  we  desire  so  much. 

(d)  I  am  glad  that  my  son  B  is  to  have  the  kind  offices  of  your  friendship  and  counsel 
while  he  is  in  the  university.  I  am  thinking  you  will  find  him  clean  morally. 
Please  help  me  to  keep  him  so.  He  has  his  own  high  standard  but  all  boys  will 
benefit  by  a  little  friendly  counsel  and  admonition.  .  .  .  He  has  not  yet 
outgrown  altogether  some  rather  startling  habits  of  carelessness.  .  .  .  .■Xfter 
he  thinks  he  knows  his  lessons  he  should  acquire  the  habit  of  going  over  them 
at  least  twice. 

Parents  of  short  course  agricultural  students  receive  similar  letters  asking  for  suggestions. 
Of  students  having  excellent  records  notice  is  sent  to  parents — ten  best  in  each  class. 

What  attention  is  given  by  advisers  between  registration  times? 

Advisers  are  urged  to  make  the  stated  conferences  which  are  supposed  to  be  held  during 
the  third  week  an  occasion  for  reviewing  student's  work  during  the  first  days  of  semester. 

After  mid-semester  copies  of  all  class  cards  are  sent  to  class  advisers  with  comments  by 
instructors.  This  practice  is  said  to  keep  both  central  office  and  adviser  in  touch  with 
work  of  each  student. 

Students  found  to  be  below  mark  receive  personally  addressed  form  letters  asking  them 
first  to  SC'.-  instructors  where  grades  are  poor  or  below  and  then  consult  class  adviser;  sub- 
sequent conferences  are  held;  special  reports  are  requested  just  before  the  holidays. 

After  mid-semester  whenever  a  report  is  below  fair  a  statement  is  sent  from  instructor 
as    to    reason    therefor. 

These  records  are  carefully  examined  by  the  executive  committee  of  advisers  and  a  letter 
of  warning  is  sent  to  students  as  to  action  of  committee.  Ten  days  later  this  case  is  recon- 
sidered and  in  many  instances  the  adviser  is  called  in.  Students  are  told  that  their  adviser 
will  personally  put  their  case  before  committee  if  they  wish. 

Advisers  are  required  to  call  students  when  they  hear  of  poor  work  or  absence  from  classes 
any  considerable  number  of  times  without  excuse. 

In  case  of  slight  deficiencies  in  the  student's  record  no  letter  is  sent  to  parents. 

Where  student  fails  to  appear  before  committee  copies  of  letter  sent  to  them  are  also 
sent  to  parents. 

When  student  is  found  weak  in  one  subject  other  instructors  are  sent  a  mimeographed 
set  of  questions  as  follows: 

(a)  Do  you  think  student  was  properly  prepared  for  your  subject? 

(b)  Has  he  attended  class  regularly? 

(c)  Has  he  explained  absence  from  his  class? 

(d)  Do  you  know  whether  or  not  he  has  been  doing  outside  work  for  his  support? 

(e)  Do  you  know  whether  or  not  he  has  been  interested  in  outside  activities? 

(f)  Has  he  seemed  to  be  interested  in  your  subject? 

(g)  Has  he  prepared  work  assigned  to  him  trom  day  to  day? 
(h)  Have  his  recitations  been  satisfactory? 

(i)  Has  he  failed  to  pass  most  of  the  quizzes? 

(j)  Does  he  lack  ability? 

(k)  Is  he  a  student  who  should  be  given  a  chance  to  continue  at  the  university? 

(1)  Have  you  any  suggestions  to  make  concerning  the  student? 

387 


University  Survey  Report 

The  assistant  dean  receives  and  reviews  mid-semester  reports  before  referring  them 
to  individual  advisers. 

Seriously  delinquent  students  are  directed  to  confer  with  advisers. 

Form  letters  to  meet  difYerent  situations  are  prepared  ready  for  address  and  signature. 

Letters  to  students  are  revised  from  time  to  time  to  improve  phrasing. 

Complaints  against  advisers  from  whatever  source  are  looked  into  in  great  detail  and 
conditions  corrected   if  necessary. 

Parents  as  well  as  students  are  always  notified  when  action  is  taken  in  case  of  delinquent 
students  and  a  special  form  statin^  Tacts  is  submitted. 

Form  cards  of  various  kinds  are  prepared  for  advisers  and  faculty  members  to  make 
it  easy  to  obtain  information  necessary  if  adviser  is  to  help  the  student. 

Advisers  send  to  instructors  special  card  noting  student's  withdrawal  and  receive  back 
card  showing  that  instructor  has  the  fact. 

A  graphic  record  of  student's  progress  is  kept  to  show  weighted  average  at  middle  of 
semester,  the  end,  the  middle  of  the  second  semester  and  its  end. 

An  individual  record  for  each  student  is  kept  by  the  adviser  showing  courses  taken,  sec- 
tion, amount  of  credit,  mid-semester  mark,  term  grade  and  other  facts  including  notations 
of  reports  from  instructors  and  w'ork  by  adviser,  such  as: 

11-  8-13 — Get  instructor's  report,  student  not  doing  satisfactory  work. 
11-11-13 — Called  and  talked  to,  said  had  been  under  doctor's  care. 
11-12-13 — English  instructor  reports  him  changed  to  sub-freshman. 
12-12-13 — Placed  on  probation.     Allowed  to  drop  chemistry  without  failure.     Report 
filed. 
Adviser's  cards  are  kept  in  central  office  and  centrally  checked  to  see  whether   students 
call  during  third  week  as  instructed. 

How  do  advisers  regard  their  work? 

Many  advisers  enjoy  relation  of  adviser  to  student  and  adviser  to  parents. 

Many  advisers  consider  work  of  this  kind  as  important  as  any  other  of  their  university 
work. 

The  committee  on  advisers  feels  that  further  progress  will  depend  largely  upon  definite 
recognition  of  adviser  service  either  through  salary  allowance  or  in  remission  of  teaching 
hours  and  other  university  assignments. 

See  faculty  comments,  above  quoted. 

Central  supervision  needed. 

To  give  to  all  advisers  the  best  system  employed  by  any  adviser,  all  the  information 
possessed  by  all  advisers  is  an  administrative  step  easy  to  take.  The  present  laissez  faire 
policy  keeps  the  president,  oftentimes  a  majority  of  the  deans  and  certainly  the  regents, 
from  knowing  where  the  adviser  program  is  executed  as  it  should  be,  and  where  it  is  not; 
which  students  are  given  the  promised  help  and  which  are  not;  which  advisers  need  help 
in  handling  their  duties  and  which  do  not. 

The  rnost  important  next  step  is  for  the  regents  to  require  an  administrative  procedure 
which  will  make  known  currently  to  deans,  president  and  regents  facts  about  the  work  of 
individual  advisers  and  of  the  adviser  system  as  a  whole. 

Steps  omitted  in  carrying  out  the  adviser  system  or  steps  in  the  wrong  direction. 

For  the  most  part  criticisms  which  have  come  to  the  survey  regarding  the  adviser  system 
relate  to  performance  rather  than  to  purpose.  The  volume  of  business  is  large;  the  total 
number  of  students  to  be  helped  is  large;  the  time  in  which  most  of  this  help  is  given  is  short; 
everybody  must  be  in  a  hurry,  students  as  well  as  advisers;  the  times  of  maximum  pressure 
are  also  the  times  when  neither  advisers  nor  students  have  completely  adjusted  themselves 
to  college  problems  or  completely  emerged  from  vacation  interests. 

With  respect  to  organization  and  men  and  methods  the  survey  suggests  that  the  adviser 
system  as  now  executed  falls  short  of  its  possibilities  because  of  the  following  steps  omitted 
or  steps  taken  in  the  wrong  direction.  Here  again  no  distinction  is  made  as  to  college  or 
part  of  a  college  referred  to  since  the  university  officially  recognizes  no  difference,  either 
of  college,  or  class,  or  person  (excepting  the  letters  and  science  qualifications  as  above  stated) 
when  it  promises  the  help  of  student  advisers. 

(If  among  steps  omitted  or  in  the  wrong  direction  appear  seeming  contradiction  of  steps 
aimed  to  help  students,  it  is  because  difTerent  colleges  and  different  advisers  are  referred  to.) 

Alany  advisers  are  not  informed  before  the  meeting  with  students  as  to  requirements 
and  possibilities  and  instead  of  informing  themselves  as  to  requirements  in  the  beginning 
fall  back  upon  perfunctory  and  mechanical  disposition  of  these  questions. 

Upperclass  advisers  generalh%  and  freshman  advisers  in  one  college,  have  no  meeting 
with  their  deans  in  groups  or  as  individuals  before  the  semester  adviser  work  begins. 

In  order  to  learn  the  name  of  an  upperclass  adviser  one  of  the  deans  must  ask  the  student 
or  circularize  the  advisers,  whereas  two  deans  have  a  central  record  which  helps  them  locate 
responsibility  definitely  and  promptly. 

388 


Exhibit  6 

The  written  directions  for  advisers  are  for  no  college  as  detailed  as  they  should  be  in  view 
of  the  dean's  knowledge  of  the  questions  which  students  will  ask. 

Codification  of  questions  previously  raised  and  proper  answers  is  not  prepared  and  pub- 
lished. 

Many  questions  are  left  for  advisers  to  answer  verballv  which  might  be  clearlv  answered 
in  the  catalogue,  in  announcements  and  in  the  correspondence  with  students. 

The  advance  conferences  which  are  found  heli)ful  for  certain  sets  of  advisers  are  dis- 
pensed with  in  the  case  of  other  sets  of  advisers  for  the  same  class  of  students  and  other 
grades  of  students. 

Confidential  statements  regarding  freshmen  which  sometimes  are,  and  in  all  cases  may 
be,  made  to  give  important  information  with  regard  to  such  freshmen  are  not  submitted 
to  advisers  in  advance  of,  or  at,  the  time  when  they  would  be  most  useful,  i.  e.,  at  regis- 
tration time.  Even  where  special  need  is  shown  by  such  advance  statements  the  student 
is  assigned  in  rotation  to  the  instructor  who  has  not  yet  his  full  quota  of  advisees,  without 
regard  to  the  adviser's  special  fitness  for  the  advisee's  special  need.  This  procedure  seems 
unnecessarily  mechanical  considering  the  information  available.  Confidential  statements 
regarding  women  students  are  supposed  to  be  placed  before  the  dean  of  women. 

Too  little  time  is  given  by  advisers  to  students  and  too  much  time  spent  by  students 
in  waiting  for  assignment  sheets  to  be  completed;  many  periods  during  registration  days 
10  to  20  advisers  in  one  room  were  seen  talking  with  one  another  when  100  or  200  students 
were  spending  time  on  benches  which  might  more  profitably  have  been  spent  with  advisers. 

Several  hundred  freshmen  were  assigned  to  advisers  by  a  clerk  who  was  under  instruc- 
tions, not  to  learn  what  the  student's  difficulty  or  special  interest  was,  but  to  see  that  he 
was  not  assigned  to  an  adviser  having  more  than  12  or  \r>  advisees. 

Although  freshmen  are  supposed  to  return  to  their  advisers  by  the  third  week  they  are 
not  required  to  in  two  of  three  colleges  and  no  check  is  kept  to  learn  which  do  and  which 
do  not  return.  The  belief  is  that  it  is  safe  to  leave  upon  the  freshmen  the  responsibility  for 
returning.  As  a  principle  of  administration  results  show  this  practice  is  inelTective"  It 
is  admitted  th.it  many  do  not  return;  that  no  record  is  kept  of  those  who  do  return;  that 
supervising  officials  have  no  basis  for  checking  this  fact.  In  the  third  college  freshmen 
have  been  required  to  visit  advisers  by  the  third  week,  and  a  check  has  been  kept. 

The  student's  study  plan  is  explained  by  but  a  small  per  cent  of  advisers.  This  practice 
is  not  stated  as  required  in  any  instructions  to  students  or  advisers,  although  douotlesb 
help  in  arranging  such  study  plan  has  proved  to  be  one  of  the  university's  principal  services 
to  many  students. 

The  attention  to  technical  requirements  by  upperclass  advisers,  which  on*^  college  frankly 
states  is  their  main  official  duty,  has  in  that  college  not  been  efficient  enough  because,  as 
stated  by  the  dean,  advisers  have  not  seen  that  the  students  fulfil  the  requ'rements  for 
degrees  and  that  they  do  not  make  gross  errors  in  selecting  the'r  studies. 

If,  as  one  dean  writes,  "the  executive  committee  will  not  be  inclined  to  consider  favor- 
ably requests  for  special  action  whose  only  merit  lies  in  the  error  of  the  adviser,"  this  penal- 
izing of  students  for  mistakes  of  advisers  and  lack  of  supervision  seems  unfair  to  the  student. 

The  rule  regarding  Saturday  and  afternoon  recitation  by  freshmen  is  not  enforced  in 
one  of  the  colleges. 

Residence  at  a  distance  which  might  be  promoted  as  a  means  of  reducing  the  cost  of 
living  is  made  difficult  by  definite  instructions  not  to  recognize  ordinarily  in  setting  the  time 
for  a  student's  classes  '"reasons  of  mere  convenience  such  as  residence  in  a  distant  part  of 
the  city." 

Instructions  not  to  assign  studies  outside  the  jirinted  list  make  several  elections  at  present 
difficult.  For  example,  the  freshman  election  list  in  letters  and  science  does  not  contain 
several  subjects  which  freshmen  may  wish  to  pursue,  such  as  Spanish,  Scandinavian,  general 
lecture   courses,    general    informational    courses. 

Nowhere  may  the  student  or  adviser  find  a  statement  of  the  circumstances  under  which 
the  selection  of  such  subjects  would  be  to  the  student's  advantage. 

Instructions  in  the  catalogue  and  other  special  directions  referring  to  the  catalogue  are 
in  several  respects  not  clear. 

Special  excellencies  in  work  are  not  mentioned  to  parents  (as  in  two  colleges^  in  the  case 
of  upperclassmen  in  the  third  college. 

Check  is  not  provided  upon  the  progress  of  students  until  the  mid-semester  examinations 
although  by  requiring  reports  to  advisers  and  calling  for  cpnferences  of  freshman,  sopho- 
more, junior  and  senior  instructors  symptoms  of  deficiencies  might  be  detected  in  time 
to   prevent    a   mid-semester   breakdown. 

No  summer  adviser  system  is  enforced.  The  director  asked  the  faculty  to  adopt  such 
a  system  but  an  adverse  report  was  received  in  191 1  as  referred  to  in  exhibit  24  in  describing 
faculty  minutes. 

A  possible  objection  considered. 

If  the  steps  listed  under  the  heading,  steps  omitted  or  steps  in    the    Mrong    direction, 

seem  to  point  in  the  direction  of  more  clerical  work  and  away  from  a  personal  and  spiritual 
relation  it  is  significant  to  note  that  in  those  parts  of  the  college  where  care  is  taken  to  see 
that  the  adviser  system  does  what  it  aims  to  do,  the  clerical  devices  are  found  to  release 
energy  for  personal  attention  to  students.     Writing  assignment  sheets  in  triplicate  is  no 

389 


University  Survey  Report 

more  clerical  than  writing  three  copies  of  an  assignment  sheet;  having  advisers  uniformly 
instructed  and  possessed  of  a  list  of  questions  which  experience  shows  will  be  asked  together 
with  proper  answers,  will  save,  not  waste,  time  and  will  increase,  not  decrease,  the  oppor- 
tunity and  desire  for  personal  attention. 


UNIVERSITY  COMMENT  ON  ALLEN  EXHIBIT  6,  ENTITLED 
"THE  OFFICIAL  STUDENT  ADVISER" 

A.     STATEMENT  OF  ADVISER  SYSTEM 

The  report  ot  Ur.  Allen  is  a  composite  of  the  details  of  three  adviser  systems  belonging 
to  three  dilTerent  colleges.  Its  criticisms  and  conclusions,  which  favor  increased  uniformity 
of  [)ractice,  appear  to  rest  upon  this  view  and  tend  therefore  to  obscure  the  fact  that  con- 
ditions in  one  college  are  in  many  respects  fundamentally  different  from  conditions  in  an- 
other and  necessitate  some  differences  of  practice.  These  differences  cannot  be  disregarded, 
if  sound  inferences  and  conclusions  are  to  be  reached.  A  brief  statement  of  fact  will  clear 
the  ground. 

The  College  of  Letters  and  Science  is  non-professional,  with  an  extensive  elective  system 
and  with  an  enrollment  of  over  2500  students.  The  other  colleges  are  professional,  with 
fixed  courses  of  study  and  with  enrollments  under  1000  students  in  each.  Obviously  there 
are  and  must  be  differences  in  adviser  systems,  as  will  appear  in  the  following  brief  state- 
ments: 

a.  College  of  Letters  and  Science.  Here  the  system  provides  for  careful  supervision 
and  discipline  in  the  freshman  and  sophomore  years,  and  for  very  considerable  freedom 
in  the  junior  and  senior  years.  For  the  first  two  years  students  are  assigned  to  advisers 
who  have  had  from  two  to  ten  years'  experience  in  advising  underclassmen  and  are,  besides, 
actively  engaged  in  teaching  in  the  elementary  classes.  Such  advisers  may  be  presumed 
to  understand  the  problems  and  needs  of  new  and  immature  students  better  than  men 
who  instruct  only  in  advanced  classes.  The  situation  is  changed  when  the  student  enters 
upon  his  junior  and  senior  years.  He  has  survived  the  tests  of  the  elementary  work.  He 
is  maturer.  He  has,  accordingly,  larger  freedom  of  election,  and  must  now  choose  his 
major  study.  He  may  be  presumed  to  require  discipline  and  official  direction  less,  but 
freedom  and  expert  counsel  in  his  chosen  work  more.  He  is  therefore  now  assigned  by 
the  chairman  of  the  department  in  which  he  majors  to  a  new  adviser, — that  is,  to  a  professor 
who  is  a  specialist  in  the  field  chosen  by  the  student  and  under  whose  direction  a  consider- 
able amount  of  the  student's  major  work  will  be  done. 

There  is  a  system,  then,  for  upperclassmen,  as  there  is  for  underclassmen;  but  it  is  in- 
tentionally different  in  order  to  meet  new  conditions  and  new  needs. 

b.  Colleges  of  Engineering  and  Agriculture.  Here  the  work  of  advisers  is  no  less 
important,  but  the  problems  are  different.  At  every  step  of  his  way,  the  professional 
student  has  the  advantage  of  professional  experts  in  a  professional  college,  fie  lives  in  the 
atmosphere  of  his  adopted  calling.  The  administrative  machinery  is  therefore  simpler 
and  works  somewhat  automatically,  for  the  reason  that  the  student's  choice  of  his  profession 
predetermines  in  a  large  measure  who  his  adviser  shall  be. 

It  is  evident,  then,  that  the  methods  and  practices  as  to  details  cannot  be  the  same  for 
all  colleges.  But  the  composite  picture  in  the  Allen  report  is  largely  made  up  of  these 
individual  and  necessary  differences  of  detail.  The  report  entirely  fails  to  make  clear 
that  in  the  larger  central  features  of  the  adviser  system  the  practices  and  methods  are  uni- 
form. As  to  the  time  and  period  and  main  aspects  of  registration,  as  to  the  mid-semester 
reports  for  all  freshmen  and  for  delinquent  upperclassmen,  the  general  treatment  of  deficient 
students,  the  work  of  executive  committees  of  advisers,  letters  to  parents  in  serious  cases, 
the  policy  to  be  pursued  in  dropping  students,  and  all  of  the  larger  matters,  there  is  and 
has  been  much  uniformity  of  practice.  In  essentials  the  adviser  system  is  a  unity.  The 
fundamental  error  in  this  report  is  therefore  twofold:  first,  that  its  criticisms  and  conclusions 
are  drawn  from  a  mass  of  details,  which  must  be  different  for  different  colleges;  and  sec- 
ondly, that  it  altogether  overlooks  the  underlying  uniformity  in  policy  and  practice; 


B.  CORRECTION  OF  FACT      . 

Dr.  Allen:  "To  every  student  in  the  first  two  years  of  a  college  course  the  university 
promises  a  student  adviser  thoroughly  informed  regarding  the  university's  offering  to  the 
student  and  always  at  call  ready  tohelp  fit  such  offering  to  the  student's  needs  and  abilities. 

"To  every  upperclassman,  except  in  Letters  and  Science,  a  similar  promise  is  made." 

Reply:  The  university  nowhere  makes  these  promises.  What  the  university  does 
undertake  to  do  is  stated  in  the  following  paragraph  quoted  from  the  catalogue  of  1913-14, 
page  142:    "Upon  entrance,  each  student  in  the  College  of  Letters  and  Science  is  assigned 

390 


Exhibit  6 

to  a  member  of  the  faculty  who  acts  as  his  adviser  during  the  freshman  and  sophomore 
years.  At  the  beginning  of  the  junior  year,  when  the  student  has  selected  his  major  study, 
a  member  of  the  department  in  which  his  major  is  chosen  becomes  his  adviser.  Each 
semester,  the  student  is  required  to  consult  his  adviser  concerning  the  choice  of  studies 
and  the  adviser  must  give  his  a[)proval  before  the  student  is  pcrniJltefl  to  enter  classes." 
More  detailed  statements  with  si)ecial  references  to  underclassmen  a[)[)ear  in  the  booklet 
of  regulations  for  the  guidance  of  students,  and  on  assignment  cards,  as  follows:  "Upon 
entrance  each  student  is  assigned  to  a  member  of  the  Faculty  who  acts  as  his  adviser.  Each 
semester  the  student  is  required  to  consult  his  adviser  concerning  the  choice  of  studies, 
and  the  adviser  must  give  his  approval  before  the  student  is  permitted  to  enter  classes. 
It  is  the  duty  of  the  adviser  to  guide  the  students  under  his  care  in  all  matters  concerning 
their  University  course;  to  see  that  all  rules  relating  to  required  or  elective  studies,  pro- 
motion, and  graduation  are  strictly  complied  with;  and  in  general,  to  aid  the  students  that 
they  may  obtain  the  greatest  individual  profit  from  their  University  course  while  complying 

fully  with  all  university  rules."     "M ,  Room , 

will  act  as  your  adviser  for  your  freshman  and  sophomore  years;  unless  you  are  registered 
in  the  Course  in  Commerce,  in  which  case  a  new  adviser  will  be  assigned  in  the  sojihomore 
year.  Your  adviser  should  be  consulted  upon  all  matters  relating  to  Universitv  work. 
Your  course  of  study  must  always  have  his  approval.  No  student  may  change  "or  drop 
a  study  without  the  consent  of  his  adviser." 

Though  no  promises  are  made  that  advisers  will  "thoroughly  inform"  themselves  as  to 
"student's  needs  and  abilities",  advisers  in  fact  do  secure  much  information  on  these  points, 
through  various  channels,  viz.,  personal  contact  with  students  in  ollice  or  classroom,  posses- 
sion of  past  records  on  transcript  sheets,  and,  in  many  cases,  letters  from  parents  or  informa- 
tion from  deans,  information  from  fellow  students,  from  fraternities,  and  from  other  societies 
to  which  students  belong. 

C.  COMMENTS  ON  DR.  ALLEN'S  INFERENCES  AND  CONCLUSIONS 

1.  Dr.  Allen  summarizes  various  criticisms  under  the  title,  "Central  Supervision  Needed." 

Dr.  Allen:  On  one  page  is  the  statement,  "Central  Supervision  Needed;"  but  on  a  prev- 
ious page  is  the  following:  "Three  assistant  deans  have  for  several  years  constituted  a  com- 
mittee on  advisers'  work,  and  have  effected  many  improvements  including  progressive 
application  in  three  colleges  of  methods  found  successful." 

Reply:  If  instead  of  this  slight  and  inadequate  reference  full  recognition  had  been 
given  to  the  work  of  the  University  committee  of  assistant  deans,  a  copy  of  whose  report 
to  President  Van  Hise  in  1912  was  submitted  to  Dr.  Allen,  the  adviser  system  would  not 
have  been  found  weak  in  "central  supervision."  The  report  shows  that  the  committee 
has  worked  to  secure  a  uniformity  of  administration  so  far  as  practicable.  This  has  been 
done  in  the  case  of  mid-semester  report  cards,  in  the  assignment  systems,  in  the  circular 
letter  sent  to  all  instructors  of  freshmen  two  weeks  in  advance  of  mld-sejnester  reports, 
in  a  movement  toward  greater  uniformity  in  the  actions  of  the  executive  committee,  etc. 
Complete  unification,  however,  is  impracticable  and  undesirable,  for  reasons  previously 
stated.  The  present  systems  are  the  composite  result  of  more  than  20  years'  experience 
on  the  part  of  teachers  and  administrative  officers.  Corrections  and  changes  have  been 
going  on  continually  during  this  period,  in  the  effort  to  secure  greater  efficiency. 

Dr.  Allen:  "The  present  laissez-faire  policy  keeps  the  president,  oftentimes  a  majority 
of  the  deans  and  certainly  the  regents,  from  knowing  where  the  adviser  {)rogram  is  executed 
as  it  should  be,  and  where  it  is  not;  which  students  are  given  the  promised  help  and  which 
are  not;  which  advisers  need  help  in  handling  their  duties  and  which  do  not." 

Reply:  By  what  facts,  in  the  report  or  out  of  the  report,  can  this  conclusion  be  justified? 
Dr.  Allen  makes  mention  of  the  following  matters:  the  care  in  sele<'ting  advisers;  their 
necessary  qualifications;  the  work  of  the  committee  of  assistant  deans  who  "have  effected 
many  improvements;"  elaborate  machinery  for  registration;  personal  conferences  with 
advisers;  detailed  instructions  to  advisers;  individual  help  given  where  needed;  warning 
letters  to  parents;  regular  reports  of  delinquent  cases  to  advisers;  systematic  warning  to 
low  students;  graphic  records  of  student's  progress; — all  of  these  steps  and  others  are  referred 
to  in  the  report,  and  yet  the  policy  responsible  for  them  is  called  "laissez-faire." 

The  president  and  the  deans  are  informed  as  to  the  adviser  system  and  its  working.  Re- 
ports are  sent  to  the  president  from  time  to  time.  lie  has  also  personal  conferences  with 
the  assistant  deans.  The  deans  at  all  times  are  in  close  touch  with  the  system  and  with 
the  methods  employed.  The  regents  may  inform  themselves  at  any  time  ujion  application 
to  one  or  more  of  these  administrative  officers. 

2.  Dr.  Allen  summarizes  further  criticisms  under  the  title,  "Steps  Omitted." 

Dr.  Allen:  "The  volume  of  business  is  large;  the  total  number  of  students  to  be  helped 
is  large;  the  time  in  which  most  of  this  help  is  given  is  short;  everybody  must  be  in  a  hurr^-, 
students  as  well  as  advisers." 

391 


University  Survey  Report 

Repiy:  The  suggestion  is  here  conveyed  that  advisers'  work  is  done  Hurriedly  and 
without  due  consideration  of  the  interests  of  students.  When  it  is  understood  that  the 
university  must  assign  and  adjust  over  4500  students  to  their  classes  within  three  days, 
it  will  be  admitted  that  there  must  be  expedition.  But  time  is  always  given  to  students 
to  clear  up  difnculties  and  correct  any  errors  that  may  have  been  made.  Students'needs 
are  neither  wilfully  nor  consciously  overlooked.  It  should  be  remembered  further  that 
there  is  an  entire  academic  year  after  registration  when  students  may  confer  at  will  with 
their  advisers  to  talk  over  courses  of  study  and  arrange  for  future  work;  whereas  the  state- 
ment made  by  Dr.  Allen  carries  with  it  the  impression  that  the  adviser  system  is  in  operation 
only  during  registration. 

Dr.  Allen:  "Many  advisers  are  not  informed  before  the  meeting  with  students  as  to 
requirements  and  possibilities"  etc.;  and  "upper  class  advisers  generally,  and  freshman 
advisers  in  one  college,  have  no  meeting  with  their  deans  in  groups  or  as  individuals  before 
the  semester  adviser  work  begins." 

Reply:  This  is  incorrect.  Written  notices  with  full  instructions  are  sent  to  all  under- 
class advisers  before  registration.  They  are  not  sent  to  upperclass  advisers  for  the  reason 
that  these  advisers  have  the  necessary  information  at  hand  on  the  transcript  sheets  and 
are  familiar  from  experience  with  university  regulations.  Directions  are  also  printed  on 
election  sheets.  New  freshman  advisers  are  instructed  by  the  assistant  dean  in  the  college 
of  letters  and  science,  and  a  general  meeting  of  all  freshman  and  sophomore  advisers  is 
held  at  the  beginning  of  the  second  semester. 

Dr.  Allen:  "Many  questions  are  left  for  advisers  to  answer  verbally  which  might  be 
clearly  answered  in  the  catalogue,  in  announcements  and  in  the  correspondence  with  students 
whose  records  show  that  they  are  insistent  and  request  irregular  assignments." 

Reply:  This  is  not  entirely  clear,  but  it  appears  to  mean  that  more  printed  information 
should  be  turned  over  to  the  student.  The  fact  is  that  we  are  already  putting  into  the 
hands  of  students  more  printed  matter,  in  the  way  of  direction  and  information,  than  they 
will  read.  We  have  a  bulletin  of  information  that  can  be  secured  by  any  high  school  prin- 
cipal for  his  students  before  they  enter;  we  have  the  general  catalogue,  the  booklet  for  the 
guidance  of  undergraduate  students,  the  schedule  card,  the  assignment  card,  the  list  of 
rooming  places, — all  placed  in  the  hands  of  students, — besides  printed  instructions  to  ad- 
visers. We  have  found  from  experience  not  only  that  students  do  not  read  most  of  what 
is  printed,  but  that  they  are  very  liable  to  misread  many  of  the  simplest  directions  and 
most  explicit  advice.  Advisers  must  take  up  many  important  matters  directly,  face  to 
face,  with  the  student.  From  long  experience  we  have  found  that  nothing  can  take  the 
place  of  the  personal  conference  between  adviser  and  advisee. 

Dr.  Allen:  "The  advance  conferences  which  are  found  helpful  for  certain  sets  of  advisers 
are  dispensed  with  in  the  case  of  other  sets  of  advisers  for  the  same  class  of  students  and 
other  grades  of  students." 

Reply:  Advance  conferences  before  the  opening  of  the  university  for  from  50  to  200 
advisers  are  both  impracticable  and  unnecessary:  impracticable,  because  many  advisers 
do  not  return  from  their  summer  vacation  until  the  end  of  the  week  just  prior  to  the  open- 
ing; and  unnecessary,  because  all  old  advisers  are  familiar  with  the  regulations  and  details, 
and  all  new  advisers  have  had  personal  conferences  with  the  assistant  deans  covering  their 
entire  duties.  In  a  college  where  the  group  of  advisers  includes  only  eight  to  ten  men, 
obviously,  it  is  a  simple  matter  to  arrange  a  conference. 

Dr.  Allen:  "Confidential  statements  regarding  freshmen,  etc.,  .  .  .  are  not  submitted 
to  advisers." 

Reply:  These  confidential  statements  contain  personal  and  often  private  information 
concerning  students,  sent  to  assistant  deans  by  principals.  They  cannot  be  indiscrimi- 
nately distributed  to  75  or  100  advisers.  Information  of  a  personal  character  would  thus 
be  likely  to  reach  those  for  whom  it  was  not  intended.  When  these  statements  were  pre- 
pared it  was  understood  with  the  registrar  and  the  chairman  of  the  accredited  schools  com- 
mittee that  the  information  submitted  should  be  regarded  as  confidential  and  should  be 
kept  within  a  small  circle  of  officials.  It  would  moreover  be  impossible  to  distribute  them 
so  early  as  registration  time,  for  the  reason  that  many  do  not  come  in  until  this  period. 

Dr.  Allen:  "The  student  is  assigned  in  rotation  to  the  instructor  who  has  not  yet  his 
full  quota  of  advisees,  without  regard  to  the  adviser's  special  fitness  for  the  advisee's  special 
need." 

Reply:  This  statement  is  incorrect.  Students  in  the  professional  colleges  have  neces- 
sarily advisers  from  those  colleges, — especially  fitted,  therefore,  to  meet  their  needs.  In 
the  college  of  letters  and  science  all  students  choosing  medicine  are  sent  to  an  adviser  in 
the  medical  department,  students  in  the  course  in  journalism  to  an  adviser  in  that  course, 
and  the  same  in  the  commerce  course,  the  chemistry  course,  the  pharmacy  course,  and 

392 


Exhibit  6 

the  music  course.  Students  in  the  college  of  letters  and  science  who  do  not  elect  special 
courses  are  assigned  to  advisers  according  to  their  needs  wherever  these  needs  are  expressed. 
If  a  student  says  that  he  wishes  to  pursue  work  in  a  particular  department,  he  is  assigned 
to  an  instructor  in  that  department. 

Dr.  Allen:  "Too  little  time  is  given  by  advisers  to  students  and  too  much  time  spent 
by  students  in  waiting  for  assignment  sheets  to  be  completed;  many  periods  during  regis- 
tration days  10  to  20  advisers  in  one  room  were  seen  talking  together  with  one  anotlier 
when  100  or  200  students  were  spending  time  on  benches  which  might  more  profitably 
have   been   spent  with   advisers." 

Reply:  The  statement  is  inaccurate  and  shows  that  Dr.  Allen  has  not  taken  the  trouble 
to  investigate  the"  real  plan  and  purpose  of  registration.  The  total  number  of  advisers 
at  work  during  any  one  period  was  21.  At  no  time  did  any  investigator  see  even  10  advisers 
without  employment.  And  who  were  the  waiting  students?  Some  of  them  were  students 
who  had  elected  special  courses  and  must  therefore  wait  until  the  special  course  advisers 
could  take  care  of  them;  such  students  obviously  could  not  be  assigned  to  any  other  adviser 
without  violating  a  fundamental  policy.  But  most  of  the  students  had  already  consulted 
their  advisers  and  had  completed  their  elections,  and  were  waiting  for  their  "assignment 
cards,  which  do  not  come  from  their  advisers  but  from  a  committee,  working  in  another 
part  of  the  hall.  Had  Dr.  Allen  and  his  assistants  taken  the  trouble  to  inquire  into  the 
whole  course  of  registration,  such  criticisms  would  hardly  have  been  possible. 

Dr.  Allen:  "Several  hundred  freshmen  were  assigned  to  advisers  by  a  clerk  who  was 
under  instructions,  not  to  learn  what  the  student's  difficulty  or  special  interest  was,  but  to 
see  that  he  was  not  assigned  to  an  adviser  having  more  than  12  or  15  advisees." 

Reply:  The  exact  opposite  was  true.  The  clerk  was  under  double  instructions  to  meet 
the  students'  special  interests  and  also  not  to  assign  a  disproportionate  number  of  students 
to  any  one  adviser  wherever  avoidable.  Efficiency  is  gained  by  assigning  a  limited  number 
of  students  to  any  one  adviser. 

Dr.  Allen:  "Although  freshmen  are  supposed  to  return  to  their  advisers  by  the  third 
week  they  are  not  required  to  in  two  or  three  colleges  and  no  check  is  kept  to  learn  which 
do  and  which  do  not  return,"  etc. 

Reply:  It  has  never  been  intended  to  require  freshmen  to  visit  their  advisers  in  the 
third  week  of  the  semester,  but  only  to  invite  and  urge  them  to  do  so,  wherever  they  felt 
that  they  could  profit  by  further  advice  and  information  regarding  the  progress  of  their 

studies. 

Dr.  Allen:     "The  student's  study  plan  is  explained  by  but  a  small  percent  of  advisers." 

Reply:  What  is  the  basis  of  this  criticism?  Where  are  the  facts?  It  is  the  business 
of  the  adviser  to  explain  the  study  plan  to  his  advisees. 

Dr.  Allen:  "The  attention  to  technical  requirements  by  upperclass  advisers,  which 
one  college  frankly  states  is  their  main  olTicial  duty,  has  in  that  college  not  been  eflicient 
enough  because,  as  stated  by  the  dean,  advisers  have  not  seen  that  the  students  fulfill  the 
requirements  for  degrees  and  that  they  do  not  make  gross  errors  in  selecting  their  studies." 

Reply:  Where  is  it  stated  by  the  dean  that  advisers  have  not  seen  that  students  fulfill 
requirements  for  degrees  or  that  they  do  not  make  gross  errors  in  selecting  their  studies? 
The  exact  opposite  is  true.  The  work  of  advisers,  in  selecting  courses  of  study  for  students, 
is  reviewed  each  semester  by  deans  and  assistant  deans,  and  no  irregular  election  is  allowed 
to  pass  without  approval  of  the  executive  committee. 

Dr.  Allen:  "The  rule  regarding  Saturday  and  afternoon  recitation  by  freshmen  is  not 
enforced  in  one  of  the  colleges." 

Reply:  The  statement  is  incorrect.  In  the  college  of  letters  and  science  the  rule  is 
strictly  enforced  by  advisers  and  executive  committee,  except  in  cases  of  students  who 
request  exemption  at  these  times  on  account  of  outside  work  for  self-support.  Such  requests 
are  granted.  In  two  of  the  colleges,  i.  e.,  engineering  and  agriculture,  the  rule  works  auto- 
matically. Students  in  these  colleges  must  take  a  fixed  program  which  involves  afternoon 
and  Saturday  work. 

Dr.  Allen:  "Instructions  not  to  assign  studies  outside  the  printed  list  make  several 
elections  at  present  difficult.  F"or  example,  the  freshman  election  list  in  letters  and  science 
does  not  contain  several  subjects  which  freshmen  may  wish  to  pursue,  such  as  Spanish, 
Scandinavian,  general  lecture"  courses,  general  informational  courses." 

Reply:  It  is  true  that  freshman  election  sheets  do  not  contain  "several  subjects  which 
freshmen  may  wish  to  pursue,"  etc.,  except  in  the  case  of  Spanish.  By  the  rules  of  the 
facultv,  Scandinavian,  general  lecture  courses,  general  informational  courses  are  not  open 
to  freshmen.     Spanish  may  be  taken  by  certain  students  under  certain  conditions. 

393 


University  Survey  Report 

Dr.  Allen:  "Special  excellencies  in  work  are  not  mentioned  to  parents  (as  in  two  colleges) 
in  the  case  of  upperclassmen  in  the  third  college." 

Reply:  Final  reports  for  all  students  are  sent  to  parents.  Reports  for  students  in  good 
standing  are  sent  by  the  registrar.  For  less  serious  cases  of  faculty  action  form  letters  show- 
ing standings  and  action  are  sent  by  deans;  for  more  serious  cases  a  statement  of  standing 
and  faculty  action  is  accompanied  by  personal  letters  from  deans  and  assistant  deans. 

Dr.  Allen:  "Check  is  not  provided  upon  the  progress  of  students  until  the  mid-semester 
examinations  although  by  requiring  reports  to  advisers  and  calling  for  conferences  of  fresh- 
men, sophomore,  junior  and  senior  instructors  symptoms  of  deficiencies  might  be  detected 
in  time  to  prevent  a  mid-semester  breakdown." 

Reply:  This  conveys  a  wrong  impression.  A  constant  check  is  provided  upon  the 
progress  of  students  by  reports  coming  in  to  advisers  throughout  the  semester.  One  ad- 
viser reports  that  he  is  "getting  records  all  the  time".  Moreover  it  cannot  be  emphasized 
too  strongly  that  the  student  secures  a  great  deal  of  advice  from  his  instructors.  His  work 
in  the  classroom  receives  constant  check  in  this  way,  especially  in  the  case  of  freshmen  and 
sonhomores. 


D.   CONCLUSIONS 

The  majority  of  criticisms  and  conclusions  in  the  Allen  report  are  drawn  from  impressions 
gained  by  visits  to  registration  centers  during  one  or  two  days.  Even  in  this  restricted 
field  it  will  be  seen  from  the  replies  submitted  above  how  incorrect  are  the  facts  and  how 
unwarranted  the  inferences.  But  the  adviser  system  operates  during  the  entire  year, 
and  it  would  seem  but  reasonable  that  it  should  be  viewed  and  judged  from  a  far  broader 
point  of  view  than  is  taken  in  the  report. 

It  is  to  be  said,  further,  that  at  no  time  did  Dr.  Allen  or  his  assistants  visit  any  one  of 
the  assistant  deans  to  make  inquiry  from  them  as  to  the  scope  and  purpose  and  working 
of  the  adviser  system,  though  they  were  repeatedly  invited  to  do  so.  And  yet  the  assistant 
deans  have  been  in  charge  of  this  work  for  years,  and  have  together  constituted  a  university 
committee  whose  duty  it  has  been  continually  to  study  the  problems  involved  and  to  bring 
about  increased  efficiency  and  increased  uniformity. 

The  Allen  report  on  the  adviser  system,  therefore,  rests  upon  a  wholly  inadequate  study 
of  the  facts,  and  shows  that  no  attempt  has  been  made  to  investigate  and  to  set  forth  in 
a  broad  way  the  scope  and  purpose  of  the  system. 

(Signed)     F.  W.  ROE. 


:v.)  I 


b 


EXHIBIT  7 

THE  UNIVERSITY  CATALOGUE 

The  University  of  Wisconsin  catalogue  for  1913-14  contains  802  pages  size  5"  x  7^",  and 
weighs  1  f  pounds;  16,000  copies  were  printed,  making  14  tons  of  material  without  wrappers. 
To  publish  the  catalogue  costs  §4,123  for  printing. 

What  it  cost  for  postage  (probably  about  §200)  at  one  cent  a  pound,  is  not  recorded,  nor  is 
it  known  what  it  costs  in  time  to  prepare  copy  and  distribute.  If  a  cost  record  were  kept  of 
time  spent  by  faculty,  deans,  president,  editor,  registrar,  clerks,  the  catalogue  would  probably 
be  found  to  cost  nearer  $15,000  than  S5,000. 

The  catalogue  is  supplemented  by  a  number  of  other  publications,  including  a  special 
announcement  of  the  summer  session,  which  cost  in  1914  over  $1,000. 

The  cost  of  the  catalogue  is  considerably  more  than  the  cost  of  administering  the  Ex- 
tension Division,  several  times  the  salary  cost  of  the  correspondence  study  department, 
several  times  the  cost  of  inspecting  high  schools,  more  than  the  cost  of  the  State  Laboratory 
of  Hygiene. 

From  the  standpoint  of  cost  alone  therefore  the  catalogue  merits  attention.  For  a  study 
of  the  catalogue  from  the  standpoint  of  printing  costs  see  the  report  on  state  i)rinting  by  the 
State  Board  of  Public  Affairs. 

Of  the  educational  importance  of  the  catalogue,  the  expense  and  trouble  given  to  making 
and  distributing  it  are  one  index;   the  purposes  it  is  intended  to  serve  ;ire  other  indexes. 

The  statements  that  follow  regarding  the  catalogue  of  the  University  of  Wisconsin  point 
no  less  directly  to  the  need  for  correction  because  similar  defects  exist  in  the  catalogues  of 
other  institutions.  The  concluding  paragraph  of  a  discussion  of  college  catalogues  in  the 
eighth  annual  report  of  the  Carnegie  Foundation  for  Advancement  of  Teaching  reads: 

"Fortunately,  the  catalogues  of  our  most  distinguished  institutions  are  the  best  in  most 
of  these  respects  [i.e.  as  specified  in  the  report].  But  there  is  at  present  no  catalogue 
that  would  not  be  vastly  improved  by  more  careful  editorial  scrutiny." 

\lthough  the  University  of  Wisconsin  is  one  of  the  accredited  institutions  of  the  Carnegie 
Foundation,  and  although"  it  is  included  in  the  above  statement;  although  it  is  in  three  criti- 
cisms specifically  named  by  the  Carnegie  report;  and  although  the  criticisms  were  published 
in  time  for  use  in  compiling  the  1913-14  catalogue,  nevertheless  the  three  specific  defects 
criticised  were  not  removed  from  the  1913-14  catalogue. 

For  whom  is  the  catalogue  prepared? 

What  should  be  in  a  catalogue  depends,  of  course,  upon  its  audience. 

In  numbers,  the  audience  for  the  University  of  Wisconsin  catalogue  appears  to  be  from 
16,000  to  32,000  or  more,  for  each  catalogue  mav  be  used  by  several  different  readers. 

Who  makes  up  the  total  of  16,000  has  not  been  studied  by  the  university.  There  is  no 
classified  list.  The  registrar's  office  knows  only  that  in  a  general  way  about  300  copies 
are  each  year  sent  to  accredited  high  schools  in  the  state,  and  about  300  others  to  universities 
and  colleges  on  the  university's  exchange  list.  The  remaining  15,400  are  sent  to  students 
and  prospective  students  on  request,  or  are  distributed  at  the  registrar's  ofTice  to  faculty  and 
students  in  residence. 

Of  long  course  and  short  course  students  there  were  6,765  in  residence  during  1913-14. 
If  it  is  assumed  that  each  one  had  at  least  one  catalogue  (which  ought  to  be  known,  not 
assumed)  and  that  in  addition  the  faculty  members  and  princijial  officers  and  regents  each 
had  a  catalogue,  less  than  half  of  the  15,400  cojiies  could  be  accounted  for. 

Who  gets  the  other  7,900  unaccounted  for?  Do  the  results  of  distributing  them  justify 
the  expenditure  of  approximately  $2,000,  besides  the  cost  of  producing  and  distnbutmg? 
That  it  is  worth  while  answering  these  questions  is  clear. 

At  present  the  universitv  co\ild  not  prove  that  it  actually  used  16,000  copies  even  by 
reading  everv  letter  in  its  files  because  written  requests  for  catalogues  are  as  a  rule  not  filed. 
On  the  belief  that  every  copv  had  been  used  letters  were  written  as  early  as  March  10,  1914 
to  the  effect  that  the  supply  of  the  catalogue  for  1912-13  was  exhausted  and  the  order  for 
the  succeeding  year  was  increased  from  15,000  to  16,000. 

Illustrative  questions  to  which  a  catalogue  was  sent  in  reply. 

To  many  inquiries  a  copy  of  the  catalogue  was  sent  when  a  book  of  802  pages  was  obviously 
not  necessary.     For  example: 

W.L.  A.:     From  your  catalogue  I  see  that  a  person  can  be  admitted  on  a  certificate. 
Answer:     I  am  sending  you  under  separate  cover  a  copy  of  the  university  catalogue.    .    . 

395 


University  Survey  Report 

H.  B.  asked  for  information  about  the  course  in  journalism.  A  general  catalogue  was  sent 
although  a  special  30  page  bulletin  for  the  course  in  journalism  is  issued  and  would  have  given 
more  helpful  information. 

L.  L.  C.  asked  what  it  would  cost  to  attend  the  university  for  a  year,  what  the  chances  were 
for  working  his  way  through,  and  whether  the  registrar  would  consider  "a  general  course  in 
agriculture  preferable  to  one  along  special  lines  in  agriculture."  A  general  catalogue  was  sent, 
together  with  a  bulletin  of  the  College  of  Agriculture,  plus  a  letter. 

/,.  F.  B.  asked  about  the  possibility  of  working  his  way  through.  A  general  catalogue  was 
sent  to  him  plus  a  letter. 

F.  A.:     Can  one  enter  the  University  of  Wisconsin  with  a  three  year  high  school  education? 

He  was  sent  a  catalogue  and  a  letter,  to  the  eiYect  that  he  must  have  the  equivalent  of  four 
years  of  high  school  and  was  referred  to  a  page  in  the  catalogue  where  he  would  learn  that  the 
equivalent  of  four  years  must  be  presented — 18  pages  from  the  statement  in  the  catalogue 
that  an  adult  special  with  a  three  year  high  school  education  may  enter  the  university. 

What  does  the  1913-14  catalogue  contain? 

Pages 

Table  of  contents  and  index 12 

Names,  titles,  positions,  offices,  addresses  of  faculty  members,  and  names, 

classes,  home  addresses  of  students  of  all  courses 245 

History  and  general  description  of  the  university 34 

General  information 13 

Entrance  requirements 21 

Fees  and  expenses 7 

College  announcements 450 

Pages 

Letters  and  Science 221 

Engineering 52 

Agriculture 52 

Law 12 

Medical  School 16 

Music  School 14 

Graduate  School 15 

University  Extension  Division 26 

Summer  session  synopsis 28 

Physical  education 14 

Aiiscellaneous 20 

Total 802 

Typical  questions  not  answered  by  the  catalogue. 

What  does  it  cost  to  live  in  Madison?  Where  does  one  find  the  adviser  and  bursar?  Where 
may  one  learn  about  room  and  board?  What  is  the  rule  regarding  absence  from  class  and 
absence  before  and  after  vacations?  What  student  gatherings  are  there  usually  known  as 
college  exercises,  convocations,  and  Sunday  musicals?  Are  there  churches  or  opportunities 
to  attend  religious  services  in  Madison?  What  system  of  grading  is  used  in  the  university? 
What  do  the  grades  mean?  Are  fees  refunded  if  students  drop  out?  Is  credit  given  for  ad- 
vanced work  done  in  high  school  beyond  the  14  units  required  for  admission?  What  are  the 
office  hours  and  what  the  accessibility  to  students  of  president,  deans,  chairmen,  adviser? 
What  are  the  satisfactory  reasons  which  allow  a  student  to  substitute  Spanish  or  Scandinavian 
for  French  and  German? 

Other  typical  omissions  are:  the  power  and  functions  of  the  regents  and  their  time  of 
meeting;  the  duties  and  purpose  of  the  Board  of  Visitors;  names  of  department  chairmen 
in  other  colleges  than  Letter  and  Science. 

There  is  no  mention  of  the  history  of  the  university  since  1903,  although  many  of  the 
rnost  significant  steps  have  been  taken  since  that  time.  Of  this  omission  the  Carnegie  Founda- 
tion wrote: 

".    .    .    like  the  traditional  professor's  lecture,  [it]  dwells  expansively  upon  the  earlier 
days,  deals  scantily  with  recent  years,  and  never  reaches  the  present." 

How  the  university  is  organized  and  governed  is  not  told. 

Thesis  courses  are  omitted  from  many  department  announcements  where  these  courses 
are  given. 

Discussion  of  physical  equipment  is  incomplete  in  many  respects,  as  to  laboratories,  semi- 
nary rooms,  museums,  etc. 

No  mention  of  all  students'  privileges  to  visit  the  astronomical  observatory  on  visitors' 
night. 

No  mention  of  the  various  cultural  courses  or  general  informational  courses  given  in  Eng- 
lish in  Greek,  Latin  and  German  courses,  or  of  other  general  informational  courses,  such  as 
in  sociology. 

396 


Exhibit  7 

Nor  is  mention  made  of  the  student's  right  to  visit  classes  as  an  auditor  even  though  not 
formally  registered  in  a  course. 

The  announcements  of  courses  are  quite  incomplete: 

Of  1,310  courses  listed  in  the  catalogue  (without  counting  duplicates)  there  are  537  classes 
in  which  no  credit  or  credit  limit  is  mentioned;  523  that  are  indefinite  or  lacking  in  the  number 
of  hours  of  work  called  for  by  the  class,  or  the  fact  that  the  work  is  divided  into  lecture, 
laboratory  and  quiz;  384  that  do  not  state  prerequisites  and  which  are  not  covered  by  ex- 
planations in  the  introduction;    77  for  which  only  the  name,  without  description,  is  given. 

Other  matters  of  personal  interest  to  parents  as  well  as  students  are  omitted,  such  as  the 
privilege  of  girls  to  use  the  parlors  of  Lathrop  Hall;  conditions  as  to  fraternities  and  sororities 
and  official  supervision  of  them;  explanation  of  the  duties  of  advisers — how  they  are  to  be 
found,  what  part  they  are  supposed  to  take  in  a  student's  university  life,  their  willingness  to 
answer  questions  from  parents;  a  description  of  opportunities  for  earning  while  attending 
the  university — kinds  of  work,  rate  of  pay,  limitations,  etc. 

There  is  no  list  of  what  the  Y.  M.  C.  A  and  the  men  students'  union  are  eager  to  do  for 
students;  no  mention  whatever  of  the  student  conference  and  student  court;  nor  of  the 
vocational  conferences  for  women  and  the  "round  tables"  which  have  come  to  mean  much 
to  many  women  students. 

No  mention  is  made  of  the  honor  system  which  is  optional  with  students  within  classes,  or 
of  the  university's  present  method  of  dealing  with  dishonesty  cases. 

On  the  technical  side  itself  there  are  numerous  important  omissions,  for  instance,  changes  in 
courses  that  have  occurred  during  the  previous  year,  such  as  in  engineering  where  the  five 
year  special  course  has  been  abolished;  reasons  for  restrictions  placed  upon  electing  Spanish 
and  Scandinavian. 

In  many  instances  the  purpose  and  scope  of  courses  are  not  given  although  in  others  they 
are  given  in  great  detail.  Neither  purpose  nor  scope  is  mentioned  in  the  case  of  botany, 
astronomy,  or  Greek,  and  very  incomplete  statements  are  made  in  the  case  of  physics,  philos- 
ophy and  physiology'.  For  only  a  minority  of  courses  may  a  student  learn  from  the  catalogue 
the  advantage  of  training  or  information  offered,  or  the  ''motivating  reasons"  such  as  are 
given  for  chemistry. 

The  information  regarding  entrance  from  non-accredited  schools  is  meagre  and  occasions 
a  great  deal  of  correspondence  to  supplement  the  catalogue;  nor  is  there  a  list  of  accredited 
schools  or  of  universities  whose  accredited  work  is  honored. 

Typical  vague  statements  in  the  catalogue. 

Page  105,  it  is  not  clear  whether  the  term  fiubject  means  a  group  of  courses  under  a  general 
heading  such  as  history,  or  each  individual  history  course. 

Page  106,  it  is  not  clear  what  optional  means. 

Page  112,  there  appear  several  items  such  as  civics  and  economics  of  which  no  statement 
of  scope  is  given. 

Page  119,  the  statement  that  students  "will  be  admitted  when  properly  recommended 
and  certified"  is  vague  and  leads  to  many  letters  of  inquiry  to  the  registrar. 

A  cursory  examination  of  the  registrar's  letter  files  shows  that  a  large  number  of  other 
questions  are  being  asked  which  now  cost  the  time  of  registrar  and  stenographer,  but  which 
need  not  be  asked  if  this  year's  uncertainty  is  used  as  a  basis  for  making  next  year's  announce- 
ments definite  and  clear.  At  registration  time,  as  has  already  been  reported  in  the  section  on 
the  adviser  system  (exhibit  6)  the  advisers  themselves  were  unable  to  answer  many  questions. 
Codifying  university  experience  with  these  vague  statements  would  show  where  the  catalogue 
needs  improvement. 

Page  120,  the  amount  of  work  required  from  normal  school  students  to  make  up  the 
difference  between  the  bachelor  of  science  degree,  and  the  bachelor  of  philosophy  degree  is 
said  to  be  a  "special  amount  as  may  be  determined." 

Page  131,  the  language  requirements  are  not  clear  as  to  amount  or  as  to  reason  for  the 
distinction  between  certain  foreign  languages  and  other  languages  which  may  be  taken 
by  special  permission  for  reasons  not  explained  in  the  catalogue. 

Page  136  says  Spanish  may  be  elected  by  freshmen.  The  next  page  gives  a  list  of  sub- 
jects open  to  freshmen — Spanish  is  not  on  the  list.  The  language  requirement  for  engineers 
is  particularly  hard  to  understand. 

The  notices  regarding  senior  engineer  inspection  trips  give  incomplete  information  with 
respect  to  the  cost,  length  or  plan  of  the  trips. 

Similarly  the  announcements  of  summer  session  vacation  work  for  engineers  lack  such 
details  as  nature  of  work  that  should  be  done,  where,  under  what  supervision  if  any,  etc. 

Sometimes  the  term  period  means  session  (page  157)  and  again  {puge  113)  it  means  length 
of  a  session. 

Although  courses  numbered  200-299  are  supposed  to  be  graduate  courses,  and  courses 
numbered  100-199  are  supposed  to  be  courses  for  both  graduates  and  undergraduates,  certain 
elementary  courses  are  in  the  100  and  200  groups  as  on  pages  230.  '2M,  etc. 

Extension  work  is  explained  in  general  terms  where  specific  information  and  example 
would  help  readers  to  understand— as  the  commercial  correspondence  schools  have  learned 
to  their  advantage. 

397 


University  Survey  Report 

Time  tables  for  both  the  past  two  years  have  listed  courses  in  journalism  as  4  and  5  that 
are  called  journalism  104  and  105  in  the  catalogue. 

Among  the  class  announcements  are  56  marked  "omitted  1913-14,"  and  75  marked 
"omitted  1914-15."  The  time  tables  show  that  courses  in  the  catalogue  have  been  marked 
"omitted"  when  actually  given,  while  others  appear  in  the  catalogue  as  to  be  given  which  do 
not  appear  in  the  time  table. 

The  catalogue  for  1912-13  states  that  three  courses — German  108,  135  and  245 — are  to  be 
given  the  next  year.  The  catalogue  for  the  next  year  states  that  these  courses  are  omitted 
for  that  year  also. 

By  following  back  through  the  catalogues  for  a  number  of  years,  it  appears  that  two  courses 
have  been  listed  in  the  catalogue  for  six  successive  years  as  omitted  the  following  year;  one 
course  has  been  listed  in  the  catalogue  for  five  years  as  omitted  the  following  year;  five 
courses  for  four  years;    five  courses  for  three  years;    19  courses  for  two  years. 

On  page  103  it  is  stated  that  the  term  unit,  in  referring  to  high  school  work,  means  the 
equivalent  of  five  recitations  a  year,  without  recognizing  any  difference  between  schools  which 
have  160  and  those  which  have  198  days  in  a  school  year. 

On  page  118  is  the  implication  that  there  is  an  essential  difference  in  admitting  students 
from  accredited  and  from  non-accredited  schools,  whereas  there  is  no  essential  difference, 
as  is  shown  in  the  survey  report  on  high  school  inspection  (exhibit  21). 


Typical  errors  in  statement  of  fact  in  the  catalogue. 

Page  73,  the  buildings  used  for  instruction  purposes  are  said  to  number  26,  when  they 
really  number  31. 

Pages  75,  77,  78,  a  "new  wing,"  "four  new  buildings,"  are  said  to  be  "in  process  of  con- 
struction" when  the  wing  (chemistry  building)  and  two  of  the  buildings  (agricultural  chemis- 
tr\'  and  Barnard  Hall)  referred  to  had  been  completed  before  the  catalogue  was  published. 

Page  78,  it  is  stated  that  the  agricultural  chemistry  auditorium  seats  400  when  it  actually 
seats  353.  On  this  same  page  the  use  said  to  be  made  of  the  second  floor  of  the  agricultural 
chemistry  building  is  entirely  different  from  that  actually  made. 

Page  81,  the  State  Laboratory  of  Hygiene  is  said  to  be  located  on  the  second  floor  of 
agricultural  hall — it  has  been  in  south  hall  for  several  years.  On  this  same  page  it  is  stated 
that  the  physiological  chemistry  laboratories  occupy  two  floors  in  the  south  wing  of  the  chem- 
ical engineering  building,  whereas  this  building  has  no  wings  and  the  department  occupies 
one  and  a  half  floors. 

Page  283  says  that  Italian  105  gives  one  credit,  whereas  the  time  table  announces  two. 

Page  358,  it  is  stated  that  the  chemical  engineering  laboratories  are  "two  furnace  labora- 
tories" whereas  there  is  only  one;  that  there  are  "magnetic  and  electrostatic  separators," 
whereas  there  is  only  one  magnetic  and  no  electrostatic  separator;  that  the  furnace  room  is 
equipped  with  250  horsepower.     It  is  actually  equipped  with  only  about  130  horsepower. 

Page  437,  an  instructor  is  listed  as  meeting  a  class,  who  has  for  some  time  had  no  instruc- 
tional or  administrative  duties. 

Pages  83  and  414,  the  law  library  is  said  to  contain  respectively  21,000  and  22,000  volumes 

Frequent  references  to  other  parts  of  the  catalogue  read  "see  index"  when  the  page  would 
be  more  helpful  and  as  easy  to  print. 

Duplications  in  catalogue. 

The  following  duplications  are  noted  in  the  catalogue: 

General  information  regarding  courses  in  journalism  is  first  given  on  pages  215,  216,  and 
repeated  with  some  amplification  on  pages  315-318  as  a  preface  to  suggested  outlines  ot 
work  to  students  specializing  in  the  course  in  journalism. 

A  statement  of  the  entrance  requirements  is  given  first  on  pages  103-123,  and  is  repeated 
in  summary  form  before  the  separate  announcements  of  the  College  of  Engineering  and  the 
Medical  School;  likewise  in  various  instances  the  complete  statements  regarding  require- 
ments for  degrees,  regarding  fees,  and  regarding  equipment  given  in  the  general  information 
section  of  the  catalogue  are  repeated  in  the  special  announcements  of  some  of  the  colleges. 

Several  courses  offered  by  the  departments  of  Letters  and  Science  but  offered  also  to  medical 
students  are  announced  both  under  the  College  of  Letters  and  Science  and  under  the  Medical 
School. 

Parts  of  the  catalogue  that  are  out  of  place. 

The  catalogue  has  been  "thrown  together,"  or  perhaps  it  is  better  to  say  that  it  has  grown 
by  accretion.    At  least  it  is  without  logical  arrangement. 

Illustrations  of  patchwork  in  catalogue  making  are  cited  as  illustrations  of  organization 
that  does  not  definitely  locate  responsibility  at  a  center  from  which  university  work  can  be 
viewed  as  a  unit.  This  fact  is  the  basis  of  the  survey's  recommendation  that  the  final  re- 
sponsibility for  the  catalogue  rest  with  the  business  manager. 

398 


Exhibit  7 

To  find  a  name  of  a  faculty  member  it  is  necessary  to  look  through  two  lists — those  of 
professorial  rank  in  one,  those  of  instructors  and  assistants  in  the  other. 

The  chairmen  of  letters  and  science  departments  are  found  on  page  55  between  the  stand- 
ing committees  of  the  university  faculty  and  the  historical  sketch  of  the  university;  other 
department  chairmen  are  not  named. 

The  two  pages  on  the  colleges  of  the  university  come  between  the  historical  sketch  and  the 
description  of  equipment,  which  is  itself  longer  than  the  historical  sketch  and  separated  from 
other  general  information. 

Some  laboratories  are  described  on  pages  78-82  under  equipment  while  the  engineering 
laboratories  are  described  on  pages  357-362. 

Library  fees  are  mentioned  in  an  obscure  place  on  page  83,  whereas  the  general  announce- 
ment of  other  fees  is  on  pages  124-130. 

Libraries  of  different  departments  are  mentioned  in  eight  different  places  in  the  catalogue. 

The  adviser  system  is  mentioned  on  pages  90,  142,  355 — each  time  inadequately. 

Fees  and  expenses  appear  now  in  seven  dilTerent  places. 

Inforrnation  regarding  women's  dormitories  appears  on  pages  129  and  130,  whereas  other 
information  regarding  women  students  is  on  page  91. 

Language  requirements  for  letters  and  science  are  given  on  pages  108,  134ff. 

The  question  of  degrees  is  treated  in  seven  different  places  in  the  catalogue. 

Information  regarding  loans,  fellowships,  scholarshi[)s,  prizes,  etc.,  is  scattered  through 
the  catalogue  and  requires  repeated  reference  to  the  index. 

The  Washburn  observatory  is  described  on  page  500  instead  of  with  the  section  on  equip- 
ment, pages  72ff. 

The  course  in  journalism  is  described  on  pages  315-323,  and  on  page  171  there  is  a  separate 
paragraph — over  half  a  page — entitled  "Preparation  for  Journalism,"  the  contents  of  which 
are  not  re-stated  or  referred  to  in  the  general  announcement. 

Material  regarding  other  special  courses  is  similarly  separated  without  either  repeating  or 
cross-referencing  to  insure  completeness. 

Possibilities  for  condensing  the  catalogue  in  its  present  form 

Condense  pages  127  and  128  re  laboratories  and  fees  into  a  table  such  as  is  used  in  the 
University  of  Illinois  catalogue. 

Tabulate  information  regarding  prizes,  scholarships,  loan  funds,  fraternities,  publications, 
etc. 

Omit  last  year's  calendar,  page  7. 

Condense  the  historical  sketch  after  bringing  it  up  to  date. 

Put  the  list  of  colleges  on  one  page  only. 

Reduce  description  of  equipment  on  pages  70-89. 

Reduce  the  summer  session  announcement  on  pages  563-589  by  omitting  the  days  and 
hours,  leaving  the  instructor's  name  and  the  number  of  credits  to  show  how  many  times  a 
week  a  class  meets.    The  time  schedule  as  stated  in  the  catalogue  is  not  observed. 

If  the  Harvard  practice  of  omitting  full  names  of  students  and  using  initials  were  followed, 
two  columns  might  be  placed  on  a  page  and  80  pages  thus  saved.  Women  students  might 
be  distinguished  by  asterisks. 

Much  more  of  the  catalogue  might  be  printed  in  small  type,  such  as  is  used  now  in  outlining 
engineering  courses. 

How  the  catalogue  is  made. 

That  there  should  be  omissions,  discrepancies,  errors,  unnecessary  explanation,  is  inherent 
in  the  method  by  which  the  catalogue  is  made. 

The  steps  in  the  making  of  the  catalogue  are  as  follows: 

1.  The  university  editor  early  in  the  second  semester  breaks  the  latest  catalogue  into 

sections  as  a  basis  for  next  year's  catalogue. 

2.  The  section  having  to  do  with  a  certain  department  is  sent  to  the  chairman  of  that 

department.  A  general  section  on  engineering  is  sent  to  the  department  of  engineer- 
ing, etc.  The  lists  of  officers  of  iuvstruction  and  administration,  general  descriptive 
matter,  terms  of  admission,  etc.,  go  to  the  registrar. 

3.  Sections  revised  by  amendment,  subtraction,  expansion,  etc.,  are  returned  to  the 

university  editor  directly  by  officers  as  above  mentioned,  without  going  through 
the  heads  of  the  colleges  or  the  president. 

4.  The  sections  are  then"  put  together  by   the  editor  whose  editing  consists  almost 

entirely  of  putting  sections  together  in  the  order  found  in  the  catalogue  of  the 
preceding  year. 

5.  Galley  proof  is  sent  to  chairmen,  deans,  etc. 

In  other  words  there  is  no  one  responsible  for  educational  policy  who  is  now  expected  to 
review  the  catalogue  as  a  whole  before  it  is  published. 

No  cumulativelist  of  errors  made,  discreiiancies  noted,  improvements  suggested,  is  kept 
between  the  issuing  of  one  catalogue  and  the  issuing  of  the  catalogue  the  following  year. 

399 


University  Survey  Report 

Helping  students  plan  their  courses  via  the  catalogue. 

The  practice  followed  by  the  University  of  Illinois  of  printing  before  the  detailed  depart- 
mental announcements,  outlines  of  work  that  may  logically  be  taken  during  each  of  four 
years,  helps  students  see  the  relation  of  individual  courses  to  the  rest  of  their  program. 

Because  there  are  no  such  outlines  in  the  Wisconsin  catalogue,  students  are  compelled  to 
work  without  taking  their  bearings. 

In  two  ways  the  present  arrangement  of  courses  lack  clearness: 

1.  Courses  within  a  department  are  not  clearly  separated  according  to  subdivisions 

into  which  they  logically  fall. 

2.  Courses  along  special  lines,  as  civic  secretary,  are  not  outlined  and  the  work  for  such 

a  course  is  scattered  so  that  the  average  student  does  not  see  in  one  place  the 
whole  of  the  course  which  it  would  be  best  for  him  to  take  for  work  in  this  field. 

Illustrations  from  the  department  of  political  economy. 

Under  the  heading  of  political  economy  work  falls  into  at  least  eight  general  fields: 

1.  General  and  introductory 

2.  History,  theory,  and  method 

3.  Money  and  finance 

4.  Insurance 

5.  Labor  and  industry 

6.  Transportation  and  communication 

7.  Commerce 

8.  Sociology 

The  work  in  economics  at  the  University  of  Wisconsin  is  not  organized  along  any  such 
divisions.  Occasionally  there  is  a  grouping  of  several  courses  consecutively  in  the  catalogue 
as  they  would  come  under  such  a  division,  but  even  such  grouping  is  not  adhered  to  system- 
atically. The  only  divisions  W'hich  the  student  finds  are  divisions  according  to  the  number 
of  years  the  student  has  been  at  the  university,  rather  than  according  to  the  purpose  or 
field.  That  is  to  say,  there  are  three  divisions — undergraduate,  undergraduate  with  gradu- 
ate, and  graduate  courses. 

Nowhere  may  a  student  find  what  would  naturally  follow  the  subject  he  selects  for  his  first 
semester's  work  in  this  department. 

For  example,  six  labor  courses  are  offered — 123a,  123b,  145a,  145b,  264b,  265.  In  the  cata- 
logue, however,  the  first  two  are  on  page  259,  the  second  two  on  page  262,  the  third  two  on 
page  264.  Between  these  pages  come  numerous  other  subjects  which  have  nothing  to  do 
with  labor.  There  is  nothing  on  page  269  to  indicate  that  three  and  five  pages  farther  on 
other  courses  in  labor  are  offered. 

On  page  257  courses  2a  and  2b  are  offered  in  sociology.  Four  pages  later,  four  other 
courses  are  given.  Between  the  two  groups  are  27  other  courses.  Six  pages  farther  on 
another  course  in  sociology  is  offered. 

How  four  other  colleges  group  courses  in  economics. 

In  Chicago  the  work  in  economics  is  divided  into  elementary,  intermediate  and  advanced 
courses.     The  advanced  courses  are  divided  into  five  groups  as  follows: 

1.  Theory  and  method 

2.  Money  and  finance 

3.  Labor 

4.  Industrial  fields 

5.  Seminars 

In  addition  to  printing  the  courses  in  groups,  the  University  of  Minnesota  prints  at  the 
head  of  the  department  announcement  in  fine  type  all  courses  in  groups,  showing  number, 
title,  credit  hours,  to  whom  offered,  and  prerequisites. 

The  University  of  Pennsylvania  divides  its  courses  in  economics  into  eight  separate  groups 
as  follows: 

1.  Business  law 

2.  Commerce  and  transportation 

3.  Economics  (general) 

4.  Finance  and  accounting 

5.  Geography  and  industry 

6.  Insurance 

7.  Anthropology 

8.  Sociology 

At  Harvard  the  graduate  courses  in  economics  are  grouped  as  follows: 

1.  Economic  theory  and  method 

2.  Economic  method 

3.  Applied  economics 

4.  Social  sciences 

5.  Courses  of  research  in  economics 

400 


Exhibit  7 

Outlines  of  courses  that  are  suggested  to  students. 

With  one  exception — the  course  in  commerce — there  are  in  the  announcement  of  the  Wis- 
consin department  of  economics  no  definitely  outHned  courses  of  study. 

Various  special  lines  of  study  in  economics  or  in  fields  where  economics  plays  an  important 
part  are  desired  by  students.  Courses  could  be  outlined  for  students  to  follow  in  order  to 
secure  the  subjects  which  will  best  fit  them  for  their  chosen  fields.  Of  this  the  present  out- 
line of  the  course  in  commerce  is  an  example.  This  course  which  is  chiefly  a  course  in  ac- 
countancy trains  men  for  the  definite  work  of  accounting  but  gives  them  besides  work  which 
it  is  desirable  for  an  accountant  to  have  in  economics,  political  science  and  other  departments. 

Outlines  now  furnished  by  other  universities. 

Illinois  groups  together  with  outlines  the  subjects  given  in  each  of  the  following  eight 
courses : 

1.  General  business 

2.  Commercial  and  civic  secretaries  ' 

3.  Banking 

4.  Insurance 

5.  Accountancy 

6.  Railway  and  traffic  accounting 

7.  Railway  transportation 

8.  Commercial  teachers 

For  all  these  courses  most  of  the  work  is  prescribed  for  the  first  two  years,  half  of  the  work 
for  the  last  two  years,  and  the  other  half  for  the  last  two  years  is  made  up  from  the  suggested 
electives. 

Pennsylvania  offers  four  groups: 

1.  Finance  and  commerce 

2.  A  two  year  course  in  business  practice  and  banking 

3.  Work  in  public  service 

4.  Teaching 

Chicago  has  organized  a  separate  college,  although  the  work  is  done  in  regular  courses. 
There  are  in  the  college  three  divisions  subdivided  as  follows: 

1.  Trade  and  industry  division 

a.  Trade  and  industry,  general  and  special 

b.  Secretarial  division — with  courses  in  general,  industrial,  and  educational 
secretarial  work 

c.  Commercial  teaching  division 

2.  Charities  and  philanthropic  service  division 

a.  General  charitable  and  philanthropic  work 

b.  Preparation  to  serve  charitable  organizations 

c.  Playground  work 

d.  Social  settlement  work 

3.  Public  service  division 

a.  Preparation  for  public  service — general 

b.  Public  (or  private)  service  in  the  labor  field 

c.  Regulating  or  investigating  commissions 

How  such  groups  are  presented  to  students  as  groups  without  reference  to  the  particular 
college  or  department  participating,  is  shown  by  the  course  in  railway  transportation  at 
Illinois.  The  grouping  is  reproduced  here  both  to  explain  and  to  emphasize  the  need  of  Wis- 
consin students  for  similar  help  in  planning  their  courses. 

Course  in  railway  transportation 

"In  choosing  additional  courses  to  make  up  the  required  130  hours  of  credit,  six  hours  of 
such  electives  must  be  taken  in  history,  political  science,  more  advanced  language,  or  phil- 
osophy." 

Course  in  railway  transportation 

First  year 
First  semester  Second  semester 

Prescribed  subjects  Prescribed  subjects 

Foreign  language  Foreign  language 

Rhetoric  Rhetoric 

Military  Military 

Physical  training  Physical  training 

General  Engineering  Drawing  Descriptive  Geometry 

Algebra  and  Trigonometry  Analytical  Geometry 

401 

Stm.— 26 


University  Survey  Report 


Second  year 


First  semester 

Prescribed  subjects 
Principles  of  Economics 
Calculus 
Physics 
Military 


Second  semester 

Prescribed  subjects 
Money  and  banking 
Business  organization 
Physics 
Military 
Analytical  mechanics 


Third  year 


First  semester 

Prescribed  subjects 
Railway  transportation 
Traffic  administration 
Railway  operation 
Anal.  mech.  and  resist,  of  matter 


Second  semester 

Prescribed  subjects 
Business  writing 
Railway  rates 
Traffic  administration 
Railway  operation 
Engines  and  boilers 
Electrical  engineering 
Surveying 


Fourth  year 


First  semester 

Prescribed  subjects 
Railway  operation,  or 
Traffic  administration 
Seminary  in  railway  administration 
Conference  on  written  work 
Elementary  and  intermediate 

accounting 
Labor  problems 
Locomotives 
Engineering  materials 


Second  semester 

Prescribed  subjects 
Railway  operation,  or 
Traffic  administration 
Mechanical  engineering  laboratory 
Seminary  in  railway  administration 
Elementary  and  intermediate 

accounting 
Railway  tests 
Mechanical  engineering  laboratory 


If  the  student  at  Wisconsin  plans  to  go  into  medicine  or  law  or  public  service  or  social 
service  or  the  ministry,  or  wishes  to  familiarize  himself  with  literature  and  methods  of  the 
social  work  phase  of  his  field,  he  can  find  nowhere  a  grouping  of  courses  which  he  might 
profitably  take.  How  helpful  such  grouping  would  be,  and  how  feasible,  was  illustrated  in 
the  September  1914  number  of  the  American  Journal  of  Sociology,  page  261ff,  by  Professor 
Frank  W.  Blackman  of  the  University  -of  Kansas.  It  is  reproduced  here  because  it  shows 
relations,  not  because  any  particular  subject  is  recommended. 


Professor  Blackman's  suggested  course  in  sociology. 

I,  Bio-social  group 

1.  General  anthropology 

2.  General  ethnology 

3.  Social  evolution 

4.  Criminal  anthropology 

5.  Race  problems 

6.  Eugenics  (graduate) 

7.  American  ethnology  (graduate) 

8.  Seminar  bio-social  research 

II.  Pure  or  general  sociology  group 

1.  Elements  of  sociology 

2.  Socialization  and  social  control 

3.  Psychology  sociology 

4.  Geographical  influence  on  society 

5.  Development  of  sociological  theory 

6.  Seminar  of  sociological  research  (graduate) 

402 


Exhibit  7 

• 

III.  Applied  or  specialized  sociology  group 

1.  Principles  of  applied  sociology 

2.  Rural  sociology 

3.  Social  pathology 

4.  Remedial  and  corrective  agencies 

5.  The  family 

6.  Socialism 

7.  Contemporary  society  of  the  United  States 

8.  American  and  European  charities  (graduate) 

9.  Seminar  of  social  research  (graduate) 

IV.  Social  technolog\^  and  social  engineering  (carried  by  advanced  students  and  instructors) 

1.  Preparation  for  social  service  (graduates) 

2.  State  work  in  connection  with  the  conference  of  charities  and  correction 

3.  State  work  in  connection  with  the  state  board  of  health 

4.  State  work  in  relation  to  the  board  of  control 

5.  Field  work  in  relation  to  penal  and  reformatory  practice 

6.  Field  work  in  social  surveys  of  rural  and  urban  communities 

7.  Municipal  engineering 

Without  such  an  outline  the  student  is  seldom  able  to  take  a  long  and  balanced  view  of  his 
own  course.  Because  he  does  not  see  portions  of  his  whole  course  in  relation  to  other  por- 
tions he  cannot  see  himself  in  correct  relation  with  opportunities  of  the  whole  course. 

The  course  in  commerce,  the  course  in  chemistry  with  its  several  subdivisions  and  the  course 
in  journalism  at  Wisconsin  are  beginnings  and  illustrations  of  what  might  be  carried  further. 

Finally  the  disadvantage  which  results  from  the  present  lack  of  such  grouping,  correlating 
and  systematizing  in  the  catalogue  is  not  a  paper  disadvantage;  is  not  a  mere  matter  of 
catalogue  arrangement;  it  is  a  matter  of  arrangement  in  the  student's  mind. 

What  is  in  the  instructor's  mind  is  also  reflected  in  catalogue  arrangement.  For  the 
faculty  to  group  courses  for  student's  consideration  will  first  require  that  the  faculty  group 
courses  for  its  own  consideration,  and  will  require  secondly  that  the  faculty  work  with  regard 
to  groups  and  relations,  where  now  it  must  in  large  part  work  without  knowing  what  programs 
each  instructor's  work  fits  or  misfits. 

Recommendations 

1.  That  the  Board  of  Regents  either  through  the  secretary  or  through  the  business  manager 
assume  responsibility  for  the  adequacy  of  the  catalogue  and  the  economy  of  its  preparation 
and  distribution. 

2.  That  before  the  first  steps  are  taken  to  publish  the  next  catalogue  for  1914-15,  the 
chairmen  of  departments,  directors  of  courses,  deans  and  assistant  deans  of  colleges,  the 
registrar,  business  manager  and  other  officers  responsible  for  university  administration  and 
policy,  and  each  regent  and  official  visitor,  be  asked  to  read  critically  pages  111-124  of  the 
eighth  annual  report  of  the  Carnegie  Foundation  for  Advancement  of  Teaching,  which 
condenses  the  strong  and  weak  points  of  over  1,000  college  and  university  catalogues. 

3.  That  instead  of  issuing  16,000  volumes  of  802  pages  there  be  issued  separate  sections  of 
such  size  and  in  such  number  as  experience  shows  is  necessary.  This  policy  is  already  in 
force  in  the  Extension  Division  and  the  College  of  Agriculture,  and  in  part  in  the  various 
special  announcements. 

The  separate  sections  might  provide  for  (a)  general  information,  entrance  requirements, 
etc.,  wanted  by  prospective  students;  (b)  information  regarding  separate  colleges  or  special 
courses  with  roster,  thus  helping  students  plan  in  advance  and  saving  special  printing- 
(c)  directory  of  faculty  and  (d)  of  students  (the  type  to  be  held  as  used  for  the  directory  issued 
each  fall). 

4.  That  for  exchanges  with  other  universities,  for  libraries,  and  for  the  limited  number  at 
the  University  of  Wisconsin  who  want  all  the  university  announcements  in  one  volume,  a 
small  complete  edition  be  issued  in  one  binding,  consecutive  paging  and  index. 

5.  That  the  general  information  in  the  catalogue  be  revised  each  year  in  order  to  keep  it 
up  to  date;  that  it  be  kept  up  to  date  not  merely  with  respect  to  Wisconsin's  own  facts  but 
with  respect  to  standards  of  catalogue  making  as  shown  by  such  studies  of  other  catalogues  as 
it  will  be  easy  to  organize  through  students  wishing  to  do  comparative  laboratory  work. 

6.  That  department  announcements  be  summarized  in  tabular  form  before  the  detailed 
list  of  classes,  so  as  to  show  the  number,  title,  credits,  of  whom  required,  who  is  eligible,  and 
the  prerequisites  (as  in  Minnesota).  This  will  help  the  student  focus  attention  upon  the 
subject  without  being  diverted  by  parenthetical  statements  about  prerequisites. 

7.  That  all  work  offered  in  various  lines  be  clearly  outlined  and  explained  to  aid  the 
student  in  selecting  his  course  with  reference  to  the  things  which  belong  together  and  to  the 
use  he  wishes  to  make  of  each  part  of  the  course  and  the  course  as  a  whole  (as  in  Illinois). 

8.  That  care  be  exercised  in  preparing  class  announcements  to  indicate  clearly  the  ground 
to  be  covered. 

403 


University  Survey  Report 

9.  That  the  generd!  information  be  consolidated  and  increased  to  include  answers  to  the 
many  questions  that  come  yearly  to  the  registrar  as  to  courses,  entrance  requirements,  con- 
ditions of  living,  chance  of  earning,  etc. 

10.  That  typographical  aids  to  quick  understanding  be  increased — differences  in  size  and 
blackness  of  type,  indentation  to  show  organization  of  sections,  etc. 

11.  That  the  size  of  volumes  be  reduced  by  use  of  tabular  form  in  small  type,  substitution 
of  small  for  large  type  in  much  descriptive  matter,  etc. 

12.  That  each  section  contain  descriptive  guide,  by  titles,  to  other  current  sections,  and 
also  to  special  bulletins  and  announcements. 

13.  That  a  complete  record  be  kept  showing  separately  the  cost  of  producing,  the  cost  of 
distributing,  and  the  lists  of  those  to  whom  a  catalogue  is  sent.  Only  by  study  of  this  list 
may  the  results  of  distributing  the  catalogue  be  learned. 


UNIVERSITY  COMMENT  ON  ALLEN  EXHIBIT  7,  ENTITLED  "THE  UNIVER- 
SITY CATALOGUE." 

It  must  be  admitted  that,  generally  speaking,  universities  have  not  given  to  the  editing 
of  their  catalogues  the  attention  which  the  subject  deserves.  As  is  said  in  Dr.  Allen's  quo- 
tation from  the  Eighth  Annual  Report  of  the  Carnegie  Foundation  for  the  Advancement  of 
Teaching,  "There  is  at  present  no  catalogue  that  would  not  be  vastly  improved  by  more  care- 
lul  editorial  scrutiny."  The  catalogue  of  the  University  of  Wisconsin  is  justly  included  in 
this  condemnation,  and  it  can  and  should  be  made  better.  It  must  be  stated,  however,  that 
it  is  in  a  broad  way  adequate  to  its  purpose,  and  tolerably  well  ordered  as  a  whole.  In  the 
subordinate  sections  the  order  is  sometimes  faulty,  and  in  particular  the  statements  in  some 
parts  of  the  catalogue  are  liable  to  criticism  for  redundancy  and  excessive  detail. 

It  is,  however,  not  so  much  these  matters  which  have  engaged  the  attention  of  Dr.  Allen 
as  omissions.  In  this  field  a  number  of  his  suggestions  are  of  use.  As  he  suggests,  a  clear 
account  of  the  organization  and  government  of  the  university  should  be  contained  in  the  cata- 
logue, an  ampler  view  of  student  life  should  be  provided,  and  a  considerable  number  of  details 
should  be  presented  with  greater  accuracy.  Such,  for  example,  are  the  facts  regarding 
entrance  from  non-accredited  schools,  the  possibility  for  obtaining  credit  for  advanced  work 
in  high  school  beyond  the  14  units  required  for  admission,  and  the  nature  of  senior  engineer 
inspection  trips.  For  calling  attention  to  the  inadequacy  of  the  catalogue  in  such  matters 
as  these  the  university  is  indebted  to  Dr.  Allen. 

On  the  other  hand,  it  is  obvious  that  no  catalogue  could  contain  all  the  matter  necessary 
for  the  detailed  direction  of  a  student  in  the  conduct  of  his  university  life;  still  less,  thafit 
could  contain  in  addition  all  the  matters  of  interest  to  all  parts  of  the  general  public.  In 
practice  the  catalogues  of  practically  all  institutions  of  higher  education  of  a  standing  com- 
parable to  that  of  the  University  of  Wisconsin  serve  two  functions;  they  contain  the  infor- 
mation which  it  is  desired  to  give  to  the  public  at  large  in  a  general  way,  and  also  such  matter 
as  is  of  value  to  students,  and  cannot,  or  should  not,  be  expanded  to  the  dimensions  of  a  special 
circular.  Thus  a  brief  account  of  the  courses  given  by  the  various  departments  is  of  im- 
portance alike  to  everybody  interested  in  the  university.  Facts  about  fees  and  expenses 
and  the  general  conditions  of  life  are  necessary  alike  for  the  intending  student  and  for  the 
student  already  in  residence.  The  general  facts  with  regard  to  the  relationship  of  students 
to  university  control  are  of  interest  to  parents;  the  list  of  names  of  students  and  faculty  and 
other  officials  is  of  public  importance.  On  the  other  hand,  the  minute  details  of  the  method 
of  administration  of  discipline,  the  special  requirements  of  technical  curricula  in  detail,  and 
the  minor  facts  with  reference  to  such  matters  as  correspondence  courses  or  the  "short  course" 
in  agriculture  require  to  be  treated  in  special  circulars. 

It  is  therefore  not  a  condemnation  of  the  catalogue  to  say  that  it  omits  many  matters  of 
importance  in  the  activities  of  the  university.  Thus  the  method  of  grading  followed,  the 
regulations  with  reference  to  conditions  and  failures,  the  treatment  of  cases  of  dishonesty 
in  university  work,  are  matters  of  internal  discipline  of  comparatively  little  interest  to  the 
general  public,  and  are  sufficiently  explained  by  circulars  which  are  placed  in  the  hands  of 
each  student  when  he  enters  the  institution. 

There  are  again  many  matters  with  reference  to  which  no  public  statement  would  seem  to 
be  necessary,  either  because  they  may  be  taken  for  granted,  or  because  those  who  would  be 
interested  in  them  would  obtain  the  information  in  the  natural  course  of  their  university  ife. 
Dr.  Allen  asks,  for  example,  whether  there  are  "churches  or  opportunities  to  attend  religious 
services  in  Madison."  The  question  with  reference  to  a  city  with  a  population  of  about 
30,000,  the  capitol  of  a  great  state,  excites  surprise.  Again,  students  of  a  sufficient  degree 
of  advancement  to  be  interested  will  inevitably  find  out  in  the  mere  course  of  their  university 
life  whether  their  department  offers  thesis  courses,  and  what  related  courses  in  other  depart- 
ments may  subserve  the  special  end  which  the  students  have  in  view.  Or  again,  while  gen- 
eral knowledge  as  to  the  equipment  of  the  various  divisions  of  the  university  may  be  of  inter- 
est t9  the  public  at  large,  minute  information  as  to  the  equipment  in  particular  departments 
is  of  importance  only  to  those  who  are  going  to  make  use  of  the  equipment,  and  they  can  best 

404 


Exhibit  7 

familiarize  themselves  with  it  directly.  The  cases  cited  are  typical,  both  of  the  valuable  and 
of  the  less  valuable  aspects  of  Dr.  Allen's  comments  on  omissions,  and  show  that  many  of 
his  criticisms  of  the  catalogue  on  the  ground  of  omission  are  irrelevant. 

A  review  of  the  list  of  errors  in  statement  shows  that  they  are  concerned  almost  entirely 
with  physical  conditions  and  are  mainly  due  to  the  fact  that  the  catalogue  has  not  been  kept 
in  all  details  closely  up-to-date.  Such  discrepancies  are  that  between  the  number  of  volumes 
in  the  Law  Library,  which  is  stated  on  one  page  to  be  21,000  and  on  another  page  to  be 
22,000;  and  the  statement  that  the  Agricultural  Chemistry  Auditorium  seats  100  whereas 
it  actually  seats  353;  or  that  the  buildings  used  for  instructional  purposes  are  said  to  number 
26  when  they  really  number  31 ;  or  that  buildings  completed  before  the  catalogue  was  pub- 
lished are  said  to  be  in  process  of  construction.  Certainly  these  should  not  appear  in  the 
catalogue.  A  somewhat  careful  consideration  of  the  catalogue  by  a  committee  of  the  faculty 
indicates  that  it  is  this  type  of  error  which  is  the  most  serious  to  l)e  found  on  its  pages. 

Of  the  duplications  with  which  the  university  catalogue  is  charged,  the  greater  number 
seem  to  be  entirely  justified.  Experience  shows  that  the  use  of  a  book  of  this  kind  is  likely 
to  be  most  efTective  when  the  main  facts  concerning  any  college  of  the  university  are  grouped 
together,  even  if  this  should  involve  some  duplication  of  matter  stated  elsewhere.  Hence 
the  brief  outline  of  the  entrance  requirements  introducing  the  separate  announcements  of 
the  College  of  Engineering  and  the  Medical  School,  and  the  repetition  of  the  announcements 
of  courses  ofl'ered  by  the  College  of  Letters  and  Science  and  also  offered  by  the  Medical 
School,  seems  to  be  a  quite  justifiable  procedure.  With  regard  to  duplication,  for  example, 
of  information  regarding  courses  in  journalism,  or  regarding  fees  and  equipment  there  might 
be  some  difference  of  opinion,  but  it  is  probable  that  most  persons  would  agree  with  Dr. 
Allen's  criticism  in  these  particular  matters. 

On  the  whole,  with  regard  to  the  specific  suggestions  made  in  Dr.  Allen's  report,  it  is  fair 
to  say  that  they  are  of  unequal  value,  but  that  considered  with  caution  they  render  some  use- 
ful assistance  in  the  revision  of  the  catalogue. 

Passing  from  these  details  to  the  general  suggestions  made  in  the  latter  part  of  the  exhibit, 
they  may  be  classified  under  four  heads:  (1)  that  a  series  of  circulars  should  take  the  place 
of  a  single  catalogue,  such  circulars  to  be  bound  together  and  indexed  in  a  small  edition  for 
reference  purposes;  (2)  that  the  editing  of  the  catalogue  should  he  centralized  in  the  hands  of 
an  official  of  the  Board  of  Regents,  either  the  secretary  or  the  business  manager;  (3)  that  the 
form  of  the  catalogue  should  be  considerably  changed,  particularly  by  adding  summaries  of 
the  department  announcements  and  outlines  and  suggestions  for  the  direction  of  the  student 
in  electing  courses;  and  (4)  that  an  accurate  record  should  be  kept  of  the  cost  of  making  and 
distributing  the  catalogue,  and  of  the  persons  who  receive  it.  We  shall  take  up  these  four 
subjects  in  order. 

The  proposal  to  substitute  a  body  of  circulars  for  a  catalogue  such  as  is  at  present  issued  is 
a  matter  which  has  for  several  years  been  repeatedly  suggested.  To  some  extent,  this  policy 
has  been  followed  by  Harvard  University;  and  Cornell  University  and  the  universities  of 
Michigan  and  Minnesota  are  at  present  experimenting  with  a  series  of  circulars  practically 
of  the  same  character  as  those  which  would  be  issued  by  this  institution  in  case  the  policy 
were  adopted.  Reports  as  to  the  satisfactory  character  of  this  method  of  disseminating  in- 
formation about  the  university  are  in  conflict.  In  general,  it  may  be  said  that  this  method, 
though  it  may  be  more  efTicient  than  the  present  one,  is  certain  to  be  more  expensive.  A 
large  part  of  the  cost  of  the  printing  of  the  catalogue  is  in  the  expense  of  typesetting.  The 
amount  of  duplication  necessary  to  make  a  body  of  circulars  efTicient  would  be  so  great  that 
it  would  very  considerably  increase  this  part  of  the  cost  of  the  catalogue.  Moreover,  the 
close  intimacy  existing  among  the  different  units  of  university  organization,  as  a  result  of 
which  students,  especially  in  the  advanced  courses,  elect  widely  in  other  colleges  or  schools 
than  that  in  which  they  are  registered,  renders  it  necessary  for  students  within  the  university 
to  have  before  them  the  circulars  or  announcements  of  several  of  the  colleges  and  schools. 
Entering  students,  in  addition,  are  frequently,  if  not  commonly,  uncertain  which  college 
they  desire  to  register  in,  and  wish  to  have  laid  before  them  the  opi)ortunities  offered  by  all 
the  colleges  of  the  institution.  The  practical  result  is  very  likely  to  be  that  as  large  an 
amount  of  printed  matter  would  have  to  be  distributed  on  the  whole  as  is  the  case  at  present. 
The  result  would  obviously  be  an  increase  in  expense.  It  is  possible,  however,  that  clearness 
and  ease  of  consultation  might  give  the  method  of  utilizing  circulars,  so  much  greater  efllciency 
that  it  would  be  desirable  to  adopt  it.  Upon  this  matter,  therefore,  further  study  is  requisite 
before  a  conclusion  is  reached. 

The  second  suggestion  made  by  Dr.  Allen  is  that  responsibility  for  editing  the  catalogue 
should  be'assumed  by  one  officer  of  the  Board  of  Regents,  cither  the  business  manager  or  the 
secretary.  This  suggestion  is  based  upon  the  affirmation  that  the  catalogue  is  without  logical 
arrangement,  and  that  it  is  characterized  by  a  multitude  of  faults,  inherent  in  the  process  by 
which  the  catalogue  is  made  up.     In  brief,  this  process  is  as  follows. 

The  university  editor  separates  the  catalogue  into  sections,  distributing  these  sections 
to  the  departments  and  officials  especially  concerned  for  revision,  and  receiving  the  matter 
directly  from  the  hands  of  those  to  whom  he  has  sent  it,  and  puts  the  sections  together  in  the 
order  of  the  catalogue  of  the  previous  year.  This  method  is  criticized  because  "there  is  no 
one  responsible  for  editorial  policy  who  is  now  expected  to  review  the  catalogue  as  a  whole 
before  it  is  published." 

The  present  system  is  exactly  that  suggested  by  Dr.  Allen.  The  university  editor  is  an 
official  responsible  directly  to  the  business  manager.  The  present  method  of  editing  indeed, 
was  intended  to  accomplish  the  ends  suggested  by  Dr.  Allen's  comments.     It  was  believed 

405 


University  Survey  Report 

that  the  university  editor  should  be  able  to  give  the  catalogue  that  unity  of  effect  which  is 
attained  by  a  proper  central  criticism.  It  cannot  be  admitted  that  these  ends  have  alto- 
gether failed  of  being  attained.  It  is  exaggerating  to  say  that  the  catalogue  is  entirely 
"without  logical  arrangement"  or  to  imply  that  the  "omissions,  discrepancies,  errors  and 
unnecessary  explanations"  are  of  such  an  extreme  character  as  profoundly  to  affect  the  value 
of  the  catalogue  for  the  purpose  for  which  it  is  intended. 

At  the  same  time,  for  reasons  not  touched  upon  by  Dr.  Allen,  the  efficiency  of  the  uni- 
versity editor  in  the  control  of  the  catalogue  is  not  so  great  as  was  anticipated.  A  brief 
explanation  will  make  this  clear.  The  general  method  of  gathering  material  for  the  cata- 
logue which  is  at  present  followed  is  inherent  in  the  situation  The  officers  of  instruction 
and  government  who  are  directly  concerned  with  each  portion  of  the  catalogue  must  be 
depended  upon  for  the  information  concerning  their  respective  portions  of  the  institution. 
Neither  a  dean  nor  a  president  can  effectively  review  the  substance  of  the  statement  of  a 
department  with  reference  to  its  own  courses.  A  good  editor,  however,  can  deal  with  such 
considerations  as  proportion,  expression,  and  form  in  general,  and  with  experience  be  able 
to  elicit  information  the  value  of  which  would  not  have  been  obvious  to  the  officials  of  the 
department  concerned  in  the  first  place.  There  can  be  no  doubt  that  the  criticism  of  uni- 
versity catalogues  made  in  the  report  of  the  Carnegie  Foundation,  and  elaborated  in  this 
exhibit  by  Dr.  Allen,  will  lead  to  improvement.  At  the  present  time  a  faculty  committee 
is  at  work  endeavoring  to  improve  the  organization  of  the  catalogue.  The  success  of  their 
work,  together  with  an  increase  of  responsibility  on  the  part  of  the  university  editor,  may  be 
expected  to  bring  about  a  steady  improvement. 

Dr.  Allen  proceeds  to  suggest  at  considerable  length  the  addition  to  the  catalogue  of  a 
large  number  of  tabulations  and  elaborate  explanations.  He  criticizes  the  statements  of 
most  of  the  departments,  for  example,  because  they  lack  the  "  'motivating  reasons'  such 
as  are  given  for  chemistry."  He  suggests  "printing  before  the  detailed  departmental 
announcements  outlines  of  work  that  may  logically  be  taken  during  each  of  the  four  years." 
He  proposes  elaborate  outlines  of  a  sequence  of  courses,  almost  constituting  complete  cur- 
ricula, and  prepared  for  a  great  many  different  professions. 

It  should  be  said  that  the  absence  of  suggestions  of  this  elaborate  kind  from  the  catalogue 
of  the  University  of  Wisconsin  is  in  accordance  with  a  policy  quite  distinct  and  firmly  main- 
tained. The  aspirations  and  desires  of  individual  students  with  reference  to  their  equip- 
ment for  their  future  careers  are  so  varied  that  no  possible  group  of  outlines,  however  full, 
can  be  adequate  for  the  purpose  of  guidance,  even  in  the  majority  of  cases.  By  means  of  the 
assistance  of  advisers  it  is  possible  to  help  the  students  to  realize  their  individual  needs  under 
the  guidance  of  those  members  of  the  faculty  who  have  the  most  intimate  knowledge  and  the 
greatest  interest  in  them  and  their  purposes. 

The  faculty  has  no  desire  to  "group  courses  for  its  own  consideration"  with  reference  to 
professional  matters  further  than  is  now  the  case.  In  the  future,  a  more  specific  organiza- 
tion of  a  series  of  courses  for  definite  professional  ends  may  be  decided  upon  for  more  profes- 
sions than  are  now  provided  for  in  this  way.  But  it  certainly  cannot  be  said  even  now  that 
there  is  any  lack  of  guidance  toward  professional  ends  for  undergraduates  who  desire  such 
guidance. 

Analogous  to  these  suggestions  are  a  number  of  proposals  with  reference  to  the  utilization 
of  various  means  of  typography  to  abbreviate  the  catalogue  or  to  contribute  to  its  clearness. 
It  may  be  observed  with  regard  to  all  of  these  suggestions  that  whatever  their  value — and 
a  number  of  them  might  perhaps  be  followed  to  advantage — they  do  not  contribute  to  econ- 
omy. Thus  if  every  department  outlined  its  courses  and  if  there  were  printed  a  curriculum 
or  alternative  curricula  leading  to  every  important  profession,  the  catalogue  would  be 
greatly  increased  even  over  its  present  size.  While  the  reduction  of  a  number  of  pages  by 
devices  of  typography  would  be  slight  at  best,  it  would  on  the  whole  tend  to  increase  the  bill 
for  printing  quite  enough  to  offset  the  diminution  in  the  cost  due  to  the  saving  of  paper. 

With  regard  to  the  fourth  main  suggestion  of  Dr.  Allen,  that  a  system  of  records  be  in- 
stalled, "showing  separately  the  cost  of  producing,  the  cost  of  distributing,  and  a  list  of  those 
to  whom  the  catalogue  is  sent,"  it  seems  doubtful  whether  the  additional  information  thus 
obtained  would  have  sufficient  practical  value  to  warrant  the  expense  of  making  the  records. 
It  is  a  principle  too  little  observed  with  regard  to  records  and  accounts  that  that  system  is  the 
best  which  in  the  simplest  way  obtains  the  information  necessary  either  as  a  basis  for  policy 
or  as  a  safeguard  against  waste.  There  is  at  present  an  accurate  account  of  the  expense 
involved  in  the  material  make-up  of  the  catalogue.  Information  as  to  what  may  be  called 
the  constructive  expense  of  the  catalogue — the  time-cost  of  the  time  spent  by  the  president, 
directors,  deans,  professors,  and  others  who  contribute — would  have  no  practical  significance 
whatever.  Some  such  book  as  the  catalogue  must  be  made  and  the  time  spent  on  it  can  not 
be  saved. 

As  to  the  record  of  the  distribution  of  the  catalogue,  if  the  catalogue  were  in  the  nature  of  a 
commercial  advertisement,  it  would  be  desirable  to  be  sure  of  its  effectiveness  in  bringing  the 
advantages  of  the  university  to  the  attention  of  intending  students.  It  might  even  be  worth 
while  to  plan  a  "follow-up  system."  But  the  function  of  the  catalogue  is  not  to  advertise 
the  university.  It  is  issued,  except  for  official  copies  and  exchanges,  solely  in  response  to 
requests  made  in  person  or  by  letter;  it  is  intended  to  convey  information  to  those  who  have 
already  expressed  a  desire  for  that  information.  To  know  who  have  already  expressed  a  wish 
for  a  copy  of  the  catalogue  would  be  easy,  but  to  know  what  use  they  make  of  the  informa- 

406 


Exhibit  7 

tion  they  receive  is  quite  impossible  under  any  system.  The  university  now  knows  with 
sufficient  accuracy  that  every  one  of  the  sixteen  thousand  catalogues  is  either  delivered  to  an 
official,  or  exchanged  with  one  of  a  selected  list  of  institutions,  or  sent  in  response  to  a  speci- 
fic request.  The  record  suggested  by  Dr.  Allen  would  give  in  addition  the  names  of  those 
persons  who  have  asked  for  a  catalogue.  It  is  not  easy  to  see  what  use  could  be  made  of 
such  information. 

In  sum.  Dr.  Allen's  specific  criticisms  with  reference  to  the  imperfections  of  the  catalogue, 
though  they  do  not  all  commend  themselves  to  our  judgment,  contain  a  number  of  helpful 
suggestions.  Of  his  more  constructive  general  suggestions  there  are  two,  some  elements 
of  which  may  be  adaptable  to  the  conditions  existing  at  the  university.  On  the  whole  it  must 
be  said  that  the  general  effect  of  the  changes  suggested  by  him  would  be  to  increase  the  bulk 
and  expense  of  the  catalogue  beyond  reasonable  limits. 

(Signed)  II.  B.  LATHROP. 


407 


EXHIBIT  8 


HOW  THE  UNIVERSITY  HELPS  STUDENTS  FIND  ROOMS  AND  BOARD 

In  its  catalogue  for  1912-13,  page  124,  the  university  printed  a  paragraph  regarding  rooms 
and  board  in  private  houses: 

Rooms,  furnished  and  unfurnished,  can  be  obtained  in  the  city  at  prices  per  week  rang- 
ing from  $2  to  $5  a  person.  The  cost  of  board  in  clubs  is  S3  to  S4  a  week;  in  private 
families  and  boarding  houses  from  $4  to  85.50  a  week.  Many  students  obtain  rooms 
or  board  in  families  or  clubs  by  rendering  service;  but  these  places  are  eagerly  sought 
for,  and  cannot  always  be  obtained  at  once.  Those  dependent  upon  themselves  for 
support  should  not  come  to  the  university  unless  they  have  a  reasonable  fund. 

No  corresponding  paragraph  appears  in  the  catalogue  for  1913-14. 

Students,  whether  men  or  women,  inquiring  in  1914  from  a  distance  as  to  cost  of  living  at 
the  university  were  given  inadequate  information.  In  addition,  men  students  were  furnished 
both  inadequate  and  misleading  information  in  the  form  of  an  oflicial  directory,  which 
included  an  approved  list  of  rooms  for  women. 

On  September  9.  1914,  the  registrar's  office  wrote  a  man  that  rooms  might  be  obtained  at 
private  houses  "at  a  cost  of  all  the  wav  from  SI. 50  to  $5.00  per  week;"  that  the  price  of  board 
"ranges  from  $4.25  to  $5.00  per  week.'" 

September  3,  1914,  the  dean  of  women's  office  wrote  that  a  comfortable  room  in  one  of  the 
desirable  neighborhoods  of  the  university  "costs  from  S3. 50  to  Sl.OO,  sometimes  S3. 00  for  a 
single  room,  while  rooms  for  two  are  usually  from  $5.00  to  $6.00  a  week,  that  is,  $2.50  or 
$3.00  apiece."  This  letter  further  reads:  "It  is  a  little  difficult  to  give  you  an  estimate 
of  what  it  will  cost  you,  as  many  girls  go  through  on  a  larger  amount  while  others  do  it  for 
much  less.  ...  If  you  are  to  live  at  a  sorority  house  I  cannot  estimate  the  cost  as  I  am 
not  familiar  with  their  charges  for  room  and  board  and  their  tax  for  social  obligations." 
The  approved  list  of  rooms  was  then  advertising  rooms  much  below  the  prices  above  quoted — 
$1.00  per  person  in  double  rooms;  $2.00  to  $2.50  for  single  rooms. 

One  letter  of  inquiry  addressed  to  the  president's  office,  September  2,  1914,  was  not 
answered;  a  follow-up  letter  addressed  to  the  registrar  a  fortnight  later  brought  an  answer 
which  promised  to  send  a  student  rooming  directory  that  never  arrived. 

In  two  cases  the  only  answer  received  from  the  dean  of  women's  office  to  questions  regard- 
ing the  cost  of  living  was  the  bulletin  issued  by  the  women's  student  organization — the  Self 
Government  Association — which  says  nothing  about  cost  of  living  except  that  prices  of  rooms 
"usually  range  from  $1.75  to  $6.50"  without  stating  that  these  prices  are  per  week.  In  a 
third  case  this  bulletin  was  sent  with  a  lead  pencil  note  on  the  last  page:  "The  dormitories 
are  full." 

At  the  same  time  that  the  registrar  was  writing  to  inquiring  men  students  that  "of  course 
the  expense  for  board  can  be  reduced  somewhat  by  doing  some  amount  of  cooking  in  your 
room,"  the  dean  of  women's  office  told  an  inquiring  woman  that  there  would  be  no  possi- 
bility of  securing  the  privilege  of  light  housekeeping. 

The  list  of  rooms  for  women  contains  30  rooming  houses,  of  which  two  were  started  to  show 
that  they  also  give  board.  This  list  included  names  of  women  who  did  not  wish  to  have 
university  roomers  this  year  and  also  the  names  of  women  whose  rooms  were  taken  before  the 
last  year"  closed.  The  reason  given  by  the  university  for  continuing  the  distribution  of 
addresses  known  to  be  filled  is  "that  there  are  withdrawals  and  transfers  which  may  leave 
rooms  in  the  house  available  which  earlier  were  filled:  one  house  which  had  previously  been 
reported  filled  had  vacancies  Thursday,  September  17."  It  is  true,  however,  that  during  the 
rush  of  registration  week  women  students  were  given  typewritten  and  penciled  lists  of  houses 
which  had  no  vacancies  or  did  not  want  women  roomers — and  this  after  landladies  had 
telephoned  requesting  the  removal  of  their  names. 

Men  were  sent  a  list  of  rooming  houses  and  boarding  places  "in  the  vicinity  of  the  uni- 
versity." Of  this  list,  the  registrar  also  wrote:  "It  will  I  believe  give  you  a  good  idea  of 
the  cost  of  living  in  Madison." 

The  university's  official  attitude  towards  this  published  list  was  stated  in  a  letter  from  the 
registrar  to  the  survey,  June  30,  1914,  as  follows: 

" each  year  a  careful  canvass  of  all  the  boarding  and  rooming  places  in  the 

vicinity  of  the  university  is  made  and  this  information  is  tabulated  in  the  form  of 
a  student  room  and  boarding  house  directory.  This  work  has  been  done  for  the  past 
two  or  three  years  by  several  students  under  our  direction,  and  we  have  every  reason 
to  believe  that  the  same  is  thoroughly  and  accurately  compiled.  The  advertising 
which  the  directory  contains  is  the  recompense  the  students  receive  for  the  publica- 
tion; copies  being  furnished  the  university  without  cost.  I  am  sending  you  herewith 
a  copy  of  this  publication  for  last  year." 

409 


University  Survey  Report 

"In  the  case  of  an  inquiry  being  made  direct  to  the  office,  a  copy  of  this  directory  is  sent 
the  candidate,  and  copies  are  also  available  at  the  opening  of  the  year  for  distribution 
among  students  who  have  not  secured  their  quarters." 

This  directory,  said  by  the  registrar  to  be  prepared  under  the  university's  direction,  was 
approved  so  far  as  the  lists  for  women  were  concerned  by  the  dean  of  women's  office,  and  the 
rooming  houses  for  women  mentioned  in  it  are  said  to  have  been  inspected  before  this  list 
was  published. 

Of  the  directories  for  both  1913  and  191 1  the  president  wrote  to  the  survey  in  November 
that  he  had  seen  them;  had  given  neither  of  them  his  official  approval,  "except  that  the  busi- 
ness manager,  upon  the  order  of  the  registrar,  had  bought  1,100  copies  of  the  1913  directory 
at  a  cost  of  .$25";  that  the  university  merely  allowed  the  student  publishers  to  place  the 
directory  in  the  office  of  the  registrar,  "so  that  students  might  take  copies  if  they  so  desired." 
[August'l.'),  1914,  the  university  paid  $25.00  for  1,000  copies  of  the  1914  issue.] 

This  directory  (1914)  was  a  32-page  pamphlet  with  advertising  at  the  top  and  bottom  of 
every  page,  with  some  pages  of  solid  advertising  and  with  the  inside  and  outside  covers 
almost  entirely  advertising.     Among  the  statements  on  the  first  page  were  these: 

"The  object  of  this  directory  is  to  list  all  the  student  rooming  and  boarding  houses  in 
Madison  in  order  to  lighten  the  long  search  for  rooms  which  students  experience  every 
fall.  .  .  .  The  landladies  [no  apostrophe]  names  which  appear  in  capital  letters  are 
especially  recommended."  [The  survey  ascertained  that  capital  letters  meant  in 
the  instances  interviewed  a  special  fee  paid  by  the  landladies  "especially  recom- 
mended."] 

"The  university  and  the  advertisers  have  made  possible  the  free  distribution  of  this 
booklet." 

Cigar  and  billiard  room  advertisements  appear  in  this  directory,  including  one  advertise- 
ment of  a  billiard  room  which,  upon  inspection,  was  found  to  be  connected  by  an  open  arch- 
way with  a  saloon;  in  the  women's  section  appeared  an  advertisement  of  a  place  to  which 
women  students  would  be  permitted  to  go  only  under  the  most  careful  chaperonage,  if  at  all. 

For  the  year  1914-15  the  Department  of  Clinical  Medicine  submitted  to  the  president  a 
list  of  65  houses  (for  men)  which  had  been  inspected  and  approved  by  that  department  as 
to  sanitary  conditions.  Of  the  272  houses  listed  in  the  1914  directory  as  available  for  men, 
only  35  were  also  found  on  the  inspected  list.  The  remaining  30  houses  approved  by  the 
Department  of  Clinical  Medicine  are  not  found  in  the  directory. 

After  a  preliminary  test  of  the  directory  by  the  survey,  the  attention  of  the  resident 
regent  was  called  to  possibilities  for  improvement.  Immediately  the  executive  committee 
withdrew  the  directory  and  within  one  week  the  compilation  of  a  new  directory  without 
advertisement  was  completed  under  the  immediate  supervision  of  the  business  manager. 
This  new  directory  contains  facts  as  to  price,  floor,  light,  heat,  closet  accommodations,  bed 
or  cot,  toilet  and  bath,  etc.,  for  310  houses,  618  rooms,  and  provision  for  1,082  students,  and 
boarding  facilities  for  615  students  not  listed  in  the  old  directory. 

The  defects  of  the  withdrawn  directory  do  not  deserve  enumeration  here.  The  essential 
facts  so  far  as  the  future  is  concerned  are  these: 

1.  What  it  costs  students  to  live  at  Madison  is  not  known  definitely  at  the  university; 
hence  consistent  advice  or  helpful  information  cannot  be  given  to  students  desiring  to  econo- 
mize; nor  can  a  consistent  policy  be  outlined  for  reducing  cost  or  arresting  its  increase.  A 
woman  who  asked  for  a  low  priced  room  was  told  that  it  was  out  of  the  question  to  secure 
light  housekeeping  privileges  although  the  inquirer  at  the  time  knew  of  such  rooms.  Within 
15  minutes  this  same  questioner  was  urged  to  pay  $5.00  a  week  for  a  room  and  to  live  near 
the  university  for  the  student  life,  and  was  further  told  that  a  mile  was  too  far  to  walk  from 
home  to  university. 

Houses  for  women  students  are  not  approved  by  the  dean  of  women  unless  the  parlor  may 
be  used  "at  suitable  times,  and  for  such  periods  as  shall  make  it  possible  for  a  girl  to  entertain 
callers,  and  so  keep  in  touch  with  her  friends.  We  have  always  insisted  that  the  landladies 
permit  the  use  of  the  parlor  one  mid-week  evening,  and  on  Friday  and  Saturday,  or  Saturday 
and  Sunday,  or  Friday  and  Sunday.  If,  however,  the  house  contains  a  large  number  of 
students,  we  have  insisted  that  the  parlor  be  available  every  evening."  The  effect  of  this 
requirement  upon  the  cost  of  rooms  has  not  been  investigated. 

2.  Definite  information  as  to  cost  has  not  been  sought  by  the  university;  the  dean  of  women 
considers  it  undesirable  for  her  office  to  compile  the  data  for  the  women  students,  although 
she  believes  data  would  be  helpful  if  otherwise  collected. 

3.  In  negotiating  with  landladies,  students  have  been  placed  at  a  disadvantage  because 
adequate  specific  information  regarding  alternative  rooms  was  not  furnished. 

4.  The  records  do  not  support  the  advertised  statements  that  all  houses  in  which  women 
students  live  are  inspected.  Only  55  houses  for  only  155  women  were  inspected  between 
September  and  November  12,  1914,  and  only  35  houses  where  women  students  finally  took 
rooms.  For  the  inspection  between  March  and  June,  1914,  an  assistant  was  used  who  was 
at  the  time  teaching  in  the  Wisconsin  high  school  13  hours  a  week  and  had  92  pupils. 

5.  The  inspection  by  the  dean  of  women  has  been  ununiform  and  inadequate,  as  are  the 
records  of  such  inspection  which  are  intended  to  show  conditions  in  lodging  and  boarding 
quarters  for  women;  defects  called  attention  to  in  September,  1914,  had  not  been  changed  by 
November  12th. 

410 


Exhibit  8 

6.  A  room  score  card  designed  to  obtain  specific  information  regarding  rooms  for  both 
sexes  is  not  used  because  it  was  felt  to  have  little  effect  in  enforcing  improvement  in  con- 
ditions. 

7.  While  the  Department  of  Clinical  Medicine  reported  inspections  in  1913-14  of  rooming 
houses  involving  1,075  students,  no  use  of  its  information  was  made  in  preparing  the  official 
bulletin;  their  record,  however,  shows  only  112  houses  inspected  for  1914-15  (65  for  men, 
47  for  women). 

8.  The  grading  of  houses  according  to  facilities  offered  into  first  and  second  grades  has 
been  abandoned. 

9.  No  central  administrative  officer  representing  the  Board  of  Regents  or  the  president 
has  heretofore  been  responsible  for  comparing  work  done  by  the  university  in  connection  with 
students'  rooms  and  board  with  work  which  might  be  done  to  the  advantage  of  students  and 
university. 

There  has  been  great  improvement  in  recent  years,  as  already  has  been  stated  in  part  IV 
under  question  11.  The  present  interest,  however,  is  in  opportunities  for  further  improve- 
ment rather  than  in  appraisal  of  past  improvement.     It  is  suggested: 

1.  That  responsibility  for  having  an  up  to  date,  complete,  specific  register  of  rooming  and 
boarding  accommodations  for  students  be  assumed  by  the  regents  and  discharged  through 
the  office  of  business  manager. 

2.  That  so  far  as  portions  of  the  work  are  delegated  to  the  agricultural  college  for  short 
course  students,  to  the  dean  of  women  for  women  students  to  the  Department  of  Clinical 
Medicine  or  the  student  interests  committee  for  inspection  of  sanitary  conditions,  or  the  reg- 
istrar for  furnishi-ng  information  by  correspondence,  the  work  of  each  of  these  agents  be  sub- 
ject to  continued  and  rigid  audit  for  completeness  and  promptness  by  the  business  manager. 

3.  That  the  record  card  used  for  the  revised  official  directory  for  1914  be  amended  to  give 
such  additional  information  as  the  university  feels  should  be  on  the  card  and  that  the  facts 
regarding  all  houses  in  which  students  live  be  specifically  recorded  for  each  room. 

4.  That  the  use  of  the  score  card  be  revived. 

5.  That  the  official  directory  contain  not  merely  the  location  of  houses,  the  names  of  land- 
ladies and  a  selection  of  facts,  but  a  complete  list  of  facts  gathered  as  to  each  house,  and  as 
to  each  room  in  each  house,  including  facilities  tor  study,  comfort,  and  entertainment  and 
for  light  housekeeping  where  permitted. 

6.  That  the  directory  classify  houses  according  to  scores  earned  by  each. 

7.  That  landladies  be  informed  two  months  in  advance  of  the  census  that  the  university 
intends  to  print  not  only  names  and  prices,  but  facts  called  for  by  the  record  card  modified 
by  the  scoring. 

8.  That  the  university's  cooperation  be  offered  to  landladies  who  would  like  to  have  names 
■withdrawn,  whether  temporarily  or  permanently,  from  the  list  to  be  visited  by  students. 

9.  That  at  least  once  a  month  during  the  summer  a  list  of  modifications  be  published  or 
mimeographed  to  show  rooms  or  houses  withdrawn  and  rooms  or  houses  to  be  added. 

10.  That  to  relieve  congestion  and  reduce  cost  students  be  encouraged  to  go  to  cheaper 
because  more  distant  houses;  first,  by  notices  in  the  catalogue  and  by  letter  and  otherwise  to 
students  and  parents;  and  secondly,  by  a  remission  of  military  drill  or  physical  education 
requirements  to  all  students  who  walk  more  than  a  mile,  for  example,  to  and  from  the  uni- 
versity. 

11.  That  students  be  frankly  urged  in  all  university  publications  to  seek  the  accommoda- 
tions at  prices  within  their  means,  which  receive  the  highest  scoring,  and  for  which  the 
directory  shows  the  largest  number  of  desirable  facilities.  That  the  advantages  of  student 
cooperative  rooming  and  boarding  houses  be  clearly  stated — especially  to  students  wishing 
to  economize. 

12.  That  typical  budgets  for  students  be  published  in  the  catalogue  and  in  the  directory 
and  otherwise  distributed,  after  necessary  investigation  has  been  made,  to  show  what  living 
conditions  and  recreations  different  amounts  of  money  will  purchase.  (The  returns  from 
the  Board  of  Visitors'  questionnaire  should  greatly  aid  this  study.) 

13.  That  the  advantages  of  boarding  at  the  university  commons  be  explained  to  all  men 
and  women  and  be  demonstrated  by  publishing  menus. 

14.  That  the  advantage  to  women  of  rooming  in  the  university  dormitories  be  explained. 

15.  That  special  scoring  of  restaurants  and  boarding  places  that  desire  student  patronage 
be  undertaken  and  the  score  published. 

16.  That  the  university  through  its  two  departments  of  political  economy  and  home 
economics  make  a  thorough  study  of  the  conditions  that  cause  a  very  high  cost  of  living  in 
Madison;  of  the  reasons  why  in  spite  of  the  high  cost  of  living  and  the  demand  for  women's 
dormitories  there  are  quarters  approved  for  women  not  taken  by  women;  of  the  dietaries  now 
provided  for  students  by  the  university  and  private  boarding  places  with  respect  to  relative 
nutritive  value,  adequateness  and  cost;  and  especially  ol  the  possibility  of  commercially  pro- 
viding adequate  board  in  Madison,  at  least  in  university  dormitories  and  commons  for  $3.50 
instead  of  $4.50,  as  at  present. 

411 


University  Survey  Report 

UNIVERSITY  COMMENT  ON  ALLEN  EXHIBIT  8,  ENTITLED  "HOW  THE 
UNIVERSITY  HELPS  STUDENTS  FIND  ROOMS  AND  BOARD" 

The  problem  of  lodging  women  students  outside  of  the  halls  of  residence 

The  dean  of  women  cannot  let  this  exhibit  pass  without  setting  forth  in  a  general  state- 
ment what  her  office  has  attempted  to  do  in  the  matter  of  housing  women  students  in  lodg- 
ings during  the  past  three  and  a  half  years,  and  what  it  has  been  for  months  planning  for 
the  future. 

First,  she  wishes  it  to  be  known  that  until  September,  1914,  there  was  never  available 
because  of  inadequate  assistance,  one  person  whose  time  could  be  devoted  largely  to  this 
subject.  Nevertheless,  every  year  all  the  houses  in  which  women  students  lived  and  for 
which  this  office  was  directly  responsible  were  visited  at  least  once  by  an  assistant  in  this 
ofTice.  Where  students  were  known  to  be  living  with  relatives  or  friends,  or  where  (because 
of  incomplete  records  due  to  the  lact  that  there  was  no  required  registration  in  this  office) 
they  were  living  in  houses  without  permission  from  her  office,  the  houses  were  not  visited 
except  where  complaint  was  formally  registered.  But  visiting  these  houses  is  but  a  small 
part  of  the  whole  problem  of  housing  women  students  in  lodgings. 

For  example,  there  are  many  adjustments  to  be  made  between  landladies  and  students  as 
to  heat,  light,  bathing  facilities,  cleanliness  of  rooms,  parlor  facilities,  rent  due  through  the 
Christmas  holidays,  and  the  right  ot  each  in  the  question  of  leaving  rooms  which  were  taken 
for  the  semester  or  for  the  year;  these  often  come  to  this  office  for  final  settlement.  Such 
questions  sometimes  require  days  of  time;  they  must  be  handled  with  delicacy,  tact,  decision, 
and  courage. 

It  must  be  recognized,  moreover,  that  rooms  for  young  women  must  be  selected  with  more 
care  and  with  attention  to  more  considerations  than  will  be  the  case  for  ypung  men.  In 
approving  houses  this  office  has  always  considered  the  following  points: 

1.  Whether  landladies  were  willing  to  take  only  women  students. 

2.  Whether  there  was  a  parlor  provided  on  the  first  floor  for  the  reception  of  callers. 

3.  Whether  the  physical  equipment  and  cleanliness  of  the  house  were  such  as  made 
approval  of  the  house  seem  wise. 

4.  Whether  the  personality  and  suitability  of  the  landlady  were  such  as  indicated  a  person 
with  whom  young  women  students  might  live. 

It  is  only  when  all  these  lactors  have  been  taken  into  account  that  the  dean  of  women  feels 
justified  in  sending  out  a  list  to  parents  with  her  approval.  The  dean  of  women  has  never 
approved  of  the  preparation  of  any  list  by  students;  this  past  summer  one  of  her  assistants 
protested  against  publishing  any  such  list,  and  was  upheld  by  the  registrar  to  the  extent  of 
limiting  the  names  in  the  list  to  those  already  approved  and  published  by  her  office. 

Mr.   Allen's  directory  of  September,   1914 

The  dean  of  women  returned  to  Madison  on  September  13.  On  the  14th  she  found  quite 
by  accident  that  young  men  had  been  cavassing  the  town  inquiring  of  landladies  as  to  whether 
they  wished  to  take  women  or  men  students,  without  any  consideration  as  to  suitability  of 
location,  of  equipment,  or  of  the  landlady  herself.  Upon  further  investigation  she  found 
that  this  list  had  been  prepared  under  the  direction  of  Mr.  Allen.  The  work  of  her  office 
she  saw  at  once  was  broken  down  by  any  such  procedure. 

She  knew  that  if  that  work  were  done  by  anyone  outside  of  her  office  it  would  lack  exactly 
the  character  she  wished  to  give  it.  It  would  make  possible  the  inclusion  of  names  which 
had  already  been  rejected;  it  would  mean  the  inclusion  of  houses  so  lar  out  that  women  stu- 
dents would  not  go  to  them;  and  it  would  prevent  the  close  touch  between  the  landladies  and 
her  office  which  for  seven  years  had  been  laboriously  worked  up,  and  which  at  the  present 
time  exists.  Any  printed  list  which  went  out  in  advance  of  approval  of  her  office  necessarily 
iDroke  down  the  work  of  her  office. 

The  president  of  the  university  upheld  the  dean  of  women  in  her  contention,  and  the 
directory  thus  prepared  was  not  circulated  until  the  list  of  houses  tor  women  students  had 
been  cut  out  of  it.  As  soon  as  possible,  in  order  to  include  all  desirable  houses  from  whatever 
source  reported,  the  houses  listed  in  the  pages  cut  out  of  Mr.  Allen's  directory  were  investi- 
gated. In  only  one  of  them  were  girls  ever  placed,  save  in  those  few  which  were  already  on 
her  approved  list.  Our  experience  with  Mr.  Allen's  directory  confirmed  us  in  the  opinion 
that  the  task  of  listing  houses  for  women  students  is  one  to  be  entrusted  to  women,  and  to 
women  of  maturity  and  experience. 

Rooming  at  a  distance 

The  dean  of  women  has  been  criticized  for  not  listing  houses  on  the  outskirts  of  the  city, 
or  even  at  a  distance  of  one  and  a  half  miles  from  the  university.  Women  students  who 
admit  that  they  are  hard  pressed  for  money  almost  uniformly  refuse  to  go  where  cartare  will 

412 


Exhibit  8 

be  necessary,  or  where  the  long  walk  cuts  down  their  hours  for  study.  Where  there  must  be 
work  in  the  library  in  the  evening,  young  women  cannot  return  after  dinner  without  too  much 
loss  of  time;  nor  can  they  always  afford  to  take  dinner  at  the  university.  If  they  take  all  their 
meals  at  the  university  they  find  that  the  distance  necessitates  too  long  a  walk  before  break- 
fast. Moreover,  most  girls  wish  some  association  with  their  fellow  students;  and  yet,  when 
they  live  far  away  they  are  afraid  to  come  out  in  the  evening  and  go  home  alone.  Last 
fall's  experiences  show  that  their  fears  have  been  well  founded. 

The  most  difficult  adjustments  between  landladies  and  students  have  come  where  students 
took  rooms  far  away  and  later  felt  compelled  to  move.  Several  instances  are  on  file  in  the 
office  of  the  dean  of  women. 

Present  conditions 

Each  year  the  number  of  women  students  increases.  Last  fall  1,424  had  registered  by 
November  15.  Of  these,  386  live  with  parents  or  relatives;  166  live  in  private  families — that 
is,  with  friends  whom  in  general  the  parents  have  already  approved;  409  live  in  lodging  houses 
which  this  ofiice  has  approved.  The  remainder  live  in  sorority  houses  or  in  the  halls  of  resi- 
dence. Not  only  have  the  quarters  occupied  by  the  409  living  in  lodgings  been  investigated, 
but  those  of  the  166  who  are  listed  as  in  private  families.  This  extra  care  has  been  made 
possible  by  the  fact  that  the  full  time  of  an  assistant  in  the  office  has  been  available  for  this 
work,  together  with  that  of  listing  engagements  for  Lathrop  Hall.  In  other  words,  as  soon 
as  this  office  had  sufficient  help,  it  did  the  work  thoroughly. 


The  dean  of  women 

This  office  knows  that  conditions  are  not  ideal;  yet  faulty  as  they  are,  they  are  better 
than  in  any  other  state  university  known  to  her.  Economic,  social,  and  legal  questions  are 
all  involved  in  the  matter.  To  steer  an  equitable  and  fair  course  among  all  these  condi- 
tions is  the  work  of  her  office.  It  must,  moreover,  be  recognized  that  with  housing  conditions 
as  they  are  in  Madison,  no  one  office  can  act  effectively  without  co-operation  from  all  the 
forces  which  can  be  brought  into  play. 

In  regard  to  Mr.  Allen's  criticism  of  the  office  of  the  dean  of  women  for  what  he  considers 
inadequate  supervision  in  the  matter  of  finding  room  and  board  for  women  students,  she  will 
make  answer  that  this  department  of  her  work  has  not  been  organized  as  she  would  wish 
to  have  it  until  the  present  year,  owing: 

First,  to  the  fact  that  she  has  never  asked  for  all  of  the  help  that  she  needed  or  could  use, 
but  only  the  help  that  she  considers  was  necessary  to  fulfil  the  main  duties  of  her  office. 

Secondly,  that  the  three  years  previous  to  1914,  during  which  she  held  her  office,  have  been 
years  of  organization  in  a  department  which  had  never  been  organized  until  her  coming. 

Thirdly,  that  every  one  of  her  assistants  has  worked  to  the  limit  of  her  strength  and  ability, 
during  the  year  and_  during  the  summer  vacation.  Moreover,  she  does  not  agree  with  Mr. 
Allen  in  many  of  his  contentions,  and  would  call  attention  to  the  fact  that  the  methods 
employed  in  a  university  are  not  those  used  by  organizations  such  as  the  Association  for 
Improving  the  Condition  of  the  Poor  of  New  York  City.  By  referring  to  the  biennial  report 
of  the  dean  of  women  and  to  the  statements  in  this  comment  it  will  be  clear  what  are  the 
intention  and  underlying  purposes  of  the  dean  of  women  and  her  assistants  in  this  particular 
method  of  work. 

Letter  of  December  24,  from  Mr.  Allen 

In  a  letter  of  December  24,  to  Mr.  McCaffrey,  Mr.  Allen  further  criticizes  one  of  the  assis- 
tants of  the  dean  of  women  for  inadequate  statements  and  apparent  contradiction  of  state- 
ments. The  dean  of  women  would  reply  that  the  assistant  referred  to  was  not  only  doing 
the  particular  work  criticized  for  the  first  time,  but  was  speaking  in  personal  conversation 
with  Mr.  Allen,  whose  attitude  and  questions  were  obviously  intended  as  a  criticism  of  her. 
She  probably  made  an  unfavorable  impression  ui)on  Mr.  Allen;  but  the  dean  of  women  does 
not  consider  that  the  fault  of  the  assistant  to  whom  reference  is  made. 

In  the  same  letter  of  December  24,  Mr.  Allen  calls  attention  to  the  ditTercnt  answers  given 
at  different  times  to  a  young  woman  who  was  sent  by  him  to  test  the  methods  of  the  oflice 
of  the  dean  of  women.  The  young  woman  in  question  came  three  times  at  least  to  the  office 
of  the  dean  of  women,  although  she  did  not  wish  to  register  as  a  student.  She  represented 
herself  as  inquiring  for  a  different  kind  of  room  each  time  she  came.  She  furthermore  made 
so  many  conditions  that  she  was  told  that  she  could  not  get  all  that  she  required  under  a 
considerably  larger  amount  than  she  was  willing  to  pay.  The  impression  that  she  gave 
to  Mr.  Allen  was  not  that  with  which  she  left  the  persons  with  whom  she  talked  in  the  oflice 
of  the  dean  of  women. 

413 


University  Survey  Report 


Future  plans 


For  the  future,  the  dean  of  women  has  plans  which  include  a  list  for  parents  and  for  students 
which  shall  be  descriptive  as  well  as  enumerative,  containing  information  as  to  location, 
prices,  furnishings,  lighting,  heating,  and  bathing  facilities  Moreover,  it  will  be  possible 
with  the  present  equipment  of  the  office  to  keep  more  closely  in  touch  with  the  situation  dur- 
ing the  summer  than  has  ever  been  the  case  in  the  past.  The  dean  of  women  has  never  asked 
for  all  the  help  she  could  use;  she  has  felt  that  the  regents  have  been  as  generous  as  was 
expedient,  and  she  has  tried  not  to  impose  too  rapidly  added  expenses  upon  the  state.  For 
that  reason,  her  work  has  probably  seemed  to  some  persons  inadequate;  but  it  has  gone  ahead 
as  fast  as  seemed  wise  or  justifiable,  when  all  the  conditions  were  considered. 

It  may  not  be  amiss  to  add  that  for  months  the  committee  on  student  life  and  interests  has 
had  in  mind,  as  part  of  the  work  of  one  of  its  sub-committees,  the  preparation  of  a  directory 
of  student  rooms  which  shall  be  published  in  time  to  meet  the  inquiries  for  1915-16.  This 
director\^  will  embody  all  feasible  suggestions  which  are  made  by  Mr.  Allen  in  Exhibit  8. 

(Signed)  LOIS  K.  MATHEWS 


414 


EXHIBIT  9 


OUT  OF  STATE  STUDENTS  IN  THE  WOMEN'S  DORMITORIES 

In  a  drizzling  rain  for  four  liours  on  October  15,  1914,  four  score  women  students  stood 
in  line  inside  and  outside  the  university's  administration  building  losing  one  and  sometimes 
two  recitations  while  waiting  their  turn  to  make  application  for  rooms  in  the  women's  dormi- 
tories next  year,  September,  1915 — rooms  at  from  $60  (single)  to  S118  (double)  and  board 
at  $4.50  per  week. 

Because  at  the  times  of  assignment  for  various  classes,  Wisconsin  girls  had  not  applied  for 
all  the  space  in  Barnard  and  Chadbourne  halls  there  were  in  these  halls  Sei)tember  15,  1914, 
63  out  of  state  women  students — 31  in  Barnard,  32  in  Chadbourne. 

The  seeming  paradox  of  the  contrast  between  the  conditions  described  to  the  survey  by  a 
member  of  the  university's  Board  of  Visitors  who  is  also  a  parent  of  one  of  the  girls  standing  in 
line,  and  the  fact  described  in  the  second  paragraph,  was  explained  by  the  university  as 
follows : 

It  was  during  the  first  week  in  July,  1913,  that  the  legislature  passed  a  law  to  the  efTect  that 
"in  the  use  of  men's  and  women's  dormitories  at  the  university,  preference  as  to  rooming  and 
boarding  facilities  shall  be  given  to  students  who  are  legal  residents  of  the  state."  The  par- 
ents of  non-resident  women  students  have  always  shown  special  anxiety  to  have  their  girls 
in  dormitories,  and  a  large  proportion  of  the  girls  in  the  dormitories  the  year  before  the  law 
was  passed  were  from  outside  the  state. 

The  legislature  did  not  pass  the  act  giving  preference  to  the  residents  of  Wisconsin  in  the 
assignment  of  rooms  in  the  dormitories  until  July,  1913.  Almost  all  of  the  rooms  nad  been 
assigned  before  that  time,  and,  therefore,  wc  considered  that  we  had  entered  into  a  contract 
with  those  students  who  had  already  received  and  accepted  their  assignments.  This  deci- 
sion was  reached  by  the  dean  of  women  after  consultation  with  the  president,  business  mana- 
ger and  secretary  of  the  Board  of  Regents. 

Beginning  with  the  passage  of  the  act,  however,  we  divided  our  waiting  list  into  two  sec- 
tions, giving  the  preference  to  the  students  who  came  from  within  the  state. 

During  the  year  1913-14,  (i.  e.,  after  the  passage  of  the  July,  1913  law),  109  non-residents, 
or  40%  ot  267  in  the  two  halls,  lived  in  the  two  women's  dormitories,  Barnard  having  54  and 
Chadbourne  55. 

For  the  year  1914-15  applications  w^ere  received  from,  and  in  behalf  of,  residents  of  Wiscon- 
sin and  non-residents  for  rooms  to  be  allotted  as  follows:  For  Barnard,  until  June  1st,  for 
15  seniors  and  20  juniors;  until  July  1st,  for  35  sophomores;  until  September  1st,  for  72 
freshmen;  for  Chadbourne,  until  June  1st,  for  10  seniors  and  15  juniors;  until  July  1st,  for 
35  sophomores;  until  September  1st,  for  6.5  freshmen.  Applicants  were  informed  by  printed 
notice  that  places  available  would  be  assigned  first  to  legal  residents  of  Wisconsin;  second,  to 
daughters  of  Wisconsin  alumni  out  of  the  state;  and  Ihird,  to  others. 

All  places  not  applied  for  by  Wisconsin  residents  in  the  respective  classes  on  the  respective 
dates  for  assigning  as  given  above,  were  assigned  first  to  daughters  (3)  of  alumni  living  out- 
side of  the  state,  and  secondly  to  others  including  non-residents  who  had  previously  applied. 

This  led  to  assigning  63  non-resident  students,  or  23%  of  267.  by  September  15.  1914,  to 
women's  dormitories — 31  of  a  total  ol  152  to  Barnard,  and  32  of  a  total  of  125  to  Chadbourne. 

October  6,  1914,  there  were  in  Barnard  hall  2  (of  18)  seniors,  no  (of  21)  juniors,  8  (of  30) 
sophomores,  19  (of  68)  freshmen,  or  29  (of  137)  from  outs'-de  the  state;  in  Chadbourne  there 
were  no  (of  10)  seniors,  4  (of  17)  juniors,  9  (of  38)  sophomores,  20  (of  52)  freshmen,  or  33 
(of  117)  from  outside  the  state. 

Six  women  giving  their  residence  as  Madison  are  in  the  two  halls— five  in  Barnard  and  one 
in  Chadbourne. 

If  every  reasonable  step  has  been  taken  to  make  known  to  Wisconsin  parents  and  students 
the  opportunities  offered  by  the  two  women's  dormitories,  it  would  appear  that  there  is  not 
a  pressing  demand  for  additional  women's  dormitories.  If,  on  the  other  hand,  there  's  a  press- 
ing demand  for  additional  women's  dormitories  it  would  appear  that  there  is  a  defect  some- 
where in  the  university's  method  of  making  known  the  advantages  of  dormitories  and  in  the 
method  of  giving  preferences  to  legal  residents  of  Wisconsin. 

Every  non-resident  in  the  women's  dormitories  seems  a  prima  facie  argument  against  estab- 
lishing additional  dormitories  for  women  students  who  are  legal  residents  of  Wisconsin. 

Yet,  there  are  few  facts  regarding  the  university  of  which  the  university  itself  is  more  sure, 
than  that  more  dormitories  are  needed;  that  students  will  welcome  an  opportunity  to  live  in 
dormitories;  that  dormitories  will  reduce  the  cost  of  living  not  only  for  those  inside  the  dor- 
mitories but  also  for  those  outside;  that  parents  prefer  to  have  their  children,  esiiecially  their 
daughters,  in  a  dormitory  rather  than  in  private  houses;  that  student  interests  in  general 
would  be  furthered  by  extension  of  dormitory  facilities  for  residents  and  non-residents  alike. 

The  conclusion  must  be  that  aaequate  steps  have  not  heretofore  been  taken  to  make  known 
to  Wisconsin  students  and  parents  the  rooming  and  boarding  opportunities  alTorded  by  the 
women's  dormitories. 

415 


University  Survey  Report 

If  the  university  hold  in  1913  that  the  assignment  of  a  room  to  a  student  was  an  enforceable 
legal  contract  the  legal  advisers  of  the  survey  suggest  the  following: 

(1)  In  all  probability  no  parents  would  have  attempted  to  enforce  such  contract,  especially 
if  an  explanation  had  been  written  inviting  their  cooperation;  (2)  the  university  was  not  under 
compulsion  to  permit  any  out  of  state  student  to  register  even  if  a  room  had  been  assigned; 
(3)  no  assignment  to  the  dormitory  could  be  effective  for  an  unregistered  student;  (4)  thus 
indirectly  the  state  might  easily  have  dealt  with  any  parent  who  wished  to  claim  that  a  legal 
enforceable  contract  existed. 

If  the  decision  not  to  revoke  room  assignments  made  to  out  of  state  students  prior  to  the 
passage  of  the  law  requiring  preference  for  Wisconsin  students,  was  a  decision  of  policy,  the 
survey  suggests  that  the  university  chose  the  more  disadvantageous  of  two  unwelcome  alter- 
natives and  that  it  would  have  been  vastly  better  even  to  lose  109  non-resident  students  than 
to  come  before  the  next  legislature  with  record  of  109  non-resident  students  in  the  dormitories 
in  the  year  following  the  legislature's  clear  mandate. 

Losing  the  students  would  probably  not  have  been  necessary  had  the  university  written 
to  parents  first,  that  the  legislature  had  changed  the  conditions  under  which  the  dormitories 
were  to  operate,  and  secondly,  that  the  university  had  provided,  outside  of  dormitories,  satis- 
factory accommodations  including  proper  chaperonage  for  the  women  students. 

That  it  was  necessary  or  advisable  to  have  one  single  non-resident  student  in  the  women's 
dormitories  in  the  current  year  1914-15  the  survey  doubts. 

To  help  the  university  present  the  general  dormitory  question  to  the  legislature  in  1915 
the  following  suggestions  are  made  with  respect  to  women's  dormitories: 

Constructive  suggestions 

1.  That  efTort  be  made  before  the  close  of  the  first  semester  to  locate  out  of  state  students 
now  residing  in  dormitories  in  Madison  homes  that  will  be  entirely  acceptable  to  students 
and  their  parents. 

2.  That  effort  be  made  to  persuade  those  six  students  who  have  parents,  guardians  or 
friends  in  Madison,  to  live  with  such  parents,  guardians  or  friends. 

3.  That  the  place  vacated  by  non-resident  students  and  residents  of  Madison  be  filled  with 
legal  residents  of  Wisconsin  from  outside  of  Madison  desiring  to  live  in  the  dormitories. 

4.  That  it  be  announced  at  once  that  the  dates  for  assigning  rooms  next  year  will  be 
changed  and  that  until  further  dormitory  accommodations  are  available,  no  non-resident 
student  in  any  class  shall  be  assigned  a  room  in  the  dormitory  until  September  1st.  On 
October  14,  1914,  the  regents  ruled  that  for  1915-16  no  non-resident  be  assigned  a  room  in 
either  of  the  women's  dormitories  until  after  September  1,  1915,  and  preference  should  be 
given  to  resident  applicants  for  then  existing  vacancies.  The  fact  that  this  action  has  been 
taken  should  be  generally  circulated  among  present  and  prospective  students. 

5.  That  assignments  to  out  of  state  students  tor  the  summer  session  be  made  five  days  later 
than  heretofore;  i.  e.,  June  20th  instead  of  June  15th. 

6.  That  instead  of  requiring  students  to  stand  in  line,  rain  or  shine,  when  making  applica- 
tion tor  rooms,  the  applications  be  received  in  Lathrop  hall,  or  better  still,  that  applications 
be  received  by  mail  and  numbered  as  the  letters  are  opened  on  the  morning  of  October  15th. 
If  the  latter  seems  inadvisable  it  is  suggested  that  it  would  be  better  to  move  forward  the  date 
of  application  and  record  applications  in  the  order  received  than  to  have  the  assignment  of 
rooms  in  the  dormitory  determined  by  the  present  method  of  holding  one's  place  in  line. 

7.  That  the  advantages  which  the  university  feels  attach  to  residence  in  dormitories  be 
made  clear  to  women  students,  present  and  prospective. 

8.  That  studies  be  made  to  supplement  present  information  so  that  the  university  will  be 
able  to  state  definitely  how  the  cost  and  conditions  of  living  within  the  dormitories  compare 
with  cost  and  conditions  of  living  outside  the  dormitories  in  private  houses  of  different  classes 
and  in  sorority  houses. 

9.  That  the  statement  in  the  1912-14  catalogue  (pages  129-130)  be  amended  so  as  (a)  to 
compare  the  cost  and  conditions  of  living  inside  the  dormitories  with  those  outside,  pointing 
out  the  possibility  of  cooperative  rooming  and  boarding  under  proper  chaperonage;  (b)  to 
make  it  clear  where  it  is  now  not  clear  how  much  per  person  the  double  rooms  cost  and  how 
many  single  and  how  many  double  rooms  there  are;  (c)  to  indicate  the  character  of  board 
offered  at  .'§4.50  a  week;  (d)  to  indicate  the  opportunities  for  even  less  expensive  board  at  the 
university's  cafeteria  and  commons;  (e)  to  include  both  "dormitories"  and  "women's  dor- 
mitories" in  the  index  of  the  catalogue. 

10.  That  the  regents  specifically  provide  that  in  allotting  rooms  double  rooms  be  not 
allotted  to  one  individual  even  if  willing  to  pay  the  additional  price.  On  October  6,  1914, 
there  were  actually  in  the  two  halls  254  students,  instead  of  the  265  which  the  catalogue  says 
the  halls  can  accommodate,  or  the  267  which  the  official  regulations  for  assignment  of  rooms 
say  the  two  halls  accommodate.  The  university  explams  this  condition  by  stating  that  "it 
became  necessary  to  take  some  rooms  for  servants'  quarters."  It  is  suggested  that  the 
regents  ascertain  whether  it  is  desirable  to  assign  13  rooms  in  the  dormitories  to  servants 
(while  advertising  these  same  rooms  as  available  for  students),  when  at  the  same  time  the 
university  is  asking  for  more  adequate  dormitory  accommodations. 

416 


Exhibit  9 

11.  That  the  slip  containing  official  regulations,  which  goes  to  women  seeking  admission 
to  the  universty,  be  amended  so  as  (a)  to  stat'-  essential  facts  about  cost  and  advantages  of 
residence  in  dormitories:  (1))  to  give  the  essential  facts  about  the  board  olTcred  by  the  halls  to 
siuden.s  living  outside  the  dormitories;  (cj  to  cfiange  the  date  for  making  room  assignments 
to  non-resident  students  for  seniors  and  juniors  from  .Jun;.-  1st,  and  for  sophomores  from  July 
1st,  to  September  1st,  the  time  limit  heretofore  for  freshmen;  (d;  to  print  on  the  jjack  of  the 
slip  the  floor  plan  showing  outlook,  number  and  [)rice  of  rooms. 

12.  That  in  addition  to  making  information  available  to  this  year's  freshmen.  so[)homoreS 
and  juniors  while  they  are  in  residence,  the  essential  information  be  made  available  to  the 
parents  who  pay  the  bills  and  who  are  anxious  to  have  their  daughters  enjoy  the  most  favor- 
able living  conditions  while  at  the  university. 


UNIVERSITY  COMMENT  ON  EXHIBIT  9,  ENTITLED  "OUT  OF  STATE 
STUDENTS  IN  THE  WOMEN'S  DORMITORIPZS" 

Mr.  Allen's  exhibit  9  begins  with  a  dramatic  sentence:  "In  a  drizzling  rain  for  four  hours 
on  October  1.5,  1914,  four  score  women  students,"  etc.  This  is  spectacular,  but  untrue. 
In  fact,  no  rain  fell  during  the  time  in  question.  Mr.  Eric  Miller,  in  charge  of  the  U.  S. 
Weather  Bureau  in  Madison,  reports  thus  the  ofTici  al  record :  "The  records  of  this  office  show 
no  rain  to  have  fallen  between  6  a.  m.  and  noon  on  October  1."),  1911,  the  time  regarding  which 
you  inquire.  There  was  a  light  sprinkle  ending  between  2  and  .'3  o'clock  in  the  morning,  and 
another  from  5:50  to  6:00  p.  m.  The  morning  was  cloudy,  with  temperature  ranging  from 
51°  to  53°,  and  a  wind  velocity  at  the  anemometer  on  the  roof  of  North  Hall  of  8  to  9  miles 
an  hour." 

The  sentence  referred  to  above,  like  many  of  the  other  statements  in  this  exhibit,  is  spec- 
tacular, but  untrue,  and  is  typical  of  the  method  used  by  Mr.  Allen  to  create  an  unfavorable 
impression  from  a  situation  which,  if  accurately  described,  would  produce  the  opposite  results. 
In  his  desire  to  create  a  generally  bad  impression  of  the  efTiciency  of  the  administration  of  the 
women's  dormitories  he  has  resorted  to  the  dramatic  and  spectacular,  and  has  thereby  ob- 
scured the  truth. 

Exhibit  9  consists  of  (1)  statements  of  facts;  (2)  inferences  and  deductions  therefrom;  (3) 
a  charge  that  the  regents  have  not  carried  out  at  all,  or  have  not  carried  out  with  sufTicicnt 
rapidity  the  requirement  of  dormitory  preference  for  resident  students  as  provided  in  the  act 
of  Aug.  8,  1913;  (4)  suggestions  to  facilitate  the  carrying  out  of  such  requirement. 

In  (1)  the  statements  of  fact  are  in  many  instances  erroneous;  in  (2)  the  inferences  and 
deductions  are  unwarranted;  in  (4)  the  suggestions  are  either  already  in  operation  or  imprac- 
ticable. A  detailed  response  to  (1),  (2),  and  (4)  will  be  found  following  this  general  state- 
ment and  accompanying  the  respective  paragraphs  of  the  material  submitted  by  Mr.  Allen. 

As  to  (3)  the  charge  there  made  is  based  upon  an  erroneous  interpretation  of  the  statute, 
the  error  consisting  either  (a)  of  a  misapprehension  of  the  meaning  of  the  term  "preference;" 
or  (b)  of  a  misapprehension  as  to  the  time  within  which  the  required  jireference  should  become 
operative. 

Mr.  Allen  does  not  quote  all  of  that  part  of  the  statute  material  to  the  i)resent  question. 
A  complete  quotation  of  the  material  part  is  as  follows: 

"In  the  use  of  men's  and  women's  dormitories  at  the  university,  preference  as  to  rooming 
and  boarding  facilities  shall  be  given  to  students  who  are  legal  residents  of  this  state;  but  in 
case  additional  facilities  remain  after  such  preference,  the  above  mentioned  rooming  and 
boarding  facilities  may  be  extended  to  non-resident  students.  The  regents  shall  make  suit- 
able rules  and  regulations  for  carrying  such  dormitory  preferences  into  efTect." 

Mr.  Allen  says  (a)  that  the  preference  provided  for  in  the  foregoing  provision  means  such  a 
preference  as  will  give  to  the  resident  students,  if  they  so  desire,  the  entire  use  of  all  the  dor- 
mitory facilities  to  the  exclusion  of  non-resident  students,  (b)  that  such  preference  was  to 
become  operative  forthwith  upon  the  passing  of  the  statute. 

Mr.  Allen  is  in  error  as  to  both  of  these  projiositions.  But  even  if  it  be  conceded  that  he 
is  right  as  to  (a)  he  is  clearly  wrong  as  to  (b),  and  error  in  either  (a)  or  (b)  completely  de- 
stroys the  charge  that  the  regents  have  not  carried  out  the  legislative  requirement. 

As  to  (a),  the  statute  says:  "Preference  as  to  rooming  and  boarding  facilities  shall  be 
given,"  etc.,  but  it  does  not  attempt  to  define  the  kind  of  preference  to  be  given.  "Prefer- 
ence" is  a  relative  term,  and  preferences  are  of  various  degrees  and  kinds.  There  may  be 
great  preference,  slight  preference,  undue  preference;  the  iireference  may  proceed  on  the 
basis  of  age,  sex,  color,  occupation,  residence,  etc.  The  preference  may  be  so  extensive  in 
degree  as  to  give  those  in  whose  favor  it  operates  the  exclusive  enjoyment  of  the  facilities  in 
question,  but  exclusive  enjoyment  is  not  a  necessary  result  for  the  existence  of  the  iircfer- 
ence.  The  statute  obviously  creates  a  preference  based  upon  residence,  and  says  that  resi- 
dents shall  have  preference  over  non-residents,  but  it  does  not  say  either  expressly  or  by  rea- 
sonable implication,  that  this  required  preference  shall  be  so  extensive  as  to  operate  to  the 
exclusion  entirely  of  non-residents.  For  example,  supjiose  the  regents  in  carrying  out  the 
statute  of  1913  provided  that  rooms  in  the  dormitories  should  be  assigned  in  the  proportion 
of  five  to  one  in  favor  of  residents;  that  is.  for  every  five  rooms  to  residents  there  should  be  one 
room  to  a  non-resident.  That  would  clearly  be  a  preference  on  the  basis  of  residence  and 
in  favor  of  the  resident.     Or  suppose  that  the  price  of  rooms  to  residents  should  be  one-half 

417 

SnR.— 27 


University  Survey  Report 

the  price  to  non-resideriLs,  that  would  give  a  preference  to  residents  over  non-residents.  It  is 
obvious,  therefore,  thai  merely  requiring  a  preference  on  the  basis  of  residence  does  not  neces- 
sarily require  that  the  preference  on  this  basis  shall  be  of  such  kind  and  extent  as  to  exclude 
entirely  non-residents. 

Moreover,  the  statute  on  its  face  discloses  an  expectation  on  the  part  of  the  legislature 
that  there  may  be  dormitory  facilities  available  for  non-residents.  The  statute  says:  "But 
in  case  additional  facilities  remain  after  such  preference  *  *  *  the  above  facilities  may  be 
extended  to  non-residents."  This  clause  indicates  as  to  the  legislative  intent  one  of  two 
things:  that  the  preference  provided  for  shall  be  of  such  a  kind  as  would  give  opportunity 
to  residents  to  appropriate  all  of  the  dormitory  facilities,  and  only  after  extending  to  resi- 
dents such  an  opportunity  would  the  non-residents  be  entitled  to  come  in;  or  that  the  pref- 
erence might  be  oi  such  a  nature,  in  the  discretion  of  the  regents,  as  to  leave  facilities  avail- 
able for  non-residents.  Either  view  of  the  legislative  intent  is  permissible.  The  statute 
only  requires  that  a  preference  shall  be  given;  it  does  not  in  terms  require  a  preference  of  such 
an  extent  as  would  exclude  entirely  non-residents,  nor  does  its  language  by  necessary  or 
reasonable  implication  require  such  a  preference. 

Under  the  general  statutes  existing  prior  to  1913,  the  regents  are  given  very  broad  powers 
and  very  large  discretion  in  making  rules  and  regulations  for  the  government  of  the  univer- 
sity and  the  management  of  its  property.  The  particular  amendment  of  1913  does  not  in 
terms  or  by  implication  take  away  these  existing  general  powers;  it  says  merely  that  a  pref- 
erence shall  be  given  and  that  the  regents,  pursuant  to  their  existing  general  powers,  shall 
make  rules  and  regulations  to  carry  out  such  preference.  It  leaves  with  the  regents  the 
question  of  the  extent  of  the  preference,  the  time  it  shall  become  operative,  and  the  regula- 
tions necessary  to  make  it  effective. 

But  even  conceding  that  the  statute  means  what  Mr.  Allen  says  it  does,  namely,  that  the 
preference  shall  be  such  as  will  give  to  the  residents  an  opportunity  to  appropriate  all  the 
facilities  to  the  exclusion  of  the  non-residents,  still  Mr.  Allen  is  in  error  in  interpreting  the 
statute  so  as  to  require  the  giving  of  this  preference  summarily  and  forthwith. 

That  the  statute  does  not  require  a  summary  compliance  is  obvious  from  a  consideration 
of  the  consequences  whicn  would  follow  from  such  compliance.  The  statute  became  opera- 
tive Aug.  8,  1913,  about  six  weeks  before  the  opening  of  the  school  year  of  1913-14.  At  that 
time  most  of  the  rooms  in  both  dormitories  had  already  been  assigned  in  response  to  applica- 
tions previously  made.  Deposits  on  account  had  been  taken  from  the  applicants.  The  per- 
sons to  whom  the  rooms  had  been  thus  assigned,  relying  upon  the  security  of  their  assign- 
ment had  ceased  to  look  elsewhere  for  quarters,  and  had  given  up  their  chances  at  the  limited 
opportunities  for  finding  suitable  rooms  in  the  city.  There  were  approximately  100  non- 
resident girls  in  this  situation  when  the  law  became  operative.  To  interpret  the  statute,  as 
Mr.  Allen  does,  as  requiring  the  regents  to  cancel  all  of  these  assignments  (which  if  not 
strictly  legal  contracts  were  certainly  moral  obligations)  would  have  left  these  young  women 
on  the  very  eve  of  the  opening  of  the  school  year  without  living  accommodations,  and  would 
have  suddenly  thrown  upon  them  the  difficult  task  of  finding  suitable  rooms  at  the  last 
moment.  Mr.  Allen  goes  so  far  as  to  suggest  that  his  strained  interpretation  of  the  statutory 
requirement  of  preference  shall  be  met  irrespective  of  whether  the  assignments  made  before 
the  law  became  operative  created  legally  binding  obligations  on  the  part  of  the  regents  and 
further  suggests  that  the  regents,  if  such  assignments  are  contracts,  evade  them  by  the  in- 
direct and  devious  method  of  refusing  admission  to  the  university  of  non-resident  students 
holding  such  assignments.  It  is  a  wholly  unwarranted  presumption  to  say  that  the  legisla- 
ture by  enacting  the  dormitory  preference  intended  the  regents  to  apply  it  forthwith  and  in 
utter  disregard  of  legal  and  moral  obligations  existing  before  the  law  became  operative,  and 
in  utter  disregard  of  the  effect  which  the  summary  compliance  demanded  by  Mr.  Allen 
would  have  upon  the  many  and  intricate  problems  of  student  discipline  and  control. 

Moreover,  to  interpret  the  statute  as  Mr.  Allen  contends  loses  sight  of  the  real  purpose 
which  the  legislature  has  in  establishing  dormitories  at  all.  The  dormitory  and  boarding 
facilities  established  by  the  state  do  not  exist  in  and  for  themselves.  They  are  a  part  of  the 
general  scheme  of  education  and  development  for  the  young  people.  They  are  instruments 
to  aid  in  carrying  out  the  larger  university  purposes.  They  afTord  an  adequate  basis  for  the 
proper  control,  management,  and  development  of  the  student  body.  Mr.  Allen's  interpre- 
tation proceeds  upon  a  wholly  erroneous  assumption  that  the  administration  of  these  halls 
of  residence  is  entirely  apart  from  and  independent  of  any  other  question  of  university  admin- 
istration. It  is  well  known  to  any  one  familiar  with  the  work  of  the  office  of  the  dean  of 
wonien  that  the  administration  there  attended  to  is  intricate  and  far-reaching;  that  it  rests 
for  its  effectiveness  and  the  realization  of  its  ideals  upon  the  hearty  and  cordial  co-operation 
of  the  women  students  and  their  parents.  It  rests,  moreover,  upon  the  co-operation  of  those 
agencies  outside  of  the  halls  of  residence  which  undertake  to  provide  living  quarters  for  the 
women  students,  whether  these  living  quarters  be  in  approved  lodging  houses  or  in  the 
homes  of  friends.  To  have  put  the  statute  into  operation  summarily  would  have  meant 
disorganizing  this  administration,  because  it  would  have  alienated  many  of  those  upon  whose 
co-operation  and  good  will  the  university  must  rely  for  its  support. 

Whether  the  statute  be  interpreted  as  requiring  a  partial  or  an  exclusive  preference,  in 
either  view  it  means,  under  any  rational  interpretation,  that  the  regents  shall  have  a  reason- 
able time  within  which  to  establish  the  preference.  What  is  a  reasonable  time  is  to  be  deter- 
mined by  a  consideration  of  all  the  factors  involved  in  university  administration,  and  by 
keeping  in  mind  the  real  and  fundamental  purpose  underlying  the  establishment  of  dormi- 
tories. 

418 


Exhibit  9 

A  narration  of  what  the  regents  have  actually  done  and  ol  the  results  attained  under  their 
regulations,  shows  conclusively  that  they  are  proceeding  with  all  reasonable  speed  to  make 
operative  the  rule  of  dormitory  preference.  In  September,  1913,  within  six  weeks  after  the 
statute  became  operative,  those  in  charge  of  assigning  rooms  in  dormitories,  divided  the  list 
of  applicants  into  residents  and  non-residents,  and  thereafter  assigned  all  available  places  to 
residents  in  preference  to  non-residents.  Moreover,  in  December,  1913,  the  regents  adopted 
rules  and  regulations  to  govern  the  assignment  of  rooms  for  the  year  1914-15.  Again,  in 
January,  1914,  these  rules  were  further  considered  and  amended.  These  regulations  pro- 
vided lor  a  very  substantial  preference  in  favor  of  residents.  The  assignment  of  rooms  which 
took  place  under  these  regulations  shows  a  decided  progress  toward  complying  with  the  legis- 
lative requirement.  In  1913-14  there  were  109  non-residents  in  the  halls.  During  the 
present  school  year  there  are  only  63.  Moreover,  there  are  now  no  resident  students  on  the 
waiting  list  for  either  hall.  To  facilitate  further  the  realization  of  the  legislative  wish,  the 
regents  again  on  October  14,  1914,  made  additional  changes  in  the  rules  governing  assign- 
ments, so  that  it  is  the  confident  expectation  of  the  administration  that  by  September,  1915, 
the  rule  of  preference  will  be  established  evfen  to  the  full  extent  which  Mr.  Allen  contends 
the  statute  requires. 

To  a  criticism  by  Mr.  Allen  that  the  administration  has  not  taken  adequate  steps  to  bring 
to  the  attention  of  prospective  students  and  their  parents  the  advantages  of  residence  in  the 
halls,  the  reply  is  that,  short  of  commercial  advertising,  which  the  policy  of  the  university  for- 
bids, adequate  steps  have  been  taken  and  are  now  being  taken  to  give  all  interested  persons, 
full  information  about  university  dormitories. 

The  foregoing  criticisrqs  sets  forth  the  broader  aspects  of  the  problem.  What  follows  is  a 
detailed  examination  of  Exhibit  9,  by  paragraphs  or  groups  of  paragraphs. 

Allen  exhibit:  "In  a  drizzling  rain  for  four  hours  on  October  15,  1914,  four  score 
women  students  stood  in  line  inside  and  outside  the  university's  administration  building, 
losing  one  and  sometimes  two  recitations,  while  waiting  their  turn  to  make  application 
for  rooms  in  the  women's  dormitories  next  year,  September,  1915 — rooms  at  from  $60 
(single)  to  $148  (double)  and  board  at  $4.50  per  week." 

Comment:  Substantially  three  of  the  four  hours  in  question  preceded  the  opening  of  the 
ofTice.  The  office  hours  are  painted  on  the  door.  While  the  university  buildings  are  not  all 
that  might  be  desired,  there  are  few  rooms  in  which  Mr.  Allen  would  find  drizzling  rain 
falling  inside. 

This  "standing  in  line"  which  seems  to  Mr.  Allen  so  shocking,  was  wholly  unnecessary,  as 
the  existing  rules  permit  applications  to  be  made  by  mail,  which  are  filed  in  the  order  of 
receipt. 

Allen  exhibit:  "Because  at  the  times  of  assignment  for  various  classes,  Wisconsin 
girls  had  not  applied  for  all  the  space  in  Barnard  and  Chadbourne  halls  there  were  in 
these  halls  September  15,  1914,  63  out  of  state  women  students — 31  in  Barnard,  32  in 
Chadbourne." 

Comment:  Inaccuracy  of  statement.  No  students  were  occupying  rooms  on  September 
15.  Assignments  had  been  made  as  indicated,  but  there  was  still  opportunity  for  change  in 
case  those  to  whom  rooms  were  assigned  did  not  appear. 

Allen  exhibit:  "The  seeming  paradox  of  the  contrast  between  the  conditions 
described  to  the  survey  by  a  member  of  the  university's  Board  of  Visitors  who  is  also 
a  parent  of  one  of  the  girls  standing  in  line,  and  the  fact  described  in  the  second  para- 
graph, was  explained  by  the  university  as  follows : 

"It  was  during  the  first  week  in  July,  1913,  that  the  legislature  passed  a  law  to  the 
effect  that  'in  the  use  of  men's  and  women's  dormitories  at  the  university,  preference  as 
to  rooming  and  boarding  facilities  shall  be  given  to  students  who  are  legal  residents  of 
the  state.'  The  parents  of  non-resident  women  students  have  always  shown  special 
anxiety  to  have  their  girls  in  dormitories,  and  a  large  proportion  of  the  girls  in  the  dor- 
mitories the  year  before  the  law  was  passed  were  from  outside  the  state." 

Comment :  We  find  by  reference  to  the  statutes  that  the  act  in  question  did  not  become  law 
until  August  8,  1913. 

The  quotation  in  this  paragraph  is  incomplete  and  fails  to  state  adequately  the  legislative 
purpose.  The  entire  section  should  be  read  together.  "In  the  use  of  mens'  and  womens' 
dormitories  at  the  university,  preference  as  to  rooming  facilities  shall  be  given  to  students 
who  are  legal  residents  of  this  state;  but  in  case  additional  facilities  remain  after  such  pref- 
erence, the  above  mentioned  rooming  and  boarding  facilities  may  be  extended  to  non-resident 
students.  The  regents  shall  make  suitable  rules  and  regulations  for  carrying  such  dormitory 
preferences  into  efTect." 

In  declaring  that  preference  should  be  given  to  resident  students  the  legislature  did  not 
exclude  entirely  from  the  halls  non-resident  students.  The  statute  in  question  still  leaves 
with  the  regents  their  authority  to  select  the  occupants  for  the  halls.  In  such  selection  resi- 
dents are  to  have  preference,  but  to  require  the  giving  of  a  preference  to  residents  is  not  tanta- 
mount to  requiring  that  no  non-residents  shall  be  chosen. 

419 


University  Survey  Report 

Allen  exhibit:  "  'The  legislature  did  not  pass  the  act  giving  preference  to  the  resi- 
dents of  \Visconsin  in  the  assignment  of  rooms  in  the  dormitories  until  July,  1913. 
Almost  all  of  the  rooms  had  been  assigned  before  that  time,  and  therefore,  we  considered 
that  we  had  entered  into  a  contract  with  those  students  who  had  already  received  and 
accepted  their  assignments.'  This  decision  was  roached  by  the  dean  of  women  after 
consultation  with  the  president,  business  manager  and  secretary  of  the  board  of  regents." 

Comment:  See  preceding  paragraph  for  statute  which  became  operative  the  eighth  of 
August,  1913. 

Allen  exhibit:  "  'Beginning  with  the  passage  of  the  act,  however,  we  divided  our 
waiting  list  into  two  sections,  giving  the  preference  to  the  students  who  came  from  within 
the  state.' 

"During  the  year  1913-14,  i.  e.,  after  the  passage  of  the  July,  1913,  law,  109  non- 
residents, or  40%  of  the  267  in  two  halls  lived  in  the  two  women's  dormitories,  Barnard 
having  54  and  Chadbourne  55." 

Comment:  Here,  again,  Mr.  Allen  apparently  wilfuUy  disregards  the  facts  in  the  matter 
of  the  date  of  this  law.     It  became  operative  August  8,  1913,  as  is  stated  immediately  above  . 

Allen  exhibit:  "For  the  year  1914-15  applications  were  received  from  and  in  behalf 
of  residents  of  Wisconsin  and  non-residents  for  rooms  to  be  allotted  as  follows:  F^or 
Barnard,  until  June  1st,  for  15  seniors  and  20  juniors;  until  July  1st,  for  35  sophomores; 
until  September  1st,  for  72  freshmen;  for  Chadbourne,  until  June  1st,  for  10  seniors  and 
15  juniors;  until  July  1st,  for  35  sophomores;  until  September  1st,  for  65  freshmen. 
Applicants  were  informed  by  printed  notice  that  places  available  would  be  assigned  first, 
to  legal  residents  of  Wisconsin;  second  to  daughters  of  Wisconsin  alumni  out  of  the  state; 
and  third,  to  others." 

Comment :  So  far  as  the  paragraph  conveys  the  impression  that  the  applications  for  places 
and  the  assignment  of  places  did  not  both  proceed  on  a  discriminatory  basis  in  favor  of  Wis- 
consin residents  it  is  contradictory  and  inconsistent. 

Allen  exhibit:  "All  places  not  applied  for  by  Wisconsin  residents  in  the  respective 
classes  on  the  respective  dates  for  assigning  as  given  above,  were  assigned  first  to  daugh- 
ters (3)  of  alumni  living  outside  of  the  state,  and  secondly  to  others  including  non-resi- 
dents who  had  previously  applied. 

"This  led  to  assigning  63  non-resident  students,  or  23%  of  267,  by  September  15, 
1914,  to  women's  dormitories — 31  of  a  total  of  152  to  Barnard,  and  32  of  a  total  of  125 
to  Chadbourne. 

"October  6,  1914,  there  were  in  Barnard  hall  2  (of  18)  seniors,  no  (of  20)  juniors, 
8  (of  30)  sophomores,  19  (of  68)  freshmen,  or  29  (of  137)  from  outside  the  state;  in  Chad- 
bourne there  were  no  (of  10)  seniors,  4  (of  17)  juniors,  9  (of  38)  sophomores,  20  (of  52) 
freshmen,  or  33  (of  117)  from  outside  the  state. 

"Six  women  giving  their  residence  as  Madison  are  in  the  two  halls — five  in  Barnard 
and  one  in  Chadbourne. 

"If  every  reasonable  step  has  been  taken  to  make  known  to  Wisconsin  parents  and 
students  the  opportunities  offered  by  the  two  women's  dormitories,  it  would  appear 
that  there  is  not  a  pressing  demand  for  additional  women's  dormitories.  If,  on  the  other 
hand,  there  is  a  pressing  demand  for  additional  women's  dormitories  it  would  appear 
that  there  is  a  defect  somewhere  in  the  university's  method  of  making  known  the  advan- 
tages of  dormitories  and  in  the  method  of  giving  preferences  to  legal  residents  of  Wis- 
consin." 

Comment:  This  paragraph  contains  no  statement  of  facts,  but  merely  inferences. 

Allen  exhibit:  "Every  non-resident  in  the  women's  dormitories  seems  a  prima  facie 
argument  against  establishing  additional  dormitories  for  women  students  who  are  legal 
residents  of  Wisconsin." 

Comment:  Also  an  inference,  subject  to  explanation. 

Allen  exhibit:  "Yet,  there  are  few  facts  regarding  the  university  of  which  the  uni- 
versity itself  is  more  sure,  than  that  more  dormitories  are  needed;  that  students  will 
welcome  an  opportunity  to  live  in  dormitories;  that  dormitories  will  reduce  the  cost  of 
living  not  only  for  those  inside  the  dormitories  but  also  for  those  outside;  that  parents 
prefer  to  have  their  children,  especially  their  daughters,  in  a  dormitory  rather  than  in 
private  houses;  that  student  interests  in  general  would  be  furthered  by  extension  of  dor- 
mitory facilities  for  residents  and  non-residents  alike. 

"The  conclusion  must  be  that  adequate  steps  have  not  heretofore  been  taken  to  make 
known  to  Wisconsin  students  and  parents  the  rooming  and  boarding  opportunities 
afforded  by  the  women's  dormitories." 

Comment:  This  statement  is  inaccurate.  Short  of  commercial  advertising,  which  the 
policy  of  the  university  forbids,  adequate  steps  have  been  taken  to  give  full  information 
about  dormitories  and  their  value  as  living  places  for  students. 

Allen  exhibit:  "If  the  university  held  in  1913  that  the  assignment  of  a  room  to 
a  student  was  an  enforceable  legal  contract  the  legal  advisers  of  the  survey  suggests  the 
following: 

420 


Exhibit  9 

"(1)  In  all  probability  no  parents  would  have  attempted  to  enforce  such  contract, 
especially  if  an  explanation  had  been  written  inviting  their  cooperation;  (2)  the  univer- 
sity was  not  under  comjiulsion  to  i)erinit  any  out  of  state  student  to  register  even  if  a 
room  had  been  assigned;  (3)  no  assignment  to  the  dormitorv  could  be  effective  for  an 
unregistered  student;  (1)  thus  indirectly  the  slate  might  easily'have  dealt  with  any  parent 
who  wished  to  claim  that  a  legal  enforceable  contract  existed." 

Comment:  Sub-section  1 :  This  is  a  mere  surmise,  not  borne  out  by  the  experience  of 
those  parents  who  are  administrators  of  the  halls. 

Sub-sections  2-1:  While  ])ossibly  the  university  might  be  able  to  evade  its  contractual 
obligations  in  the  way  suggested,  it  is  very  questionable  if  it  should  undertake  to  do  so  in  the 
devious  manner  proposed. 

Allen  exhibit:  "If  the  decision  not  to  revoke  room  assignments  made  to  out  of  state 
students  prior  to  the  passage  of  the  law  requiring  preference  for  Wisconsin  students,  was 
a  decision  of  policy,  the  survey  suggests  that  the  university  chose  the  more  disadvan- 
tageous of  two  unwelcome  alternatives  and  that  it  would  have  been  vastly  better  even 
to  lose  109  non-resident  students  than  to  come  before  the  next  legislature  with  record  of 
109  non-resident  students  in  the  dormitories  in  the  year  following  the  legislature's  clear 
mandate." 

Comment:  The  alternative  chosen  by  the  university  was  the  only  one  permissible  if  due 
regard  was  to  be  paid  to  the  larger  problems  of  administration.  The  mandate  of  the  legisla- 
ture was  not  absolute  and  peremptory,  nor  was  it  intended  to  operate  at  once,  regardless 
of  any  other  considerations.     See  our  general  introductory  statement,  above. 

Allen  exhibit:  "Losing  the  students  would  probably  not  have  been  necessary  had 
the  university  written  to  parents  first,  that  the  legislature  had  changed  the  conditions 
under  which  the  dormitories  were  to  operate,  and  secondly,  that  the  university  had 
provided,  outside  of  dormitories,  satisfactory  accommodations  including  proper  chaper- 
onage  for  the  women  students." 

Comment:  This  is  mere  inference  and  speculation. 

Allen  exhibit:  "That  it  was  necessary  or  advisable  to  have  one  single  non-resident 
student  in  the  women's  dormitories  in  the  current  year  1914-15  the  survey  doubts." 

Comment:  This  doubt  the  university  does  not  share. 

Allen  exhibit :  "To  help  the  university  present  the  general  dormitory  question  to  the 
legislature  in  1915  the  following  suggestions  are  made  with  respect  to  women's  dormi- 
tories : 

Constructive  suggestions 

"1.  That  effort  be  made  before  the  close  of  the  first  semester  to  locate  out  of  state 
students  now  residing  in  dormitories  in  Madison  homes  that  will  be  entirely  acceptable 
to  students  and  their  parents." 

Comment:  A  committee  consisting  of  the  president  of  the  board  of  regents,  the  president 
of  the  university,  and  the  dean  of  women,  was  appointed  on  October  14,  at  the  meeting  of  the 
board  of  regents  to  consider  this  very  question,  and  the  committee  is  expected  to  report  at 
the  next  meeting  of  the  regents. 

Allen  exhibit:  "2.  That  effort  be  made  to  persuade  those  six  students  who  have 
parents,  guardians  or  friends  in  Madison,  to  live  with  such  parents,  guardians  or  friends." 

Comment:  These  girls  have  no  homes  in  Madison  and  cannot  live  with  guardians  or 
friends. 

Allen  exhibit:  "3.  That  the  places  vacated  by  non-resident  students  and  residents 
of  Madison  be  filled  with  legal  residents  of  Wisconsin  from  outside  of  Madison  de'siring 
to  live  in  the  dormitory." 

Comment:  On  October  26,  1914,  there  are  noin-the-state  girls  on  the  waiting  list  to  enter 
Barnard  or  Chadbourne  Halls  for  the  current  semester.  Those  who  were  earlier  on  the  wail- 
ing lists  have  been  provided  with  quarters  for  the  semester  outside  of  the  dormitories. 

Allen  exhibit:  "  I.  That  it  be  announced  at  once  that  the  dates  for  assigning  rooms 
next  year  will  be  changed  and  that  until  further  dormitory  accommodations  are  avail- 
able, no  non-resident  student  in  any  class  shall  be  assigned  a  room  in  the  dormitory  until 
September  1st.  On  October  II,  191  1.  the  regents  ruled  (?)  that  for  1915-10  no  non- 
resident be  assignecl  a  room  in  either  of  the  women's  dormitories  until  after  September  1, 
1915,  and  preference  should  be  given  to  resident  applicants  for  then  existing  vacancies. 
The  fact  that  this  action  has  been  taken  should  be  generally  circulated  among  present 
and  pros])ectivc  students." 

Comment:  On  October  14,  1915,  the  regents  provided  that  no  non-resident  student  be 
assigned  a  room  in  a  dormitory  for  1915-l(i  until  after  September  1.  1915.  and  then  only  if 
there  were  still  vacancies  not  wanted  by  residents  of  Wisconsin.  44ie  plans  for  giving  jtroi^er 
publicity  to  this  action  had  i)een  settletl  upon  before  Mr.  .\llen  nuule  his  suggestion. 

421 


University  '  Survey  Report 

Allen  exhibit:  "5.  That  assignments  to  out  of  state  students  for  the  summer  session 
be  made  five  days  later  than  heretofore;  i.  e.,  June  20th  instead  of  June  15th." 

Comment:  Impossible.  Impracticable,  as  students  will  arrive  for  the  summer  session 
on  Saturday,  June  19,  and  take  their  rooms  on  that  day. 

Allen  exhibit:  "6.  That  instead  of  requiring  students  to  stand  inline,  rain  or  shine, 
when  making  application  for  rooms,  the  applications  be  received  in  Lathrop  Hall,  or 
better  still  that  applications  be  received  by  mail  and  numbered  as  the  letters  are  opened 
on  the  morning  of  October  15th.  If  the  latter  seems  inadvisable  it  is  suggested  that  it 
would  be  better  to  move  forward  the  date  of  application  and  record  applications  in  the 
order  received  than  to  have  the  assignment  of  rooms  in  the  dormitory  determined  by  the 
present  method  of  holding  one's  place  in  line." 

Comment:  Under  the  existing  regulations  applications  may  be  and  are  made  by  mail. 

Allen  exhibit:  "7.  That  the  advantages  which  the  university  feels  attach  to  resi- 
dence in  dormitories  be  made  clear  to  women  students,  present  and  prospective." 

Comment:  This  is  already  being  done. 

Allen  exhibit:  "8.  That  studies  be  made  to  supplement  present  information  so  that 
the  university  will  be  able  to  state  definitely  how  the  cost  and  conditions  of  living  within 
the  dormitories  compare  with  cost  and  conditions  of  living  outside  the  dormitories  in 
private  houses  of  different  classes  and  in  sorority  houses. 

"9.  That  the  statement  in  the  1912-14  catalogue  (pages  129-130)  be  amended  so  as 
(a)  to  compare  the  cost  and  conditions  of  living  inside  the  dormitories  with  those  outside, 
pointing  out  the  possibility  of  co-operative  rooming  and  boarding  under  proper  chaper- 
onage;  (b)  to  make  it  clear  where  it  is  now  not  clear  how  much  per  person  the  double 
rooms  cost  and  how  many  single  and  how  many  double  rooms  there  are;  (c)  to  indicate 
the  character  of  board  offered  at  $4.50  a  week;  (d)  to  indicate  the  opportunities  for  even 
less  expensive  board  at  the  university's  cafeteria  and  commons;  (e)  to  include  both 
'dormitories'  and  'women's  dormitories'  in  the  index  of  the  catalogue." 

Comment:  Not  all  information  concerning  the  university  is  included  in  the  catalogue;  full 
and  definite  information  is  contained  in  bulletins  sent  out  on  application. 

Allen  exhibit:  "10.  That  the  regents  specifically  provide  that  in  allotting  rooms 
double  rooms  be  not  allotted  to  one  individual  even  if  willing  to  pay  the  additional  price. 
On  October  6,  1914,  there  were  actually  in  the  two  halls  254  students,  instead  of  the  265 
which  the  catalogue  says  the  halls  can  accommodate,  or  the  267  which  the  official  regu- 
lations for  assignment  of  rooms  say  the  two  halls  accommodate.  The  university  ex- 
plains this  condition  by  stating  that  'it  became  necessary  to  take  some  rooms  for  ser- 
vants' quarters.'  It  is  suggested  that  the  regents  ascertain  whether  it  is  desirable  to 
assign  13  rooms  in  the  dormitories  to  servants  (while  advertising  these  same  rooms  as 
available  for  students),  when  at  the  same  time  the  university  is  asking  for  more  adequate 
dormitory  accommodations." 

Comment:  The  inference  in  the  first  sentence  above  is  erroneous.  There  are  no  double 
rooms  in  either  Chadbourne  or  Barnard  Halls  occupied  by  one  person  each;  in  fact  there  are 
three  single  rooms  in  each  hall  being  occupied  by  two  persons  each. 

The  "267"  was  an  error  which  has  been  remedied  in  the  new  draft  of  floor  plans  of  the  halls. 
The  discrepancy  between  254  students  actually  housed  and  "265  students  which  the  catalogue 
says  the  halls  can  accommodate"  the  dean  of  women  wishes  to  explain  as  follows:  It  should 
be  borne  in  mind  that  the  administration  of  three  women's  buildings — Chadbourne,  Barnard, 
and  Lathrop  Halls — necessarily  involves  a  large  staff  of  employes.  Moreover,  efficient  ad- 
ministration requires  their  housing  preferably  under  the  roofs  where  their  work  is  done. 
Owing,  however,  to  the  great  demand  by  students  for  more  rooms  in  the  halls  of  residence  it 
has  been  decided  to  give  the  rooms  now  occupied  by  maid  servants  to  women  students. 
Further,  the  difference  between  the  number  of  rooms  advertised  and  those  actually  occupied 
by  students  was  due  to  the  adjustments  made  necessary  by  efficient  administration  of  all 
three  halls  and  the  installation  of  a  larger  commons  in  Lathrop  Hall. 

Allen  exhibit:  "11.  That  the  slip  containing  o.Ticial  regulations,  which  goes  to 
women  seeking  admission  to  the  university,  be  amended  so  as  (a)  to  state  essential  facts 
about  cost  and  advantages  of  residence  in  dormitories;  (b)  to  give  the  essential  facts 
about  the  board  offered  by  the  halls  to  students  living  outside  the  dormitories;  (c)  to 
change  the  date  for  making  room  assignments  to  non-resident  students  for  seniors  and 
juniors  from  June  1st,  and  for  sophomores  from  July  1st,  to  September  1st,  the  time 
limit  heretofore  for  freshmen;  (d)  to  print  on  the  back  of  the  clip  the  floor  plans  showing 
outlook,  number  and  price  of  rooms." 

"12.  That  in  addition  to  making  information  available  to  this  year's  freshmen,  sopho- 
mores and  juniors  while  they  are  in  residence,  the  essential  information  be  made  avail- 
able to  the  parents  who  pay  the  bills  and  who  are  anxious  to  have  their  daughters  enjoy 
the  most  favorable  living  conditions  while  at  the  university." 
Comment:  No  comment  is  necessary  in  regard  to  the  suggestions  in  Nos.  11  and  12. 

(Signed)  E.  A.  GILMORE, 
(Signed)    LOIS    K.    MATHEWS. 
422 


EXHIBIT  10 

IS  ENOUGH  ATTENTION   GIVEN   TO   ENGLISH   IN   OTHER  THAN   ENGLISH 

COURSES? 

Of  456  faculty  members  210  answered  this  question  in  the  general  farulty  questionnaire;  246 
did  not  answer. 

Of  the  210  who  answered,  39  answered  indefinitely  and  one  confidentially,  leaving  170 
definite  comparable  answers. 

Of  170  faculty  members  definitely  answering  135,  or  79.4  per  cent,  answered  that  not  enough 
attention  was  given  to  English  in  other  than  English  courses.  Of  these,  89  were  in  letters  and 
science,  22  in  agriculture,  22  in  engineering,  1  in  medicine,  and  1  in  law. 

Of  these  135  in  all  colleges,  23  were  professors,  12  were  associate  professors,  22  were  assist- 
ant professors,  51  w^ere  instructors,  25  were  assistants. 

Of  57  faculty  members  of  professorial  rank  who  believe  that  not  enough  attention  is  given 
to  English  in  other  than  English  courses,  35  are  in  letters  and  science,  10  in  agriculture,  10  in 
engineering,  one  in  medicine  and  one  in  law. 

How  attention  to  English  in  other  than  English  courses  was  commented  upon  in 
faculty  answers  is  illustrated  by  the  following  quotations  from  the  faculty  questionnaire: 

Answers  show  that  faculty  members  are  particularly  interested  in  this  question,  "Is  enough 
attention  given  to  English  in  other  than  English  courses?" 

Direct  quotations  from  answers  are  here  repeated  under  five  general  headings,  divided  into 
groups  according  to  the  rank  of  faculty  member  answering:  (1)  Not  enough  attention  given 
to  English  in  other  than  English  courses;  (2)  The  university  not  responsible  for  defects  in 
English;  (3)  Attention  to  English  should  be  insured;  (4)  Attention  to  EngHsh  in  other  than 
English  courses  desirable  but  not  feasible;  (5)  Where  attention  is  already  given  to  English  in 
other  than  English  courses.  As  in  other  cases  when  quoting  from  the  questionnaires,  duplica- 
tions under  each  rank  have  been  avoided. 

1.  Not  enough  attention  given  to  English  in  other  than  English  courses 

10    Professors 

No  [not  enough]. 

The  demand  for  good  English  in  other  than  English  courses  should  be  emphasized. 
Lack  of  adequate  knowledge  of  English  in  our  students  is  a  common  complaint. 

Emphatically  no.     Some  of  my  papers  would  make  literate  angels  weep. 

The  work  done  in  English  at  this  university  has  never  been  satisfactory  to  me.  I  judge 
simply  from  the  results  obtained,  not  from  classroom  visits  for  I  have  not  made  such.  At 
the  present  time  but  little  attempt  is  made  to  teach  English  outside  the  English  depart- 
ment, and  if  the  work  in  that  department  were  done  more  efficiently,  there  would  be  but 
little  necessity  of  additional  efTort  on  the  part  of  other  members  of  the  faculty. 

Enough  attention  is  not  given  to  English — in  connection  with  law  courses. 

I  feel  that  if  a  portion  of  the  written  work  submitted  to  the  other  departments  than 
English  could  be  reviewed  by  the  English  Department,  it  would  be  helpful  to  the  stu- 
dent. This  work  could  be  continued  throughout  the  four  years.  I  do  not  think  it  should 
be  applied  to  quiz  papers,  for  here  the  student  is  often  hard  pressed  to  know  what  to  say, 
and  cannot  attend  to  the  manner  of  presentation  as  when  he  is  working  in  a  more  de- 
liberate manner. 

I  do  not  know,  but  in  themes  emphasis  is  not  on  the  use  of  correct  form. 

Not  enough  attention  is  given  to  English  in  courses  other  than  English  and  apparently 
not  enough  within  the  English  courses.  In  other  words,  our  students  arc  weak  m  the  use 
of  their  own  language — deplorably  so.  Probably  it  would  be  more  reasonable  to  take 
measures  compelling  the  high  schools  to  pay  more  attention  to  luiglish  than  to  correct 
the  difficulties  during  the  college  course.      At  all  events  something  ought  to  be  done. 

Too  little  attention  is  given  to  English  in  most  courses. 

In  my  opinion  recitations,  etc.,  should  be  in  the  best  English  of  which  the  student  is 
or  can  be  made  capable.  I  do  not  believe  that  such  is  the  case.  The  English  also  of  in- 
struction leaves  much  to  be  desired. 

8  Associate  Professors 
No. 

Too  little  attention  is  given  to  English  composition  in  other  than  English  courses. 
More  attention  could  doubtless  be  given  to  English  in  ail  work. 
Attention  to  English  in  other  courses  is  too  slight,  no  doubt,  but  the  real  remedy  lies 
in  more  prescribed  English,  both  in  high  school  and  university.    Our  students  are  tre- 

423 


University  Survey  Report 

mendously  handicapped  in  the  cultural  courses  by  their  incapacity  to  understand  the 
Enijlish  language  when  used  as  a  vehicle  for  ideas.  Probably  the  majority  of  our 
seniors  could  not  distinguish  either  the  spelling  or  the  meaning  of  "complimentary"  and 
'"complementary"  and  such  a  word  as  "specious"  is  only  darkness  visible  to  nine-tenths 
of  them.  English  is  a  dying  language  among  us,  and  can  only  be  saved  by  emphasizing 
it  more  and  practical  preparation  for  earning  a  living  a  little  less. 

More  attention  should  be  given  to  English  in  other  than  English  courses.  Spelling  is 
in  some  cases  inexcusable. 

It  is  the  writer's  opinion  that  not  enough  attention  is  given  to  English  in  any  courses 
so  far  as  results  can  be  judged  by  work  handed  in  by  senior  students. 

Too  little  attention  is  paid  by  students  to  English  in  courses  other  than  English. 

If  one  should  read  the  "bluebooks"  of  any  course  he  would  be  impressed  with  the  neces- 
sity of  better  training  in  English  and  writing.  If  English  were  taken  into  account  in 
marking, , students  would  be  relegated  to  the  freshman  class. 

16  Assistant  Professors 

No.  We  should  pay  more  attention  to  English. 

By  no  means.  Every  class  should  be  an  exercise  in  the  proper  use  of  the  mother 
tongue. 

Probably  not.  Mother  tongue  is  neglected  quite  generally,  even  in  some  English 
courses. 

English,  sense  of  form,  and  similar  considerations  are  given  practically  no  attention 
in  some  departments,  the  result  is  demoralizing  to  everybody  concerned. 

English  is  too  much  neglected.  Some  of  the  English  used  in  quizzes  is  detestable.  In- 
structors should  be  much  more  strict. 

I  do  not  believe  that  students  are  well  enough  prepared  in  English  upon  entrance,  and 
certainly  written  topics  presented  do  not  indicate  that  they  are  held  up  to  a  high  stand- 
ard in  other  quarters  here. 

Probably  not.  Satisfactory  results  in  English  are  rarely  attained  in  any  school  from 
primary  to  and  including  the  university,  if  my  understanding  of  education  in  the  United 
States  is  correct. 

I  do  not  know  whether  enough  attention  is  given  to  English  in  courses  outside  the 
English  department,  but  I  believe  that  there  is  not  sufficient  insistence  upon  the  correct 
use  of  English. 

I  do  not  know  what  methods  are  pursued  in  the  English  Department,  and  I  suppose  there 
always  have  been  and  always  will  be  complaints  as  to  the  English  which  college  students 
write  or  do  not  write.  My  experience  has  been  chiefly  with  upperclassmen  and  graduate 
students,  and  I  have  found  a  large  proportion  of  woeful  deficiency  in  English.  I  have 
recently  read  senior  theses  which  caused  me  to  wonder  whether  the  authors  had  ever  had 
any  instruction  as  to  methods  of  extended  composition  or  the  principles  of  composition, 
theses  which  exhibited  little  knowledge  of  and  certainly  no  respect  for  the  elements  of 
English  grammar,  utter  indifl'erence  to  punctuation,  and  a  thoroughly  casual  attitude 
towards  such  little  matters  as  spelling.  I  am  led  to  believe  that  there  is  a  tendency 
among  instructors  to  hold  students  only  for  what  they  write  and  not  for  how  they  write  it. 

I  do  not  think  enough  attention  is  given  to  English.  Many  of  the  upperclassmen  seem 
deficient,  it  seems  to  me,  and  in  spelling,  many  do  wretched  work.  No  doubt  this  indi- 
cates deficient  preliminary  training,  and  may  be  due  to  the  foreign  descent  of  many  of 
the  Wisconsin  students.  In  this  respect  they  are  far  behind  the  students  of  the  south 
and  east. 

All  I  can  say  is  that  many  students  are  sadly  deficient  in  English,  spelling,  etc. 

I  don't  find  that  enough  attention  is  given  English  in  other  than  English  courses. 
There  isn't  enough  oral  discussion  and  presentation  by  students.  They  are  weak  in  both 
written  and  oral  expression,  but  the  latter  receives  practically  no  attention  in  many 
classes  so  far  as  I  can  find.  Students  I  get  are  weak. 

Sufficient  attention  is  not  given  to  English  in  other  than  English  courses.  The  stu- 
dents do  not  regard  mistakes  in  English  seriously.   Our  students  do  not  use  good  English. 

There  seems  to  be  a  lack  of  knowledge  of  English  constructions  and  grammar  in  gen- 
eral in  many  cases.  Perhaps  we,  as  teachers  of  foreign  languages,  need  to  be  more  careful 
to  get  the  students  to  use  the  English  idiom  well  even  at  the  expense  of  a  literal  transla- 
tion, after  the  earlier  stages  of  acquiring  the  foreign  idiom  are  passed. 

Not  enough  attention  is  given  to  engineering  English.  Very  few  students  can  write  a 
good  technical  article,  or  a  set  of  engineering  specifications.  Freshman  English  as  now 
given  to  engineering  students  is  time  wa.sted. 

Good  English  is  not  insisted  upon  as  it  should  be.  Students  who  have  completed  English 
I  and  by  their  written  work  in  other  courses  show  deficiency  in  the  use  of  English,  should 
be  required  to  do  additional  work  in  the  subject.  Some  knowledge  of  English  or  American 
literature  beyond  English  I  should  be  required  of  all  students  in  the  College  of  Letters 
and  Science.  Students  are  lacking  in  the  elementary  general  information  which  might 
be  expected  of  high  school  students.     They  cannot  understand  references  to  classical 

424 


Exhibit  H) 

mythology  or  literature,  to  the  Bible,  to  great  events  in  history,  and  they  do  not  feel 
ashamed  of  their  ignoranre  nor  think  that  they  should  look  up  such  references.  There 
should  be  general  cooperation  among  all  departments  to  exact  an  understanding  of  these 
things.  It  would  be  advantageous  to  require  some  sort  of  examination  on  these  questions 
for  entrance  to  insure  attention  to  them  in  the  schools. 

S^Instructors 

No. 

Not  enough  attention  to  English  in  other  than  English  courses. 

No.  Every  student  should  have  more  English  than  he  now  does. 

Attention  to  English  should  be  emphasized  in  other  courses  than  English,  but  the 
drill  in  English  composition  in  high  schools  and  in  the  freshman  year  should  be  as  thor- 
ough as  can  possibly  be  made.  I  find  that  seniors  in  their  theses  use  exceedingly  poor 
English  in  some  cases. 

In  my  opinion,  very  little  attention  is  given,  perhaps  too  little,  to  a  student's  English 
in  his  written  work  other  than  in  English  courses.  While  I  have  tried  at  times  to  correct 
English  in  written  work  of  students,  I  have  found  that  unless  the  student  rewrites  his 
theme  very  little  or  no  benefit  is  derived.  I  doubt  very  much  that  a  student's  English  can 
be  much  improved  in  that  way  for  we  cannot  be  expected  to  teach  English  in  scientific 
and  practical  courses,  as  we  haven't  the  time. 

Not  enough  attention  is  given  to  English  in  other  than  English  courses.  This  is  espe- 
cially true  in  the  engineering  college  where  a  freshman  must  take  English  and  because  of 
laxity  in  this  respect  in  later  college  years,  finds  himself  using  poorer  English  at  gradua- 
tion time  than  he  did  when  he  entered  school.  This  is  a  fault  that  ought  to  be  remedied. 

I  think  in  a  majority  of  cases  not  enough  attention  is  paid  to  English  either  in  or  out 
of  the  regular  courses.  This  is  not  a  destructive  criticism,  but  constructive  in  that  I  be- 
lieve the  courses  in  P^nglish  could  be  made  more  useful  by  giving  the  engineers  more  en- 
gineering English.  The  purpose  would  be  to  make  the  subject  more  interesting  and  to 
show  the  student  the  need  of  it  in  his  future  work. 

The  English  requirements,  both  in  and  out  of  the  regular  English  courses  is  not  rigid 
enough.  Less  time,  if  any  at  all.  on  foreign  language  and  much  more  on  English  would 
look  more  reasonable  and  necessary  to  me. 

12  Assistants 

No. 

I  rather  think  not. 

I  believe  English  receives  too  little  attention. 

No;  enough  attention  is  certainly  not  given  to  English  outside  of  English  courses. 

I  have  found  my  pupils  often  very  weak  in  English  composition.  Apparently  they 
have  done  very  little  work  in  this  subject,  although  my  students  are  at  least  sophomores 
in  raflk. 

Not  enough  attention  is  given  in  other  than  English  courses  to  English  work.  This  is 
made  evident  by  the  unfortunate  attempts  at  stating  simple  facts  that  are  made  in  many 
examination  papers. 

Enough  attention  is  not  paid  to  English  in  other  than  English  courses.  Even  spelling 
and  handwriting  frequently  seem  to  have  been  criminally  neglected. 

The  English  of  most  university  students  is  disgracefully  bad.  In  the  work  with  which 
I  am  associated  (history)  there  is  a  constant  attempt  to  correct  this  "bad"  English.  As- 
sistants are  instructed  to  correct  English  errors  in  all  grading  of  papers.  These  instruc- 
tions are  rigidly  carried  out  in  the  ancient  history  work.  In  the  ancient  history  office 
there  are  hundreds  of  papers  now  on  file  which  will  illustrate  this. 

Students  seem  to  be  specially  deficient  in  English.  If  a  student  is  deficient  in  English 
in  his  freshman  year  he  rarely  becomes  proficient  even  in  his  junior  and  senior  years. 
This  suggests  excluding  or  eliminating  those  so  deficient. 

I  do  not  think  that  suflicient  attention  is  given  to  English  work,  in  other  than  English 
classes.  We  find  men,  in  particular,  who  are  taking  the  agricultural  course,  who  are 
unable  to  spell  the  most  ordinary  words,  and  have  no  idea  of  exiiression.  construction,  or 
punctuation.  These  men  are  allowed  to  go  on  and  are  given  a  diploma  from  the  Univer- 
sity of  Wisconsin — which  to  me  seems  disgraceful- -whe,n  in  some  of  the  fundamentals 
they  are  not  as  well  equipped  as  children  in  the  graded  schools. 

English  is  too  much  neglected  in  other  courses.  Students  have  laughed  at  mc  for  cor- 
recting their  English  in  lal)oratory  notebooks. 

There  is  in  my  opinion  great  lack  of  attention  to  E.nglish  in  most  other  courses,  even 
in  other  language  courses,  and  not  only  of  attention  to  the  student's  English,  but  in 
many  cases  of  my  observation  a  woeful  disregard  on  the  part  of  instructors  of  their  own 
use  of  English. 

425 


University  Survey  Report 

2.  The  university  not  responsible  for  defects  in  English 

1  Professor 

The  inability  of  the  average  student  to  express  himself  grammatically  and  clearly  is 
the  most  glaring  defect  in  our  modern  system  of  education.   It  should  be  corrected  in  the 
elementary  and  high  schools,  not  in  the  university. 
1  Assistant  Professor 

I  believe  English  receives  all  the  attention  necessary  in  every  way.  Such  deficiencies 
as  may  be  apparent  ought  to  be  corrected  before  students  reach  the  university. 

3.  Attention  to  English  should  be  insured. 

5  Professors 

I  have  a  feeling  that  if  it  were  possible  more  attention  should  be  paid  to  the  English 
of  students  in  other  than  English  courses.  If  there  were  some  other  way  m  which  to  com- 
bine English  in  other  than  English  courses,  it  would  be  highly  desirable.  Let  the  student 
work  upon  some  subject  in  which  he  is  interested,  but  criticize  his  use  of  English  in  his 
written  work. 

In  some  other  courses  enough  is  perhaps  given,  but  I  am  sure  that  in  few  colleges  or 
universities  is  this  generally  true.  Too  much  emphasis  cannot  be  laid  upon  the  idea  that 
in  any  course  a  student  should  be  able  to  express  himself  orally  as  well  as  in  writing,  in 
good,  simple,  direct,  well  pronounced  or  well  spelled  English.  Every  teacher  should  try 
unconsciously  to  be  a  model  for  his  students  in  the  use  of  English. 

It  seems  to  me  that  work  in  English  composition  ought  to  continue  through  the  four 
years  of  the  college  course,  by  the  examination,  grading,  and  correction  of  the  English 
of  at  least  a  certain  amount  of  the  written  work. 

Not  enough  attention  is  paid  to  English  in  other  courses  (as  far  as  I  have  been  able  to 
obtain  information).  I  think  that  not  enough  care  is  taken  about  building  up  the  stu- 
dent's English  in  his  foreign  language  courses.  It  might  be  well  to  have  special  assist- 
ants go  through  the  student's  written  work  for  English.  The  man  in  charge  of  the  thesis 
should  himself  look  out  for  the  English.  I  fear  this  is  often  neglected. 

The  English  of  all  students  would  probably  be  improved,  if  other  departments  than 
English  would  give  more  attention  to  the  matter;  however,  this  would  take  time,  and 
would  mean  that  the  instructional  force  of  a  department  must  be  increased  in  order  to 
have  the  work  well  done.  In  short,  we  can  have  just  that  attention  given  to  English  that 
the  university  will  pay  for. 

3  Associate  Professors 

I  believe  that  the  English  of  students  could  be  improved,  if  in  all  courses  instructors 
insisted  on  good  composition,  spelling,  etc. 

More  attention  should  be  paid  to  English  on  papers  and  in  oral  recitation. 

I  think  there  should  be  less  literature  and  more  grammar  and  writing,  especially  for 
certain  students. 

1  Assistant  professor 

More  English  should  be  required. 

4  Instructors 

I  think  that  more  attention  should  be  paid  to  English  in  other  than  English  courses. 

More  attention  should  be  given  to  English  outside  of  English  courses.  It  is  often  care- 
lessness on  the  part  of  the  student.  He  knows  better  but  gives  all  attention  to  the  sub- 
ject matter  of  the  course  rather  than  to  the  English. 

I  would  like  to  see  the  time  when  all  classes  would  require  all  oral  and  written  work  to 
be  in  good  English. 

More  English  could  be  taught  to  advantage  in  engineering  courses. 
7  Assistants 

More  care  should  be  exercised  in  making  students  uphold  a  good  grade  of  English  in 
all  their  technical  work,  notebooks,  and  so  forth.  There  is  a  tendency  for  some  students 
to  feel  that  such  is  unnecessary  outside  of  the  English  class. 

My  information  is  based  upon  conditions  which  prevailed  eight  or  ten  years  ago.  Since 
then  I  think  the  work  of  English  composition  has  been  improved  by  the  introduction  of 
"sub-freshman"  courses.  I  know  that  many  excellent  students  of  technical  branches 
have  had  very  poor  preparation  in  English,  but  how  to  add  to  the  work  in  English  with- 
out cutting  into  valuable  technical  work  I  could  not  suggest. 

My  observation  on  the  written  work  of  the  plant  pathology  department  lead  me  to 
think  that  more  attention  to  English  in  other  than  English  courses  would  be  advanta- 
geous for  most  students. 

426 


Exhibit  10 

I  think  more  attention  should  be  paid  to  English  in  all  courses.  In  ray  own  depart- 
ment more  could  be  accomplished  in  that  direction  if  fewer  pages  were  required  to  be 
translated.  A  special  course  in  translation,  with  the  purpose  of  improving  the  student's 
use  of  English,  might  prove  beneficial. 

More  attention  should  be  given  to  English. 

More  attention  could  probably  be  given  to  English  than  is  the  case  at  present. 

More  time  should  be  devoted  to  English.  • 

4.  Attention  to  English  in  other  than  English  courses  desirable,  but  not  feasible. 

4  Professors 

With  regard  to  English  in  courses  outside  that  department  I  think  the  practice  is  gen- 
erally satisfactory  with  the  possible  exception  of  some  departments  in  the  technical  col- 
leges. The  instructor  should  always  use  good  English  that  shall  serve  as  a  model  and  in- 
centive to  the  student.  I  do  not  regard  it  as  the  function  of  the  instructor  to  nag  the 
student  by  continually  correcting  his  use  of  English.  But  such  correction  is  surely  proper 
in  flagrant  cases.  Possibly  these  latter  are  too  much  neglected. 

No.  But  I  have  all  I  can  do  to  keep  history  up  to  the  standard,  and  cannot  criticize 
English  unless  it  is  execrable. 

The  ability  to  correctly  use  English  is  inherited  and  due  to  environment. 

Probably  not;  but  when  a  department  assumes  the  proportions  of  the  English  De- 
partment, others  are  excusable  if  they  assume  that  it  has  the  responsibility  for  what 
it  teaches. 

2  Associate  Professors 

It  is  difTicult  to  penalize  a  man  for  poor  English  in  answering  poultry  questions. 

English  might  be  stressed  more  in  all  classes  than  it  is,  but  such  a  course  will  do  more 
harm  than  good. 

1  Assistant  Professor 

In  formal  themes,  theses  and  reports  the  English  should  be  given  attention;  but  I  do 
not  believe  that  it  is  possible  to  take  care  of  everything  in  giving  any  course.  Certain 
things  can  be  taught  and  other  things  can  be  encouraged,  but  everything  cannot  be 
made  an  important  part  of  the  course. 

5.  Where  attention  is  already  given  to  English  in  other  than  English  courses. 

8  Professors 

In  my  courses,  as  much  [attention  is  given]  as  time  permits,  but  improvement  is  de- 
sirable. 

There  is  a  good  deal  of  attention  given  to  English  in  my  courses.  About  others  I  do 
not  know. 

Insistent  attention  to  English  is  given  by  the  school  of  music. 

In  case  student  is  very  bad  in  English  I  require  him  to  go  back  to  English  Depart- 
ment. Otherwise  I  correct  his  English. 

I  cannot  speak  for  the  university  as  a  whole  on  how  much  work  is  done  in  English  by 
other  departments.  In  ours  we  have  to  do  a  great  deal  because  of  backward  condition 
of  Wisconsin  students  in  that  respect. 

I  pay  much  attention  to  this;  cannot  speak  for  others. 

More  attention  should  be  given  to  English  in  other  than  English  courses.  In  the  past 
too  much  has  been  expected  of  the  English  Department.  In  correcting  the  quiz  papers  in 
the  Department  of  Drawing  we  have  recently  started  the  practice  of  allowing  l.'i  per  cent 
for  neatness  and  correct  P^nglish.  Since  this  practice  was  started  there  has  been  a  notice- 
able improvement  in  this  respect.  This  has  been  the  practice  in  several  of  the  depart- 
ments of  the  College  of  Engineering  for  some  time. 

Sufficient  attention  in  general  is  not  given  to  English  in  other  than  English  courses. 
Every  written  exercise  should  also  be  an  exercise  in  English.  Much  of  the  criticism  of 
the  English  of  students  in  other  courses  is  due  to  the  fact  that  the  English  requirements 
are  not  upheld.  Some  years  ago  the  writer  originated  so  far  as  he  know-s  the  plan  of  grad- 
ing written  quizzes  after  the  first  85  on  subject  matter  and  15  on  form,  appearance,  En- 
glish, spelling  and  other  like  factors  with  the  most  marked  results.  We  have  had  like  re- 
sults in  upholding  the  mechanical  drawing  standard  set  in  the  freshman  year. 

427 


UxivEHsiTY  Survey  Report 


4  Associate  Professors 

I  do  not  know  whether  this  is  done  uniformly  in  the  university,  but  I  do  know  that  I 
for  one  have  always  regarded  this  as  a  most  important  matter,  even  in  such  courses 
where  we  in  bur  department  use  German  as  the  regular  medium  of  instruction.  I  think 
that  on  the  whole  the  secondary  schools  are  somewhat  negligent  in  this  duty,  to  judge 
from  my  experience  with  freshman  students,  where  the  discrepancies  are  most  glaring. 

*       We  certainly  endeavor  in  German  to  lay  stress  upon  good  English. 

I  believe  in  the  history  department  enough  attention  is  given  to  English.  Indeed  it  has 
sometimes  seemed  that  we  were  correcting  written  work  more  for  English  than  for  his- 
tory content. 

I  do  not  believe  that  enough  attention  is  given  to  English  outside  of  the  courses  in 
English.  In  mathematics  it  is  our  constant  endeavor  to  insist  upon  form  as  well  as  con- 
tent, but  I  am  sure  we  fall  short  of  what  we  ought  to  do.  The  results  show  conclusively 
that  our  seniors  in  mathematics  are  deplorably  weak  in  expression. 

10  Assistant  Professors 

Professors  Dennis  and  Disque  have,  I  know,  given  careful  attention  to  the  English 
used  in  their  courses.  Also  in  some  courses  in  mathematics  a  premium  is  put  on  good 
English  by  a  definite  regulation  concerning  the  grading  of  papers.  In  some  courses  in 
chemistry  and  biology  and  music  students'  English  is  criticized.  It  may  be  that  through- 
out the  university  all  possible  attention  to  English  is  given  by  instructors.  But  through- 
out the  university  the  illiterate  lubberly  English  used  by  students  is  a  notorious  scandal; 
and  no  amount  of  "attention"  will  improve  this  condition,  so  long  as  students  who  are 
ignorant  of  the  rudiments  of  English  are  admitted  to  the  university. 

In  teaching  foreign  language,  much  emphasis  should  be  put  on  English.  In  fact,  one  of 
the  great  advantages  of  foreign  language  study  is  the  fact  that  here  is  given  an  oppor- 
tunity for  a  comparative  study  of  the  native  language.  Moreover,  translation  provides 
an  invaluable  training  in  accuracy  of  expression,  a  training  that  can  be  gained  in  no 
other  way.   In  the  German  Department  much  emphasis  is  placed  on  this  point. 

In  the  German  Department  a  great  deal  of  stress  is  placed  on  English,  the  same  thing 
is  true  in  the  Greek  and  Latin  Departments,  where  I  have  taken  work  as  a  student. 

In  mathematics  we  correct  English,  when  poor,  in  papers  returned  to  students  and  in 
oral  quizzing. 

I  cannot  judge  of  the  attention  paid  to  English.  I  personally  pay  great  attention  to  it, 
as  of  necessity  I  must. 

Unfortunately,  it  seems  necessary-  to  give  more  time  than  should  be  to  "English  in 
other  than  English  courses." 

In  my  own  work  I  find  it  necessary  to  give  almost  cohstant  attention  to  English 
grammar,  phraseology,  literary  allusion,  etc.  Some  of  my  students  have  told  me  that 
their  command  of  English  has  greatly  benefited  from  their  work  in  languages. 

I  give  a  great  deal  of  attention  to  English  and  my  students  show  the  results. 

Probably  not  enough  yet,  although  I  think  that  matters  are  improving  in  this  direc- 
tion. As  far  as  I  am  aware,  the  Machine  Design  Department  was  the  first  one  to  allow  a 
certain  per  cent  of  the  grade  on  examinations  and  quizzes  for  the  appearance  of  the  paper. 
The  amount  allowed  varies  from  10  per  cent  to  15  per  cent,  and  I  think  that  quite  a  few 
departments  in  the  College  of  Engineering  are  doing  that  now. 

We  find  it  profitable  to  allow  15  out  of  100  for  appearance  and  expression  of  all  written 
work. 

2  Instructors 

Yes,  we  have  two  required  courses  in  English  in  addition  to  regular  English  courses. 

In  my  work  I  find  that  the  student  resents  any  attempt  to  correct  him  on  account  of 
poor  English  or  spelling.  The  spelling  is  "awful"  in  the  case  of  some  students.  On  ac- 
count of  spelling,  English,  etc.,  my  department  makes  it  a  point  to  allow  10  per  cent  on 
all  quiz  and  examination  books,  for  the  "appearance"  of  the  book.  Under  this  head  we 
include  both  the  neatness  of  the  papers  and  the  English  used. 

1  Assistants 

In  our  department  all  English  errors  are  corrected,  especially  in  laboratory  notebooks 
and  quiz  papers. 

All  English  mistakes,  when  noticed,  are  corrected  in  our  department. 
Enough  attention  is  paid  to  English  in  the  botany  courses  with  which  I  have  to  do. 
The  writing  of  good  plain  English  should  be  prerequisite  in  all  courses. 
Attention  is  called  to  poor  English,  and  in  bad  cases  parts  are  rewritten. 

428 


Exhibit  10 

UNIVERSITY   COMMENT  ON  ALLEN  EXHIBIT   10,   ENTITLED,   "IS  ENOUGH 

ATTENTION    GIVEN   TO   ENGLISH    IN    OTHER   THAN 

ENGLISH  COURSES?" 

Instructors  in  other  than  English  courses  might  perform  a  valuable  service  in  noting  the 
defective  English  of  their  students  and  in  more  frequently  bringing  to  administrative  atten- 
tion the  students  who  should  be  affected  by  the  following  regulation: 

"On  the  completion  of  course  1,  a  provisional  pass  mark  is  given;  if  at  any  time  later 
in  his  course  a  student  is  reported  as  deficient  or  careless  in  English  composition,  he  may 
be  required  to  take  additional  work  in  that  subject."  (Universitv  Catalogue,  1913-14, 
p.  134.) 

On  the  other  hand,  it  is  clear  that  instructors  in  other  than  English  courses  cannot  give 
systematic  instruction  in  English  composition  without  devoting  to  this  work  an  amount  of 
time  so  great  as  to  impair  their  work  in  their  proper  subjects.  Systematic  instruction  in 
English  composition  is  given  most  adequately  in  special  courses  in  this  subject. 

(Signed)     KARL  YOUNG. 


429 


EXHIBIT  II 


ENGLISH  COURSES— COMPULSORY  AND  ELECTIVE 

Every  student  entering  the  university  as  a  freshman  must  take  elementary  English. 

If  the  high  school  work  has  not  been  such  that  a  student  can  do  freshman  English  satis- 
factorily he  is  put  into  what  is  called  sub-freshman  English,  until  such  time  as  he  can  do  the 
regular  work  successfully.  For  this  sub-freshman  English  no  credit  is  given,  for  every  stu- 
dent must  take  the  prescribed  course  of  two  semesters  in  freshman  English. 

If  on  the  other  hand  a  student  shows  exceptional  ability  in  English,  he  must  also  take 
elementary  English,  although  he  is  put  in  a  special  section  for  advanced  students.  He  is, 
however,  permitted  to  enter  another  course  in  PLnglish,  but  in  spite  of  his  advanced  equip- 
ment or  special  ability  is  required  to  fulfil  the  technical  requirement. 

Thus,  while  the  exceptionally  poor  student  is  at  a  disadvantage  which  must  be  overcome, 
the  exceptionally  able  student  has  no  advantage  except  the  privilege  of  carrying  extra  work. 

If  instead  of  requiring  every  freshman  to  take  freshman  English,  those  were  exempted 
who  showed  ability  to  do  the  kind  of  work  done  during  the  freshman  year,  it  is  suggested 
that  the  following  results  might  be  effected: 

1.  High  schools  would  be  encouraged  to  make  their  English  work  more  effective. 

2.  High  school  pupils  would  be  encouraged  to  give  such  attention  to  English  in  high 

school  that  they  would  (a)  save  three  hours  a  week  each  semester  of  the  freshman 
year,  or  one-fifth  of  a  full  year's  work  at  the  university,  or  (h)  release  time  for  ad- 
vanced work  that  must  now  be  given  to  elementary  work,  or  (c)  might  elect  courses 
for  which  they  feel  a  need  but  which  are  now  crowded  out  by  compulsory  English. 

3.  The  university  would  not  need  so  much  space  for  English  classes  now  used  in  uni- 

versity hall  for  the  freshman  English  work,  for  students  would  be  more  evenly 
distributed  among  rooms  and  buildings. 

4.  The  cost  of  the  English  Department  would  be  decreased  and  the  net  cost  to  the 

university  decreased  because  students  would  be  distributed  among  already  organ- 
ized classes,  thus  requiring  fewer  additional  teachers.  This  cost  would  decrease 
in  proportion  to  the  improvements  in  high  school  English,  resulting  from  the  adop- 
tion of  this  suggestion. 

5.  The  English  Department  would  have  more  energy  free  to  devote  to  development  of 

interest  in  literature,  and  the  attention  that  now  goes  to  required  work  could  be 
directed  to  subject  matter  and  method  of  presentation. 

6.  The  other  departments  would  be  more  easily  persuaded  to  require  correct  use  of 

English,  whereas  now  this  responsibility  is  very  generally  and  almost  exclusively 
delegated  to  the  English  Department,  mainly  through  its  freshman  English  course. 

Cost  of  English  courses. 

For  salary  alone  the  university  budget  for  1914-15  assigned  $53,250  to  the  English  Depart- 
ment. This  total  does  not  include  overhead.  Nor  does  it  include  the  salary'  cost  of  teaching 
English  in  the  Wisconsin  high  school  ($2,150),  nor  $2,250  for  training  prospective  teachers 
of  English.  Adding  in  these  two  items,  the  total  salary  budget  for  the  English  Department 
for  1914-15  is  $57,650. 

Enrollment  in  English  courses  first  Semester,  1914-15. 

In  all  English  courses  reported  to  the  registrar  November  1914,  there  were  2,403  enroll- 
ments, of  which  1,254,  or  over  half,  were  in  the  freshman  English  classes — 1,088  in  freshman 
English  and  166  in  sub-freshman  English. 

There  are  34  freshmen  enrolled  in  other  tliftin  freshman  courses,  and  126  upperclassmen 
enrolled  in  the  freshman  elementary  course. 

In  freshman  English  each  enrollment  represents  a  different  person;  in  advanced  courses 
the  same  person  may  be  enrolled  in  two,  three  or  more  courses.  The  figures  given  in  this 
section  refer  to  enrollments,  not  persons. 

Of  1,149  enrolled  in  other  than  freshman  classes,  321  are  enrolled  in  course  30  (general 
survey  in  English  literature)  which  "is  pre-requisite  to  all  other  courses  in  English.  It  is 
required  of  sophomores  taking  English  as  their  major,  and  it  is  recommended  to  students 
desiring  a  single  course  in  English  literature."  Course  29,  because  "designed  to  accompany 
English  30"  is  practically  if  not  technically  a  required  course  for  students  desiring  to  continue 
English  work.     In  English  29  there  are  68  students  enrolled. 

This  leaves  760  registrations  to  be  accounted  for  in  other  than  required  courses. 

431 


University  Survey  Report 

Of  760  student  enrollments  in  other  than  compulsory  English  courses,  there  are  68  who 
are  in  two  vocational  courses — for  teachers  (58)  and  for  commercial  English  (10). 
Thus  there  are  692  enrollments  in  elected  English  courses,  distributed  as  follows: 

377  in  strictly  undergraduate  courses. 

243  in  courses  for  graduates  and  undergraduates. 

44  in  thesis  courses. 

28  in  strictly  graduate  courses. 

The   1 1  enrollments  in  thesis  courses  are  of  37  women  and  7  men,  in  9  different  courses. 

The  28  enrollments  in  graduate  courses  are  16  women  and  12  men  in  4  different  courses. 
There  is  a  total  of  116  graduate  enrollments — the  difference  between  28  and  116,  or  88,  being 
either  in  classes  for  undergraduates  or  combined  graduate  and  undergraduate  classes. 

l''or  the  243  enrollments  in  courses  for  graduates  with  undergraduates  there  are  12  courses, 
one  of  which  has  63  students,  leaving  180  in  the  11  other  courses. 

For  'Ml  enrollments  in  undergraduate  courses,  other  than  the  required  course  (29-30) 
and  two  vocational  courses,  there  are  15  different  courses. 

Size  of  English  classes. 

The  enrollment  in  the  93  English  courses  reported  for  November  1914  is  distributed  accord- 
ing to  size  of  class  in  the  following  table.  This  summary  is  based  on  reports  submitted  by 
faculty  members  to  the  president  of  the  university  for  the  first  semester,  1914-15.  "Thesis" 
courses  may  include  thesis  assignments  as  well  as  regular  thesis  courses.  In  each  case  the 
title  of  the  course  reported  by  the  faculty  member  is  used  here. 

Size  of  Class 


No.  of  courses 
by  name 

1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11-15 

16  + 

Total 

Thesis 

Graduate   (200) 

Grad.&  Ungrad. (100) 
Ungrad.  (notreq'd) ... 
Required 

1 

1 
1 
1 

2 
1 

1 
1 

1 

2 
1 

2 
T 

1 

3 
1 

2 
1 

1 
7 

10 
51 

10 
4 

12 
15 
52 

Total 

1 

3 

3 

2 

1 

3 

4 

4 

3 

69 

93 

Who  teaches  freshman  English? 

Of  1,088  students  in  freshman  English  classes  836,  or  77%,  are  taught  by  instructors, 
and  30  by  an  assistant,  according  to  plans  for  which  a  full  professor  is  responsible;  169  are 
taught  by  assistant  professors;  28  by  an  associate  professor;  and  25  by  a  full  professor. 

Of  166  students  enrolled  in  the  sub-freshman  English  course,  17  are  taught  by  a  student 
assistant;  70  by  an  instructor;  and  79  by  an  assistant  professor. 

Of  1,254  students  enrolled  in  all  freshman  English  courses,  953,  or  76%,  are  taught  by 
persons  below  professorial  rank. 

To  supervising  the  work  done  for  953  students  by  persons  below  professorial  rank,  the 
professor  in  charge  reports  that  he  gave  during  1913-14  two  hours  a  week. 

While  a  carefully  detailed  plan  has  been  worked  out  so  far  as  concerns  the  subject  matter, 
end  to  be  sought,  and  methods  to  be  used  in  the  freshman  English  classes,  negligible  attention 
has  been  given  to  seeing  whether  in  particular  classes  results  sought  are  obtained. 

Of  19  faculty  members  participating  in  freshman  English  and  answering  about  visits  to 
classroom  by  other  members  of  the  department  than  chairman,  11  reported  no  visits;  1  had 
been  visited  once;  1  had  been  visited  3  times;  2  had  been  visited  5  times;  3  had  been  visited 
6  times;  1  had  been  visited  "many  times;"  1  stated  that  he  had  been  visited  100  times. 

Of  14  definitely  answering,  who  gave  freshman  work  for  which  an  associate  professor  was 
responsible,  9  reported  no  classroom  visits  by  either  chairman  or  other  members  of  the 
department;  1  reported  1  visit  by  both  chairman  and  by  another  member;  1  reported  1  visit 
by  the  chairman  and  3  by  other  members;  1  reported  no  visits  by  the  chairman  and  "many" 
by  other  members. 

Regarding  such  supervision,  one  instructor  wrote: 

"Nobody  else  exercises  supervisory  authority  over  my  work  except  that  nominally  I 

am  under  the  supervision  of  the  chairman  of  freshman  English My  conferences 

have  not  been  very  numerous.  The  essential  peculiarity  of  the  teachers'  profession 
is  in  its  individualism.  An  administration  gets  a  man  for  certain  work,  entrusts  that 
work  to  him  and  leaves  him  free;  meddling  would  spoil  all.  Informal  discussions  based 
upon  the  teacher's  initiative  are  obviously  not  without  helpfulness." 

432 


Exhibit  11 

Of  2  instructors  who  had  taught  1  year  at  the  university  before  last  year,  1  was  visited 
once  by  the  chairman  and  by  other  members  of  the  department;  the  other  was  visited  6 
times  by  other  members  of  the  department. 

Of  2  instructors  who  had  taught  2  years  at  the  university  before  last  year,  1  was  visited 
by  neither  the  chairman  nor  other  member  of  the  department;  the  other  was  visited  by  the 
chairman  once  and  by  no  other  member  of  the  department. 

Of  6  instructors  who  had  had  3  years'  experience  at  the  university  before  last  year,  3  were 
not  visited  by  anyone;  1  did  not  know  whether  or  not  the  chairman  had  visited  his  classes, 
but  had  been  visited  5  times  by  other  members  of  the  department;  1  had  been  visited  once 
by  the  chairman;  and  a  sixth  had  been  visited  once  by  the  chairman  and  3  times  by  other 
members  of  the  department. 

Of  20  teachers  of  freshman  English  5  had  had  no  teaching  experience  before  appointment 
at  the  university;  1  had  taught  1  year;  5  had  taught  3  years;  4  had  taught  4  years;  3  had 
taught  5  years  before  appointment  at  the  university. 

Of  these  20  teachers,  2  had  taught  one  year  at  the  university  before  1913-14;  2  had  2  years 
of  such  experience;  6  had  had  3  years;  1  had  4^  years;  3  had  had  5  years;  4  had  from  6  to 
10  years;  and  2  had  taught  respectively  16  and  17  years. 

Of  6  who  had  taught  from  6  to  17  years,  4  were  not  visited  by  any  other  member  of  the 
department  last  year;  1  was  visited  6  times;  and  1  reports  3  visits  by  chairman  and  100  visits 
by  other  members  of  the  department. 

While  meetings  are  held  during  the  term  for  comparing  marks  and  papers,  each  teacher 
gives  his  or  her  own  final  mark  according  to  his  or  her  own  basis  for  marking,  without  review 
by  the  professor  in  charge  of  the  course. 

In  the  section  on  grading  (exhibit  13)  several  illustrations  have  been  given  of  lack  of  uni- 
formity in  grading,  failure  to  fit  the  mark  to  quality  of  work  done,  etc. 

Students  are  assigned  to  instructors  in  order  of  registration,  not  according  to  student's 
ability  or  preference  or  instructor's  ability.  One  reason  given  the  survey  for  not  permitting 
freshmen  to  elect  their  class  instructor  was  that  students  would  seek  certain  instructors  and 
avoid  others. 

Twelve  suggestions  for  freshman  English. 

If  English  work  is  to  be  judged  by  the  amount  of  attention  given  to  outlining  a  term's 
work,  freshman  English  must  be  said  to  be  of  a  high  order  of  excellence.  Because  super- 
vision is  not  given  through  classroom  visits  and  through  review  of  final  term  grading,  because 
such  a  small  proportion  of  students  are  taking  advanced  work  (which  test  is  said  by  the 
university  to  be  the  most  effective  test  of  the  efficiency  of  elementary  work),  and  because 
the  end  which  the  university  is  trying  to  accomplish  through  its  freshman  English  does  not 
include  several  ends  which  might  be  included,  and  does  include  one  or  two  ends  that  are  of 
doubtful  value,  the  survey  suggests  that  regents  ask  to  have  the  following  questions  investi- 
gated and  answered: 

1.  How  much,  if  any,  of  the  freshman  English  work  might  with  benefit  to  the  university, 
student,  and  high  school,  be  expected  to  be  done  in  the  high  school?  A  beginning  might  first 
be  made  in  high  schools  in  the  larger  cities  as  an  example  to  smaller  communities  of  the 
resulting  benefits. 

2.  How,  if  at  all,  should  the  university  entrance  English  requirements  be  changed  in  order 
to  make  it  unnecessary  for  the  university  to  spend  so  much  energy  in  regular  and  summer 
courses  on  elements  of  English  composition? 

3.  Why  do  so  few  students  elect  advanced  courses  in  English? 

4.  How  much,  if  any,  of  the  money  now  spent  upon  reviewing  English  might  be  more 
advantageously  spent  upon  reviewing  English  by  testing  and  improving  the  use  of 
English  in  other  than  English  classes? 

5.  How  far,  if  at  all,  might  compulsory  theme  work  with  advantage  give  way  to  field  work 
that  would  teach  students  to  observe  and  give  them  reason  for  thinking  and  writing?  Is  it 
not  desirable  at  least  to  try  an  experiment  in  substituting  work  that  needs  to  be  done  for 
themes  that  must  be  done,  as  a  method  of  training  in  use  of  English? 

6.  How  far,  if  at  all,  might  university  printing,  proof  reading,  examination  be  used  for 
laboratory  material  in  training  students  to  correct  use  of  English  which  cannot  be  incor- 
rect without  jeopardizing  university  prestige?  (Many  high  schools  materially  reduce  the 
cost  of  operation  by  teaching  English  in  this  way.) 

7.  Why  is  so  little  oral  composition  insisted  upon? 

8.  Is  it  not  to  the  disadvantage  of  both  journalism  and  English  that  journalism  is  made  a 
separate  department  and  course,  and  its  "motivating"  purpose  thus  subtracted  from  the 
English  Department? 

9.  Is  it  not  to  the  disadvantage  of  both  public  speaking  and  English  that  public  speaking 
is  made  a  separate  department  and  course,  and  its  "motivating"  purpose  thus  subtracted 
from  the  English  Department? 

10.  For  the  sake  of  developing  student  organizations  for  debate,  oratory,  literary  work, 
etc.,  v.ould  it  be  a  good  investment  to  permit  a  selected  number  of  freshmen  to  substitute 
such  outside  activity  of  quality  to  be  determined  by  actual  tests  for  the  now  compulsory 
freshman  English? 

433 

ScR.— 28 


University  Survey  Report 

11.  In  view  of  the  large  expenditure  for  freshman  English,  and  of  the  large  class  in  sub- 
freshman  English,  is  the  university'  giving  the  necessary  attention  to  the  departmental  courses 
for  the  training  of  teachers  of  English,  and  to  the  preparation  of  prospective  teachers  in 
whatever  courses  for  improving  the  quality  of  teaching  and  use  of  English  in  high  schools? 

12.  Would  it  help  the  status  of  English  in  the  university  if  freshmen  were  given  a  different 
content  in  the  elementary  course,  so  that  even  for  the  large  number  who  drop  out  during  the 
first  semester,  positive  and  permanent  benefits  would  result  in  the  love  of  literature  and  ability 
to  enjoy  it — that  is,  would  it  be  better  to  have  freshman  English  an  appeal  to  "come  up 
higher"  rather  than  a  weeding  out  process?  Should  the  content  of  the  second  semester's 
work  be  radically  changed  so  that  students  in  vocational  courses  will  be  taught  the  possi- 
bility rather  than  the  impossibility  of  obtaining  a  liberal  education  through  their  vocational 
courses? 

What  freshmen  are  taught  alioiit  liberal  and  vocational  education. 

As  noted  above,  all  freshmen  must  take  the  freshman  English  course  four  hours  a  week 
during  both  semesters  of  the  freshman  year.  During  the  second  semester  of  18  weeks,  four 
hours  a  week  is  given  to  a  collection  of  14  essays  on  education,  science,  and  art. 

The  principal  theme  of  these  essays  is  the  advantage  to  the  individual  and  the  community 
of  what  is  called  a  "liberal  education,"  and  the  disadvantage  of  vocational  training  prior  to 
receiving  the  bachelor's  degree. 

Only  one  partial  exception  is  found  in  the  case  of  Huxley,  three  of  whose  essays  arc  included 
in  the  collection.  But  this  exception  is  only  apparent  because  Huxley  urges  science  for  cul- 
ture's sake  and  not  for  its  vocational  value.  He  says  he  would  be  "profoundly  sorry  to  see 
the  fact  forgotten,  or  even  to  observe  a  tendency  to  starve  or  cripple  literary  or  aesthetic 
culture  for  the  sake  of  science." 

All  freshman  English  classes  are  required  to  read  and  to  work  over  this  book  of  essays; 
to  study  its  vocabulary;  to  master  its  thought  rather  than  to  imitate  or  appreciate  its  form. 

Instructors  make  these  essays  a  basis  for  class  discussion.  Questions  based  upon  the  book 
were  included  in  the  June  1914,  final  examination. 

The  great  majority  of  students  who  are  compelled  to  read  and  study  this  book  have 
decided  by  the  time  they  begin  to  read  it  that  what  the  book  calls  a  liberal  education  is  not 
the  kind  of  education  which  they  are  to  receive  at  the  university.  In  this  majority  are 
students  already  entered  in  engineering,  agriculture,  commerce  and  music  courses,  besides 
other  students  who  have  in  mind  to  enter  medical  or  law  schools,  courses  in  chemistry, 
pharmacy,  training  for -teachers,  etc. 

After  reading  comments  on  liberal  education  by  students  who  were  writing  about  a  kind 
of  education  which  they  themselves  would  never  be  able  to  have,  the  survey  was  prompted 
to  ask  three  questions: 

1.  What  do  students  in  the  non-liberal  courses  think  about  themselves  after  studying 

these  essays? 

2.  What  do  students  in  liberal  courses  think  about  themselves  and  about  those  taking 

so-called  vocational  courses,  after  studying  these  essays? 

3.  Does  teaching  the  conclusions  of  these  essays  accomplish  as  much  toward  promoting 

liberal  culture  as  would  be  accomplished  if  the  university  taught  students  that  it  is 
possible  so  to  liberalize  and  correlate  instruction  in  so-called  vocational  courses 
that  those  who  take  them  will  leave  college  with  a  liberal  education? 

1.   What    do    students    in    the    non-liberal    courses    think    about    themselves    after 
studying  these  essays? 

1.  I  shall  be  a  man -without  social  grace. 

2.  I  shall  come  out  of  an  atmosphere  of  business  and  with  a  breeding  which  is  consonant 
with  it. 

3.  I  shall  be  unwelcome  among  those  who  stand  for  the  highest  type  of  education. 

4.  I  shall  have  to  sacrifice  intellectual  training  of  the  liberal  type. 

5.  My  training  must  be  dominated  by  an  immediate  practical  interest  which  will  cut  me 
off  from  the  intellectual  view  of  the  scholar. 

6.  My  teachers  cannot  have  the  point  of  view  of  liberal  culture. 

7.  I  am  dominated  by  special  and  professional  pursuits. 

8.  I  shall  be  doomed  by  my  training  to  narrowness  of  living. 

9.  I  shall  have  exaggerated  views  of  the  importance  of  my  specialty;  shall  be  fevensh  in  the 
pursuit  of  it;  shall  make  it  the  measure  of  things  which  are  utterly  foreign  to  it,  and  shall  be 
startled  and  depressed  if  it  happens  to  fail  me. 

10.  Instead  of  having  a  stock  of  ideas  and  of  scientific  principles.  I  shall  leave  the  uni- 
versity with  a  measure  of  skill  and  a  collection  of  rules  of  thumb. 

11.  I  shall  not  wish  learning. 

12.  My  mentality  will  be  exercised  on  a  low  plane. 

434 


Exhibit  11 

13.  My  training  does  not  beget  generous  comradeship  or  any  ardor  of  altruistic  feeling 
such  as  liberal  training  begets. 

14.  My  training  will  stunt  and  cramp  my  mental  power  and  will  be  harmful  to  the  com- 
munity at  large  in  the  fact  that  it  will  cause  the  growth  of  self-centered  occupations. 

15.  1  shall  not  have  time  for  the  essence  of  a  real  education. 

16.  My  ideas  of  education  will  be  contrary  to  the  best  thought. 

2.  What  do  students  in  liberal  eoiirses  think  about  themselves  and  about  those 

taking  so-called  vocational  courses,  after  studying  these  essays? 

1.  I  shall  be  a  man  ready  to  meet  any  emergency. 

2.  I  shall  be  able  to  fill  any  post  with  credit,  to  master  any  subject  with  facility. 

3.  I  shall  be  able  to  see  things  as  they  are,  to  go  right  to  the  point,  to  disentangle  a  skein 
of  thought,  to  detect  what  is  sophistical,  and  to  discard  what  is  irrelevant. 

4.  I  shall  be  brought  to  higher  levels  of  achievement  than  I  could  possibly  have  attained 
if  I  had  gone  straight  forward  on  the  pathway  of  quick  returns. 

5.  I  shall  become  a  member  of  the  aristocracy  of  the  impractical. 

6.  I  shall  possess  the  liberal  training  which  consists  of  discipline  and  enlightenment  of  the 
mind. 

7.  Although  I  may  not  have  the  specialized  knowledge  which  contributes  to  immediate 
practical  aims,  I  shall  have  the  unified  understanding  which  is  insight. 

8.  The  art  of  social  life  shall  be  mine. 

9.  I  shall  be  at  home  in  any  society  and  have  common  ground  with  every  class. 

10.  My  childlike  confidence  in  the  future  is  an  elementary  prerequisite  of  a  liberal  educa- 
tion. 

11.  My  education  will  be  liberal  because  dominated  by  no  special  interest  and  limited  to 
no  single  human  task. 

12.  I  shall  be  liberally  educated  because  my  college  life  is  dissociated  from  the  life  to  follow 
it,  and  leads  directly  to  no  calling  and  to  no  profession;  unconsciously  I  am  devoting  four 
years  of  my  youth  to  the  intellectual  life  and  the  ethical  spirit.  The  education  of  a  free 
man  in  a  free  state  that  fits  me  for  a  life  of  freedom  I  shall  have  obtained  through  the  rudi- 
ments of  a  liberal  education. 

Two  of  the  four  questions  asked  in  the  final  examination  in  freshman  English,  June  1914, 
called  in  effect  for  a  statement  of  the  character  and  purposes  of  a  "liberal"  education. 

The  answers  of  students  at  the  end  of  the  first  year  in  vocational  courses  show  that  what- 
ever they  may  have  thought  they  wrote  the  judgments  of  the  author  with  results  approxi- 
mately as  above  listed. 

The  blue  books  are  not  quoted  in  detail  but  are  on  file  among  the  survey  working  papers 
and  are  available  for  examination. 

Any  student  enrolled  in  a  vocational  course  who  failed  to  write  conclusive  proof  that  the 
doors  of  culture  were  closed  to  him  and  that  the  20th  century  heritage  of  art  and  learning 
was  placed  beyond  his  reach,  could  not  hope  to  secure  a  passing  mark  in  two  of  the  four 
questions. 

3.  Does  teaching  the  conclusions  of  these  essays  accomplish  as  much  toward  pro- 

moting liberal  culture  as  would  be  accomplished  if  the  university  taught 
students  that  it  is  possible  so  to  liberalize  and  correlate  instruction  in  so- 
called  vocational  courses  that  those  who  take  them  Mill  leave  college  with  a 
liberal  education? 

A  small  percentage  of  boys  and  girls  who  go  to  elementary  schools  pass  into  high  schools. 

A  small  percentage  of  high  school  boys  and  girls  are  able  to  go  on  to  college. 

A  small  percentage  of  students  at  the  University  of  Wisconsin  actually  take  a  course  in 
liberal  arts. 

Is  it  fair  for  the  university  to  compel  boys  and  girls  who  come  responsive,  ambitious,  eager 
and  able,  to  listen  to  the  fatalistic  philosophy  of  these  essays  when  they  might  be  listening  to 
reasons  why  they  should  be  liberally  educated  no  matter  which  of  many  courses  they  elect 
or  necessity  elects  for  them? 

A  professor  of  Greek  wrote  to  the  survey  that  better  work  is  being  done  today  in  his 
department  than  was  done  ten  years  ago  because  no  one  takes  Greek  now  except  those  who 
want  it,  whereas  formerly  many  were  compelled  to  take  Greek  who  did  not  want  it. 

The  liberal  arts  would  starve  if  they  depended  for  their  patronage  upon  the  limited  few 
who  have  in  college  taken  what  is  called  a  "liberal"  education. 

Successful  professional  and  business  men  and  women  in  every  part  of  the  state  of  Wis- 
consin are  demonstrating  every  day  that  the  cultural  and  educational  results  of  which  these 
essays  speak,  bear  no  direct  relation  to  the  courses  studied  in  college,  or  even  to  attendance 
at  college. 

435 


University  Survey  Report 

It  is  suggested  that  during  the  second  semester  of  the  year  1914-15,  freshmen  be  asked  as 
part  of  the  freshman  Enghsh  work  to  hst  notable  men  and  women  in  American  literature, 
journalism,  art,  business,  professions,  who  are  striking  exceptions  to  the  rules  laid  down  in 
the  book  of  essays  studied. 

It  is  further  suggested  that  from  the  university  faculty  engaged  in  teaching  vocational 
subjects  men  and  women  be  selected  who  will  go  before  freshman  English  students  and 
explain  how  their  vocational  work  supplemented  with  their  reading  and  living,  may  give 
them  the  fundamental  elements  of  a  liberal  education;  that  the  English  Department  be  asked 
to  compile  a  collection  of  essays  or  statements  which  will  embody  the  educational  ideals 
toward  which  the  American  public  is  striving;  that  whenever  questions  based  upon  these 
essays  are  given  to  students  the  questions  include  an  invitation  to  the  student  to  comment 
upon  or  question  the  essays'  conclusions  (as  was  not  done  in  the  June  1914  examination) 
and  not  merely  to  repeat  them. 

SUMMARY  OF  VISITS  TO  ENGLISH  CLASSES 

The  chairman  of  the  course  in  freshman  English  was  quite  extensively  interviewed  by  Mr. 
C.  R.  Rounds  who  among  others  represented  the  survey  in  the  examination  of  English  classes. 
Before  consenting  to  make  observations  for  the  survey,  Mr.  Rounds,  who  is  inspector  of 
English  for  the  State  Board  of  Normal  Regents,  had  at  different  periods  during  the  past 
school  year  visited  classes  in  freshman  English,  examined  themes,  compared  notes  with 
instructors,  etc.  On  June  17,  1914,  Mr.  Rounds  wrote  a  summary  of  his  observations  in  the 
form  of  a  letter  to  the  chairman  of  the  freshman  English  course.  Extracts  from  this  letter 
follow.  Fuller  extracts  are  given  of  the  questions  asked  because  the  state  and  the  university 
are  chiefly  interested  in  next  steps. 

Extracts  from   Mr.    Rounds'    letter    to   chairman   of  course   in   freshman   English, 
June  17,  1914. 

1.  First  impression 

Careful  and  adequate  organization: 

Feeling  of  inspiration  in  your  classes — "You  are  in  an  ideal  spot  for  highly  inspira- 
tional teaching." 

Comparison  of  themes  in  October  with  those  the  following  May  suggests  that  the  most 
obvious  gain  is  in  (a)  vocabulary,  and  (b)  growth  in  power — May  themes  had  lost  some 
of  the  freshness,  spontaneity  and  individuality  of  those  in  October. 

Students  received  much  individual  attention  as  shown  by  marks  up'.n  their 
themes,  etc. 

Summary :  Indicates  a  very  pleasing  growth  in  power  and  breadth,  showing  the  effect 
of  individual  conferences  with  helpful  and  inspiring  teachers.  Warning:  that  desirable 
originality  receive  proper  recognition  and  encouragement. 

2.  Suggestions  (in  form  of  questions) : 

Is  the  ability  of  the  freshman  fully  recognized  and  utilized  when  he  comes  to 
school  in  the  fall?  I  believe  you  have  swung  to  an  exaggerated  depreciation  of  the 
freshman.  In  your  classes  I  frequently  heard  the  sophomoric  conception  of  the  entering 
student  corroborated  by  your  own  words  and  attitude.  Here  are  young  men  and  women 
who  are  probably  the  strongest  students  in  their  several  high  schools.  They  represented 
their  schools  in  athletic  contests,  school  papers,  declamatory  and  oratorical  contests,  de- 
bates, management  of  school  enterprises,  leaders  in  school  communities.  Is  there  not  now 
an  economic  waste  in  relegating  these  young  men  and  women  to  a  position  of  unfair 
inferiority.  I  have  seen  many  of  them  go  through  their  senior  year  in  the  high  school 
refined,  chastened,  responsible,  steady,  manly  and  womanly  young  people  only  to 
come  here  to  the  university  to  be  treated  by  everybody  as — shall  I  say — inferiors? 
I  cannot  but  question  the  wisdom  and  economy  of  this  fact. 

Are  you  paying  enough  attention  to  oral  English?  I  believe  you  are  not.  I  believe 
that  in  the  beginning  of  the  year  you  accept  too  much  poor  spoken  English  on  the  part 
of  your  students.  I  believe  you  allow  them  to  make  too  many  incomplete  statements, 
too  many  answers  that  are  mere  mumbling  monosyllables  that  show  a  "symptom  of  an 
idea,"  the  real  answer  being  accommodatingly  supplied  by  the  teacher  who  has  taken 
his  cue  from  the  hint  given  by  the  student.  These  young  men  and  women  are  bound  to 
talk  nearly  one  hundred  times  as  much  as  they  wTite.  Their  oral  English  habits  are 
infinitely  more  vital  a  part  of  themselves.  Many  times  these  habits  are  atrocious  and  I 
do  not  believe  that  there  is  anywhere  near  enough  assurance  that  they  will  not  go  through 
their  English  work  with  these  bad  habits  still  clinging  to  them.  The  English  Journal 
and  about  half  the  proceedings  of  most  English  conferences  and  associations 
are  concerned  with  the  importance  of  high  school  and  college  work  in  oral  English. 

436 


Exhibit  11 

Do  you  make  sufficient  use  of  university  enterprises,  such  as  public  lectures 
and  entertainments  and  university  papers  and  magazines  in  classroom  exer- 
cises? Is  your  English  work  vitally  connected  with  the  university  life  of  your 
students?  Would  it  not  be  well  to  have  occasionally  some  classroom  criticism  of  a 
university  lecture  that  has  been  attended  by  a  considerable  number  of  your  students, 
and  would  it  not  be  particularly  helpful  to  subject  the  Cardinal  and  the  Sphinx  and 
possibly  the  Wisconsin  Magazine  to  fairly  regular  criticism?  The  English  in  the 
Cardinal  is  frequently  atrocious.  Might  it  not  materially  raise  the  lone  of  that  paper 
to  know  that  people  are  interested  in  the  form  of  its  expression? 

Would  it  not  be  well  to  let  at  least  a  few  themes  take  the  form  of  letters — 
real  letters  to  be  sent  to  real  people?  We  have  found  that  very  useful  in  the  normal 
schools.  I  believe  that  college  men  and  women  need  training  in  writing  frank,  court- 
eous, chatty,  interesting,  intimate  letters  to  their  friends. 

It  is  pleasing  to  find  definite  minimum  requirements  being  set  in  your  classes. 

My  warning  here  is  as  to  the  specific  requirements  set  up.  For  instance,  I  found  one  in- 
structor demanding  that  his  students  recognize  the  difference  between  restrictive  and 
non-restrictive  clause — a  question  about  which  there  is  much  difference  of  opinion.  For 
instance,  a  clause  came  up  in  one  recitation — the  instructor  decided  it  should  be  punctu- 
ated one  way — I  should  have  punctuated  it  the  other  way.  Requirements  such  as  the 
proper  spelling  of  proper  nouns  and  possessive  nouns,  proper  capitalization,  etc.,  can  be 
rigorously  demanded. 

Reteaching  of  literature  in  sophomore  survey  course. — It  has  been  my  observa- 
tion that  many  men  who  have  studied  deeply  come  to  a  point  where  they  fear  that  it  may 
appear  unsophisticated  in  them  to  "let  themselves  go"  when  reading  a  literary  passage. 
I  do  not  like  to  see  an  instructor  catch  himself  and  smile  and  "hold  himself  in"  the 
moment  he  finds  himself  becoming  enthusiastic  as  he  reads  a  fine  passage  of  poetry  or 
oratory.  The  more  a  man  allows  himself  to  take  this  attitude  and  to  refuse  to  stay 
young  and  wax  enthusiastic  with  his  students  the  greater  is  his  sin.  What  is  the  mean- 
ing of  literature  to  these  young  people  if  it  is  not  warmth  and  life  and  spontaneity  and 
idealism? 

Do  not  you  university  people  tend  to  underestimate  the  importance  of 
method  in  your  teaching?  It  is  probably  true  that  we  normal  school  people  tend  to 
overestimate  the  importance  of  method.  It  is  quite  as  possibly — it  would  certainly  be 
very  naturally — true  that  you  university  people  overestimate  the  relative  importance  of 
knowledge  of  subject  matter.  For  example,  several  times  an  instructor  read  themes 
varying  in  length  from  150  to  200  words  and  asked  students  as  to  the  sentence 
structure  of  sometimes  even  only  the  opening  paragraph  of  the  theme.  A  moment's  re- 
flection ought  to  convince  anybody  that  no  matter  how  good  a  paper  is,  or  how  much  the 
instructor  loves  his  students,  or  how  much  he  knows  about  English  that  method  is 
uneconomic  and  bad  from  every  point  of  view.  Would  it  not  in  most  instances  be  better 
to  send  several  students  to  the  board  at  the  beginning  of  the  recitation  to  put  the  por- 
tions of  their  respective  themes,  which  have  been  previously  selected  by  the  instructor, 
on  the  board  to  illustrate  certain  points  that  he  wanted  to  emphasize?  Let  me  say  that 
I  did  see  this  done  in  several  recitations  and  that  I  did  not  see  the  indiscriminatory  read- 
ing of  themes  in  a  majority  of  the  recitations,  but  I  did  see  it  in  a  startling  way  in  a 
large  number  of  instances. 

The  questioning  methods  of  some  teachers. — We  all  know  that  it  is  difficult  to 
question  successfully,  but  I  believe  that  some  of  the  instructors  do  not  take  this  matter 
sufficiently  to  heart.  Their  questions  do  not  indicate  that  they  have  really  thought 
things  through  and  decided  just  what  they  are  going  to  expect  their  students  to  know. 
They  ask  the  student  a  question;  then  before  he  has  had  time  to  answer  they  supplement 
their  first  question  by  a  second  and  then  the  second  by  a  third,  and  the  third  by  a  fourth, 
and  sometimes  the  fourth  by  a  fifth.  I  counted  indeed  six  of  these  questions  on  the 
part  of  one  professor,  fired  in  succession  at  a  student  who,  of  course,  after  the  sixth 
did  not  know  what  the  professor  wanted.  Now,  that  teacher  is  a  man  for  whom  I 
have  a  very  high  regard — he  is  a  good  teacher,  but  that  was  not  good  teaching.  He 
should  have  asked  that  student  one  question.  He  should  have  framed  that  question 
carefully  and  made  it  call  for  exactly  the  thing  that  he  wanted  to  know;  then  he  should 
have  kept  still  and  let  the  student  struggle. 

While  personality  and  mastery  of  subject  may  possibly  be  the  most  important  factors 
of  the  teacher,  yet  method  is  not  negligible.  There  is  not  one  of  you  teachers  on  the 
hill,  no  matter  how  good  you  are  now,  how  valuable  you  are  to  your  university,  how 
enthusiastic  you  are,  who  would  not  be  a  better  teacher  if  he  improved  his  method 
where  improvement  is  needed.  And  no  teacher  has  the  right  to  say  at  any  time  that  he 
is  now^  as  good  a  teacher  as  he  can  possibly  be. 

I  was  impressed  (I  am  glad  to  say  more  at  the  beginning  of  the  year  than  at  the 
close)  with  the  tendency  to  let  a  student  off  if  he  said  he  iinderstood  a  thing. 
One  of  the  best  teachers  I  ever  had  used  frequently  to  say  to  us  after  a  point  had  been 
explained:  "Is  that  perfectly  clear?"  and  upon  our  complacent  "Yes"  he  would  say, 
"Very  well,  then,  Mr.  A,  explain  it."  I  did  not  see  that  done  with  what  seems  to  me 
to  be  anywhere  near  great  enough   frequency. 

437 


University  Survey  Report 


3.   University  higli  school: 


We  people  of  the  state  hope  for  great  things  from  the  estabhshment  of  the  university 
high  school.  We  hope  that  when  it  gets  into  running  order  the  university  will  do  dis- 
tinctly more  than  it  has  done  to  send  out  teachers  who  are  successful  and  adequately 
equipped  to  go  into  high  schools  and  teach  English.  We  hope  they  will  have  a  definite 
notion  ;)f  what  high  school  English  should  be  and  will  not  confuse  it  with  university  or 
graduate  study.  We  hope  they  will  have  the  power  to  plan  and  organir;e  high  school 
courses. 

4.   Summary  of  warning: 

The  university  man  needs  particularly  to  study  his  student;  to  consider  subject 
matter,  methods  and  organization  with  a  constant  view  to  the  welfare,  the  character  and 
the  growth  of  the  young  men  and  women  who  come  to  him  as  students  for  instruction 
and  inspiration. 

(In  the  university  survey  files  are  Mr.  Rounds'  observations  of  classroom  instruction  made 

for  the  survey) 


UNIVERSITY    COMMENT    ON    ALLEN    EXHIBIT    11,    ENTITLED  "ENGLISH 
COURSES— COMPULSORY  AND  ELECTIVE" 

This  exhibit  deals  primarily  with  the  course  in  freshman  English.  The  present  comments, 
therefore,  will  bear  chiefly  upon  that  course. 

The  department  of  English  considers  it  essential  that  detailed  treatment  of  special  aspects 
of  freshman  English  be  preceded  by  a  statement  of  the  organization  and  scope  of  the  course. 
In  the  opinion  of  the  department  one  of  the  most  serious  defects  of  Dr.  Allen's  procedure  was 
his  failure  to  request  from  the  chairman  of  freshman  English  an  authoritative  statement  of 
this  sort.  A  course  involving  more  than  twelve  hundred  students,  twenty-seven  instructors, 
several  grades  of  work,  and  all  the  colleges  of  the  University  requires  that  an  investigator 
be  guided  by  a  complete  and  authentic  explanation.  The  department  believes  that  Dr.  Allen 
should  have  sought  such  a  statement  before  the  visiting  of  classes  was  begun,  and  that  this 
statement  should  have  been  shown  to  each  of  the  several  visitors  to  the  various  classes  of 
freshman  English.  This  statement  would  have  made  clear  to  the  visitors  the  aims  and 
methods  of  the  course,  would  have  shown  what  aspects  of  the  work  are  most  important,  and 
would  have  aided  Dr.  Allen  in  interpreting  replies  to  various  questionnaires. 


I.  THE  GENERAL  CHARACTER  OF  THE  COURSE  IN  FRESHMAN  ENGLISH 

A.  ORGANIZATION 

1.  Registration  and  distribution  of  students  in  sections. 

For  the  first  semester  of  1914-15,  the  students  in  this  course  were  divided  into  groups  as 
follows : 

1171  students  in  English  1  and  lA  (freshman  English)  recited  in  46  sections. 
167  students  in  English  A  (sub-freshman  English)  recited  in  8  sections. 
(Statistics  are  based  upon  returns  of  Oct.  24,  1914.) 

Since  effective  instruction  demands  that  the  sections  be  of  approximately  equal  size,  stu- 
dents are  assigned  to  sections  at  the  opening  of  the  year  by  an  assignment  committee. 

2.  Entrance  Test. 

For  many  vears  the  Universitv  has  maintained  the  following  regulation  (University  Cata- 
logue, 1913-14,  p.  109): 

"Every  student  entering  the  University  is  examined  as  to  his  ability  to  express  him- 
self in  clear,  correct,  idiomatic  English.  The  test  consists  in  requiring  the  student  to 
write  an  essay  on  a  familiar  subject,  in  which  he  plans  his  work  by  paragraphs,  and  con- 
structs both  paragraphs  and  sentences  in  accordance  with  the  simpler  principles  of  corn- 
position.  No  student  will  be  passed  in  this  test  and  permitted  to  pursue  the  course  in 
freshman  English  whose  work  shows  serious  weakness  in  spelling,  punctuation,  gram- 
mar, sentence  construction,  or  division  into  paragraphs.  Facility  in  expression  will  not 
be  sufficient  to  offset  marked  deficiency  in  spelling,  grammar,  or  sentence  structure. 
Students  whose  preparation  in  English  composition  is  found  to  be  deficient  must  make 
up  such  deficiency  in  one  year  under  penalty  of  being  dropped  from  the  University." 

438 


Exhibit  11 

As  a  matter  of  fact,  the  student  is  allowed  not  one  but  five  themes  in  which  to  show  his 
ability.  It  will  be  observed  that  the  test  consists  entirely  in  actual  writing,  the  writing  being 
done  both  at  home  and  in  class.  No  formal  examination  questions  are  asked.  A  detailed 
statement  of  the  requirements  for  admission  to  freshman  English  is  given  in  Bulletin  of  the 
University  of  Wisconsin,  No.  599:  High  School  Series  No.  13. 

As  the  result  of  the  entrance  test  (Sept.  21  to  Oct.  2,  1914),  students  connected  with  fresh- 
man English  were  distributed  in  three  groups: 

(1)  167  in  sub-freshman  F^nglish  (English  A). 

(2)  1129  in  freshman  English  (PLnglish  I). 

(3)  42  in  advanced  sections  of  freshman  English. 

A  word  may  be  olTered  in  explanation  of  these  three  groups: 

(1)  Students  in  sub-freshman  English  may  be  said  to  have  shown  either  (a)  marked 
illiteracy  resulting  from  inadequate  training,  or  (b)  mental  deficiency.  The  illiterate 
usually  improve  rapidly  under  the  drill  of  sub-freshman  English,  and  these  students  are 
promptly  admitted  to  English  1  as  soon  as  thej-  attain  reasonable  grammatical  correctness. 
The  mentally  deficient  often  withdraw  from  the  University  during  the  first  semester. 

(2)  The  great  majority  of  students  are  naturally  found  in  the  regular  course  in  freshman 
English  (English  1).  The  training  that  these  students  receive  is  described  below.  It  should 
be  noted  that  students  who  reveal  serious  grammatical  deficiencies  at  any  time  are  sent  to 
sub-freshman  English  for  temporary  training. 

(3)  The  students  in  the  two  advanced  sections  of  freshmen  English  write  with  correctness 
and  facility,  and  show  unusual  mental  attainment.  F"or  these  students  special  teachers 
and  a  special  curriculum  in  literature  and  composition  are  provided,  and  it  may  safely  be 
said  that  in  no  other  course  in  the  department  of  F^nglish  is  gathered  a  group  of  students  so 
uniformly  able.  Although  it  might  be  urged  that  these  students  be  absolved  altogether  from 
the  freshman  English  requirement,  it  should  be  observed  that  they  are  already  relieved  from 
the  elementary  drill  of  the  regular  course,  and  that  to  remove  them  entirely  from  freshman 
English  would  deprive  them  of  a  unique  opportunity  for  intellectual  competition  in  work  that 
their  special  attainments  render  particularly  congenial  and  profitable  to  them.  The  num- 
ber of  advanced  sections  will  be  increased  as  rapidly  as  the  number  of  eligible  students 
increases.  Each  year  a  few  exceptional  students  are  allowed  to  substitute  sophomore 
composition  (English  2)  for  freshman  English. 

3.  The  instructional  force. 

The  number  and  academic  status  of  the  instructors  in  freshman  English  are  as  follows: 

Full  professors 1 

Associate  professors 1 

Assistant  professors 7 

Instructors 16 

Assistants 2 

Total 27 

Since  the  instructional  work  in  freshman  English  consists  largely  in  detailed  theme-cor- 
recting and  in  classroom  drill,  the  greater  part  of  this  work  inevitably  falls  upon  teachers  of 
the  grade  of  instructor,  for  probably  the  University  cannot  be  expected  to  provide  a  number 
of  professors  sufficient  for  instructing  the  large  number  of  sections  made  necessary  by  the 
nature  of  the  work.  The  presence  of  nine  professors  in  the  freshman  English  stafi".  indeed, 
is  an  advantage  not  enjoyed,  probably,  by  many  other  universities.  It  should  be  noted 
that  the  chairman  of  the  course,  a  full  professor,  engages  in  regular  instruction  and  theme- 
reading. 

4.  Supervision   of  instruction. 

The  chairman  of  the  course  supervises  instruction  by  the  use  of  four  methods: 

(1)  Visiting  of  classes.  The  chairman  visits  the  classes  of  all  new  instructors,  and  the 
classes  of  any  other  members  of  the  staff  whose  teaching  is  thought  to  be  capable  of  improve- 
ment through  the  chairman's  classroom  inspection. 

(2)  Private  conferences.  The  chairman  strives  to  maintain  cordial  relations  with  instruc- 
tors so  that  they  will  voluntarily  confer  with  him  aliout  their  difliculties  and  their  projects, 
or  will  welcome  a  visit  to  his  oflicc.  Conferences  of  this  sort  are  held  almost  daily,  and  they 
provide  the  most  helpful  and  reliable  means  of  supervision. 

(3)  Conferences  of  the  whole  freshman  English  staff.  .\t  the  beginning  of  the  year  and 
immediately  before  the  date  set  on  the  calendar  for  beginning  each  new  subject,  all  instructors 
meet  in  general  conference.  The  chairman  distributes  instructions,  usually  in  mimeographed 
form,  and  gives  full  explanations,  and  members  of  the  statT  freely  discuss  aims  and  methods. 
At  such  meetings  are  also  jircsentcd  tabular  results  derived  from  each  instructor's  marking 
a  standard  set  of  themes.  The  discussions  of  these  results  give  stability  and  uniformity  to 
the  grading. 

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University  Survey  Report 

(4)  The  printed  calendar  and  printed  instructions  to  students.  The  printed  calendar 
distributed  to  students  insures  uniformity  of  educational  content  among  the  numerous  sec- 
tions, and  effectually  supervises  the  curricular  plans  of  both  experienced  and  inexperienced 
instructors.  The  calendar  is  constructed  by  a  committee  of  instructors  of  the  course  after 
full  discussion  in  conferences  of  all  the  instructors. 

B.  EDUCATIONAL  CONTENT 

1.  The  Mork  of  iht-  first  semester. 

The  work  of  the  first  semester  aims  primarily  at  securing  (1)  a  mastery  of  grammar  and 
good  usage,  (2)  a  mastery  of  the  simple  devices  for  rhetorical  effectiveness,  and  (3)  the  ability 
to  analyze  a  given  subject  and  organize  one's  own  ideas  upon  it. 

The  means  emi)loyed  to  obtain  these  results  are  mainly  these  four: 

(1)  Written  themes, — 13  short  themes  (about  150  words  each),  7  longer  themes,  and  2 
long  themes  (about  1,000  words  each).  These  themes  are  corrected  in  detail,  are  promptly 
returned  to  the  student,  and  are  the  subject  of  conferences  between  the  teacher  and  student. 

(2)  Recitations.  These  are  based  upon  th'e  principles  and  examples  in  a  text-book,  and 
upon  students'  themes. 

(3)  Private  conferences.  These  are  frequent  and  probably  constitute  the  most  valuable 
single  contribution  of  the  teacher  to  the  student. 

(4)  Freshman  convocations.  Each  student  attends  two  freshman  convocations.  Each 
convocation  occupies  a  regular  class  hour,  and  is  devoted  to  the  following  exercises:  (a) 
an  address  by  the  President  or  one  of  the  Deans;  (b)  the  writing  by  each  student  of  an  im- 
promptu report  of  the  address. 

2.  The  work  of  the  second  semester. 

The  work  of  the  second  semester  aims  at  securing  (1)  the  ability  to  analyze  serious  thought, 
(2)  the  acquirement  of  a  stock  of  ideas  upon  the  subject  of  one's  education  and  subsequent 
life,  and  (3)  the  ability  to  develop  and  organize  one's  own  original  thought  upon  a  serious 
subject  of  considerable  scope. 

The  means  employed  for  securing  these  aims  are  (1914-15)  mainly  these  three: 

(1)  The  analysis  of  the  thought  in  nine  substantial  essays  as  follows:  , 

Woodrow  Wilson:     The  Spirit  of  Learning. 
Meiklejohn:     Inaugural  Address. 
Newman:      Knowledge  and  Learning. 
Birge:     A  Change  of  Educational  Emphasis. 
Harrison :      Hoiv  to  Read. 
Huxley:     Improving  Natural  Knowledge. 
Huxley:     Educational  Value  of  the  Sciences. 
Arnold:    Literature  and  Science. 
Caird:     The  Study  of  Art. 

The  essays  are  carefully  analyzed  in  class. 

The  first  three  essays  explain  the  idea  of  a  liberal  education.  Birge's  essay  explains  the 
chief  ideas  governing  the  activities  of  the  modern  college.  Harrison  gives  guidance  as  to 
reading.  Huxley  explains  the  value  of  scientific  studies,  and  Arnold  discusses  the  relative 
merits  of  literature  and  science  as  educational  material.  Caird  explains  the  fundamental 
aim  of  art. 

(2)  The  writing  of  nine  long  themes,  one  in  connection  with  each  essay  studied.  In  general 
the  theme  consists  in  the  testing  of  the  ideas  of  the  essay  by  the  application  of  them  to  con- 
temporary conditions.  The  range  of  theme-subjects  may  be  seen  from  the  following  ex- 
amples: 

Liberal  Elements  in  My  Course. 
Science  in  Every-daij  Life. 

Ideal  Elements  in  Certain  Great  Paintings.    (Based  upon  reproductions  in  the  Histori- 
cal Museum.) 

(3)  Conferences  are  held  as  during  the  first  semester. 

II.  COMMENT  UPON  PARTICULAR  SECTIONS  OF  EXHIBIT  II  OF  THE  ALLEN 
REPORT. 

A.      Summary  of  visits  to  English  classes: 

Dr.  Allen's  neglect  in  not  requesting  from  the  chairman  of  freshman  English  an  authori- 
tative explanation  of  the  organization  and  scope  of  freshman  English  has  been  commented 
upon  above.     It  may  be  repeated  that  a  course  involving  more  than  twelve  hundred  students, 

440 


Exhibit  11 

twenty-seven  instructors,  several  grades  of  work,  and  all  the  colleges  of  the  University, 
requires  that  an  investigator  be  guided  by  a  complete  and  authentic  explanation.     It  appears 
that  Dr.  Allen  should  have  secured  such  a  statement  for  his  own  guidance,  and  that  this 
statement  should  have  been  into  the  hands  of  each  of  the  several  visitors  to  the  various 
classes  of  freshman  English. 

This  section  of  Exhibit  11  is  based  entirely  upon  the  visits  of  one  person,  Mr.  C.  R.  Rounds, 
Inspector  of  English,  Wisconsin  State  Normal  Schools.  After  visiting  a  considerable  num- 
ber of  classes,  and  after  conferring  informally  with  the  chairman  and  other  teachers  in  the 
course,   Mr.  Rounds  addressed  to  the    chairman  a  letter  summarizing  his  observations. 

This  letter  was  shown  to  Dr.  Allen,  and  it  serves  as  the  basis  of  the  section  of  Exhibit  11 
now  before  us. 

The  Department  of  English  regards  Mr.  Rounds'  letter  as  an  able  and  valuable  document, 
and  at  the  first  opportunity  the  chairman  of  freshman  English  presented  to  the  instructors 
in  the  course  the  content  of  the  letter  and  recommended  to  them  the  most  important  of  Mr. 
Rounds'  constructive  suggestions. 

In  view  of  the  importance  of  Mr.  Rounds'  letter  it  is  regrettable  that  Dr.  Allen  did  not 
include  a  complete  and  accurate  copy  of  it  in  Exhibit  11. 

A  comparison  of  Mr.  Rounds'  complete  letter  with  the  report  of  the  letter  as  given  in  Exhi- 
bit 11  discloses  the  fact  that  Dr.  Allen  proceeded  as  follows: 

The  letter  falls  into  two  main  parts: 

(1)  The  first  eight  paragraphs  speak  favorably  of  the  work  of  the  course.  These 
paragraphs  Dr.  Allen  summarizes  in  a  few  phrases.  These  phrases,  however,  contain 
no  reference  to  certain  important  passages  of  the  letter.  No  reference  is  made,  for 
example,  to  the  fact  that  in  accounting  for  "a  growth  in  breadth  of  thought  and  power 
of  expression"  Mr.  Rounds  (paragraph  5)  commends  the  work  of  the  second  semester 
in  the  following  words: 

"No  doubt  the  regimen  of  intellectual  diet  provided  in  your  second  semester's 
work  is  partly  responsible  for  this." 
Dr.  Allen's  failure  to  quote  or  refer  to  this  passage  is  noteworthy  in  view  of  the  fact 
that  a  large  proportion  of  Exhibit  11  is  devoted  to  a  denunciation  of  the  work  of  the 
second  semester — work  that  Mr.  Rounds  explicitly  commends. 

(2)  The  last  eleven  paragraphs  of  Mr.  Rounds'  letter  contain  questions  as  to  possible 
improvements  in  freshman  English.     These  questions  Dr.  Allen  quotes  with  substantial 
completeness.     As  has  been  indicated  above,  several  of  Mr.  Rounds'  valuable  sugges-. 
tions  have  already  been  adopted  in  the  teaching  of  freshman  English. 

For  the  incompleteness  of  his  presentation  of  Mr.  Rounds'  letter.  Dr.  Allen  accounts  as 
follows: 

"Fuller  extracts  are  given  of  the  questions  asked  because  the  State  and  the  University 
are  chiefly  interested  in  next  steps." 
The  department  of  English  believes  that  the  State  and  the  University  are  not  more  inter- 
ested in  next  steps  than  they  are  in  obtaining  from  a  survey  an  accurate  and  complete  account 
of  freshman  English  as  it  now  stands. 

A  complete  text  of  Mr.  Rounds'  letter  follows,  (for  convenience,  the  paragraphs  have  been 
numbered): 

C.  R.  ROUNDS.  402  Edgewood  Avenue, 

Inspector  of  English,  MILWAUKEE,  WISCONSIN, 

Wisconsin  State  Normal  Schools  June  17,  191 1. 

PROFESSOR    KARL   YOUNG, 
University  of  Wisconsin, 
Madison,  Wisconsin. 

Dear  Mr.  Young: 

1.  In  the  course  of  my  visits  to  the  university  last  fall  and  this  spring,  I  have  witnessed 
the  work  in  more  than  forty  recitations,  and  have  talked  with  you,  Mr.  Hubbard,  and  Mr. 
Taylor,  together  with  several  other  members  of  your  instructional  force,  about  your  organiza- 
tion, methods,  purposes,  and  subject  matter  in  the  English  Department.  My  visits,  as  you 
know,  have  had  the  primary  purpose  of  enabling  us  who  are  in  the  Normal  Schools  to  check 
up  our  work  with  yours.  But  it  occurred  to  me  that,  as  a  sort  of  by-product  ot  those  visits, 
a  statement  of  my  impressions  gained  therein  might  be  of  interest  to  you;  and  although, 
upon  your  courteous  invitation,  I  have  already  spoken  with  you  freely  about  what  I  have 
seen,  perhaps  this  written  comment,  which  is  to  be  used  as  you  may  sec  lit,  may  not  be  amiss. 

2.  First,  let  me  thank  you  and  all  the  other  people  whose  classes  I  have  visited  or  with 
whom  I  have  talked,  for  the  uniform  courtesy  and  generosity  with  which  you  have  furnished 
outlines,  syllabi,  or  other  material  and  information  with  regard  to  the  work  and  its  organiza- 
tion. It  has  been  a  distinct  pleasure  to  nie  to  visit  here  and  to  meet  you  all.  Having  taught 
English  myself  in  a  state  university,  state  normal,  and  a  high  school,  not  to  speak  of  a  coun- 
try school,  I  am  interested  in  all  phases  of  your  problems,  and  am  in  a  position  to  appreciate 
your  difficulties  as  well  as  your  advantages. 

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University  Survey  Report 

3.  Let  me  say,  then,  that  the  first  impression  your  work  has  made  upon  me  is  that  of  thor- 
ough, careful,  and  adequate  organization.  With  so  large  a  body  of  students  and  teachers, 
organization  clear  down  to  details  is  necessary;  and  while  there  is  a  very  obvious  danger  that 
English  work  may  be  over-organized,  and  originality  and  spontaneity  of  teacher  and  pupil 
may  not  be  sufficiently  encouraged,  yet  the  ills  therein  involved,  of  which  I  shall  speak  later, 
are  incomparably  less  serious  that  those  accompanying  no  organization  or  under-organiza- 
tion  where  so  many  people  are  concerned.  It  is  my  observation  here  as  elsewhere  that  origi- 
nality that  is  worth  while  in  the  teaching  of  English  will  find  a  way  to  assert  itself,  no  matter 
what  organization  it  works  under,  and  when  the  work  is  not  nicely  planned,  individuality 
degenerates  into  idiosyncrasy. 

4.  The  second  general  observation  I  wish  to  make  is  that  there  is  a  feeling  of  inspiration 
in  your  classes,  a  feeling  of  what  I  may  call  wealth-of-learning-and-books  that  grips  me  almost 
every  time  I  visit  you,  and  that  must  be  a  source  of  inestimable,  and,  no  doubt,  frequently 
uneslimated,  if  not  unrecognized,  profit.  Your  opportunities  have  been  and  are  wonderful. 
You  have  been  and  are  blessed  with  high  advantages.  You  stand  on  high  and  inspiring 
ground.  So  I  do  not  consider  it  great  praise  to  say  to  you  that  it  is  an  inspiration  to  visit 
you.  You  and  your  classes  ought  to  be  inspiring.  From  the  standpoint  of  English,  you  are 
in  an  ideal  spot  tor  high  inspirational  teaching,  and  you  would  fall  short  of  your  duty  and 
privilege  if  you  let  one  day  go  by  without  lifting  at  least  one  student  to  higher,  clearer,  purer 
vision  and  power. 

5.  At  this  point  I  may  set  forth  my  third  general  impression,  or,  perhaps,  group  of  impres- 
sions, gained  from  a  study  of  some  themes  written  by  eight  of  your  students,  some  of  which 
themes  were  written  in  October  and  some  in  May.  Let  me  suggest  that  it  might  be  a  source 
of  interest  and  profit  to  you  and  your  students  to  make  this  same  comparison.  Perhaps  you 
have  already  done  so,  though  I  gathered  that  you  had  not.  From  my  observation  of  these 
eight  themes,  written  by  good,  poor,  and  mediocre  students,  I  should  say  that  the  most  obvi- 
ous gain  your  students  have  made  is  in  vocabulary.  This  is  perfectly  natural  and  pleasingly 
significant;  for  the  new  words  that  appear  in  their  later  themes  are  used  with  discrimination, 
and  thus  indicate  a  great  deepening,  broadening,  and  clarifying  process  that  has  been  going 
on  in  their  minds  in  the  oast  few  months.  Closely  associated  with  this  gain  is  a  growth  in 
power — in  the  ability  to  take  up  a  piece  of  work  and  go  through  with  it  to  a  reasonably  logical 
conclusion.  Frequently  in  the  October  themes  your  students'  thoughts  were  dissipated, 
after  about  a  hundred  words  had  been  written,  and  the  theme  went  all  to  pieces  before  the 
end  was  reached.  I  found  but  one  Mav  theme,  out  of  some  sixteen  or  twenty  that  I  exam- 
ined, that  crumpled  up  in  this  way;  and  it  was  re-written  later  in  satisfactory  fashion.  Simi- 
larly there  has  been  a  growth  in  breadth  of  thought  and  power  of  expression.  No  doubt  the 
regimen  of  intellectual  diet  provided  in  your  second  semester's  work  is  partly  responsible  for 
this.  I  think  it  would  be  pleasing  to  you  and  your  students  if  you  and  they  could  fully  realize 
how  much  wider  their  horizon  is  now  than  it  was  last  October. 

6.  But  one  warning,  perhaps,  needs  to  be  sounded  here.  While  your  May  themes  show  a 
decided  growth  in  power  and  breadth,  it  seems  to  me  that  they  do  lack  freshness,  spontaneity, 
individuality — at  any  rate  that  they  have  lost  some  of  these  qualities  that  they  possessed  in 
October.  This  is  entirely  natural;  perhaps  it  is  unavoidable,  and,  no  doubt,  it  is  not  wholly 
to  be  deplored;  but  you  will  agree  at  once  that  so  far  as  the  indictment  is  true,  it  indicates  a 
very  real  danger.  With  all  their  October  freshness  and  spontaneity,  desirable  as  those  quali- 
ties are,  your  students  were  addicted  to  intolerable  weaknesses  and  errors.  In  this  negative 
process  of  uprooting  errors,  it  is  probably  impossible  not  to  discourage  to  a  certain  degree 
desirable  ambition  toward  originality,  and  perhaps  there  is,  of  necessity,  a  stage  in  the 
process  of  learning  to  write,  during  which  the  product  of  the  individual  must  be  somewhat 
cramped  and  unnatural.  I  do  not  need  to  enlarge  upon  this  feature.  No  doubt  most  of 
you  have  noted  it,  and  thought  about  it  already,  and  are  on  your  guard  with  respect  to  it. 

7.  One  further  observation  in  this  connection  that  I  am  glad  to  be  able  to  make  is  that 
students  receive  much  individual  attention  from  you.  I  can  see  by  the  marks  upon  their 
themes,  and  I  gather  from  what  you  h;>ve  said  to  me,  and  what  I  have  heard  you  say  to  them, 
that  your  work  is  so  organized,  that  it  is  possible  to  give  a  great  deal  of  individual  attention 
to  each  student,  particularly  to  the  students  in  sub-freshman  English,  and  to  the  weaker 
students  in  the  regular  classes.     This  situation  calls  for  unqualified  endorsement. 

8.  The  summary,  therefore,  of  my  study  of  these  themes,  coming  from  different  portions 
of  the  school  year,  is  that  they  indicate  a  very  pleasing  growth  in  power  and  breadth;  that 
they  show  the  effect  of  individual  conference  with  helpful  and  inspiring  teachers;  and  that  if, 
judging  from  them,  any  particular  warning  as  to  theme  correction  would  be  pertinent  to  all, 
it  is  that  desirable  originality  receive  proper  recognition  and  encouragement. 

9.  I  come  now  to  my  first  general  head,  under  which  I  ask  your  indulgence,  while  I  make 
what  I  hope  may  be  useful  suggestions  to  you.  My  only  reason  for  believing  that  they  may 
be  thus  useful  grows  out  of  my  experience  in  high  school  and  normal  school  work,  and  the 
light  that  that  work  throws  on  the  mistakes  thati  made  in  my  university  teaching. 

10.  My  first  suggestion  is,  perhaps,  rather  more  a  query  than  a  suggestion.  It  is  this: 
Is  the  ability  of  the  freshman  fully  recognized  and  utilized  when  he  comes  to  school  in  the 
fall?  I  know  that  you  will  be  inclined,  in  your  distrust  of  that  ability,  to  say  there  isn't  any 
such  thing,  and  I  hasten  to  admit  that  you  are  undoubtedly  right  in  not  presupposing  much 
ability  to  write  on  his  part;  but  I  believe  that  in  your  disappointment  you  have  swung  to  an 
exaggerated  depreciation  of  the  freshmen.     In  your  classes  I  frequently  heard  the  sophomoric 

442 


Exhibit  11 

conception  of  the  entering  students,  corroborated  by  your  own  words  and  attitudes.  I 
don't  believe  that  this  "scum  of  the  earth'"  notion  of  the  freshmen  ought  to  obtain  in  a  uni- 
versity class  room.  I  recognize  the  social  reason  for  it  on  the  campus.  The  school  com- 
munity, whether  rightly  or  not,  considers  it  necessary  to  show  the  freshman  his  place,  to 
belittle  him  as  much  as  possible,  to  destroy  any  notions  he  may  possibly  have  brought  with 
him  as  to  his  own  importance  in  the  scheme  of  affairs;  but  just  how  far  this  conception  needs 
to  be  carried  over  into  the  class  rooms,  I  do  not  know.  This  thought  came  to  me,  however, 
last  fall,  as  I  visited  you:  Here  are  young  men  and  women  who  were  probably  the  strongest 
students  in  their  several  high  schools.  They  represented  their  schools  in  athletic  contests, 
school  papers,  declamatory  and  oratorical  contests,  debates,  and  in  various  other  ways. 
Some  of  them  had  the  management  of  school  enterprises,  involving  considerable  financial 
and  editorial  responsibility.  They  were  leaders  in  their  school  communities.  Is  there  not 
now  an  economic  waste  in  relegating  these  young  men  and  women  to  a  position  of  unfair 
inferiority?  Is  it  necessarj^  or  wise,  in  class  rooms  to  rub  the  fact  in  that  here  they  are  fresh- 
men and  amount  to  about  as  much  as  a  bucket  of  sand  in  the  middle  of  the  Sahara  Desert? 
Really,  dear  friends,  in  all  my  observations  of  your  work,  few  things  impressed  me  as  needing 
more  serious  and  careful  thought  than  this  matter  of  your  attitude  toward  the  entering 
freshmen.  I  do  not,  myself,  profess  for  one  moment  to  know  what  the  best  attitude  in  so 
large  an  institution  is.  I  know,  as  well  as  you  do,  that  some  of  these  young  folks  need  nothing 
else  so  much  as  to  be  "taken  down  a  peg."  On  the  other  hand,  I  have  seen  many  of  them  go 
through  their  senior  year  in  the  high  school,  refined,  chastened,  responsible,  steady,  manly 
and  womanly  young  people,  only  to  come  here  to  the  university  to  be  treated  by  ever\'body 
as — shall  I  say — inferiors?     I  cannot  but  question  the  wisdom  and  economy  of  this  fact. 

11.  The  second  query  that  I  wish  to  raise  is  this:  Are  you  paying  enough  attention  to  oral 
English?  I  believe  you  are  not.  I  believe  that  in  the  beginning  of  the  year  you  accept, 
unchallenged,  too  much  poor  spoken  English  on  the  part  of  your  students.  I  believe  you 
allow  them  to  make  too  many  incomplete  statements;  too  many  answers  that  are  mere 
mumbles,  monosyllables,  that  show  what  my  old  President  Salisbury  used  to  call  "a  symptom 
of  an  idea,"  the  real  answer  being  accommodatingly  supplied  by  the  teacher,  who  had  taken 
his  cue  from  the  hint  given  by  the  students.  These  young  men  and  women  are  bound  to 
talk  nearly  one  hundred  times  as  much  as  they  write.  Their  oral  English  habits  are  infinitely 
more  vitally  a  part  of  themselves.  Many  times  these  habits  are  atrocious,  and  I  do  not 
believe  that  there  is  anywhere  near  enough  assurance  that  they  will  not  go  through  your 
English  work  wath  these  bad  habits  still  clinging  to  them.  I  do  not  need  to  enlarge  upon  this 
point.  The  English  Journal,  and  I  was  about  to  say  half  of  the  proceedings  of  most  English 
conferences  and  associations,  are  concerned  with  the  importance  of  high  school  and  college 
work  in  oral  English.     I  olTer  this  criticism  for  your  serious  and  fair  consideration. 

12.  A'ly  third  query  is:  Do  you  make  sufficient  use  of  University  events  and  enterprises, 
such  as  public  lectures  and  entertainments,  and  University  papers  and  magazines,  in  class 
room  criticism?  Is  your  English  work  vitally  connected  with  the  university  life  of  your 
students?  Would  it  not  be  well  to  have,  occasionally,  some  university  class  room  criticism 
of  a  lecture  that  has  been  attended  by  a  considerable  number  of  your  students?  And  would 
it  not  be  particularly  helpful  to  subject  the  Cardinal,  the  Sphinx,  and  possibly  the  Wisconsin 
Magazine  to  fairly  regular  criticism?  The  English  in  the  Cardinal  is  frequently  atrocious. 
Might  it  not  materially  raise  the  tone  of  that  paper  to  know  that  people  are  interested  in  the 
form  of  its  expression?  Closely  connected  wdth  these  matters  is  the  question  of  letter  writ- 
ing. While  unquestionably  the  form  side  of  letter  writing  cannot  justly  demand  a  large  por- 
tion of  your  time,  yet  the  fact  that  most  of  the  writing  your  students  will  do  will  be  in  the  form 
of  letters,  should  have  weight.  Would  it  not  be  well  to  let  at  least  a  few  themes — say  three 
or  four — take  the  form  of  letters?  It  could  be  understood  that  they  were  real  letters  to  be 
sent  to  real  people.  We  have  found  that  very  useful  in  our  normal  schools.  I  believe  college 
men  and  women  need  specific  training  in  the  writing  of  frank,  courteous,  chatty,  interesting, 
intimate  letters  to  their  friends. 

13.  As  a  fourth  suggestion,  let  me  say  that  I  was  pleased  with  the  definiteness  and  rigor 
of  your  opening  work.  It  seems  to  me  you  have  taken  a  wise  and  necessary  step  in  your  sub- 
freshman  English  policy.  It  doesn't  do  any  good  to  expect  more  than  you  are  going  to  get. 
It  is  wise  to  recognize  that  we  high  school  people  do  let  some  folks  get  through  our  hands 
that  reach  you  with  utterly  inadequate  preparation  and  ability  in  English.  It  doesn't  do 
any  good  to  rail  about  that  fact,  and  you  have  done  the  wise  thing  unquestionably  in  recog- 
nizing it  and  in  forming  your  classes  in  your  sub-freshman  English.  In  this  connection,  it 
was  pleasing  to  find  definite  minimum  requirements  being  set  up  in  your  regular  classes.  My 
only  warning  here  is  as  to  the  specific  requirements  that  are  set  up.  For  instance,  I  found  one 
instructor  demanding  that  his  students  recognize  the  dilTerence  between  a  restrictive  and  a 
non-restrictive  clause;  yet,  in  that  recitation,  a  clause  came  up.  as  to  which  there  was  a  very 
reasonable  difference  of  opinion.  The  instructor  decided  that  it  should  be  punctuated  one 
way.  I  should  have  i)unctuated  it  the  other  way.  The  significance  of  this  is,  it  seems  to  me. 
that  this  particular  requirement  cannot  be  fairly  enforced,  because  many  descriptive  clauses 
may  be  either  restrictive  or  non-restrictive,  according  to  the  way  the  individual  understands 
the  sentence.  But  requirements  such  as  the  proper  spelling  of  possessive  nouns,  the  proper 
capitalization  of  titles,  etc.,  can  be  reasonably  and  rigorously  demanded. 

14.  My  fifth  query  is  as  to  the  teaching  of  literature  in  the  sophomore  survey.  It  has  been 
my  observation  that  many  men  who  have  studied  deeply,  come  to  a  point  where  they  fear 
that  it  may  appear  unsophisticated  in  them  to  "let  themselves  go"  in  reading  literary  pas  ■ 

443 


University  Survey  Report 

sages.  They  appear  to  feel  that  if  they  wax  enthusiastic  over  these  wonderful  lyric  or  dra- 
matic passages,  it  may  look  as  though  they  haven't  seen  these  passages  many  times  before; 
and  so  they  desire  to  create  the  impression  of  great  familiarity  with  these  works  by  appearing 
not  to  be  surprised  at  their  beauty.  I  am  very  glad  to  say  that  I  saw  but  little  sign  of  this 
in  your  classes,  but  I  did  see  some  sign,  and  whenever  I  do  see  it,  it  makes  me  thoroughly 
angry.  I  do  not  like  to  see  an  instructor  catch  himself  and  smile  and  "hold  himself  in"  the 
moment  he  finds  himself  becoming  enthusiastic,  as  he  reads  a  fine  passage  of  poetry  or 
oratory.  This  might  be  forgivable  in  a  seminary  group,  but  in  the  presence  of  young  people, 
some  of  whom  are  meeting  these  passages  for  the  first  time,  and  all  of  whom  are  having  their 
attitude  toward  literature  shaped  now  forever,  any  assumption  of  suave  indifference  to  the 
power  and  to  the  warmth  of  inspired  literature  is  altogether  unforgivably  bad;  and  the  greater 
the  man  who  allows  himself  to  take  this  attitude,  and  who  refuses  to  stay  young  and  wax 
enthusiastic  with  his  students,  the  greater  is  his  sin.  What  is  the  meaning  of  literature  to 
these  young  people,  if  it  is  not  warmth  and  life  and  spontaneity  and  idealism? 

15.  My  sixth  and  last  general  query  you,  no  doubt,  have  been  expecting  me  to  make, . 
since  I  am  at  present  a  normal  school  man.  It  is  this:  Do  not  you  university  people  tend 
to  underestimate  the  importance  of  method  in  your  teaching?  It  is  probably  true  that  we 
normal  school  people  tend  to  overestimate  the  importance  of  method.  It  is  quite  as  probably 
— it  would  certainly  be  very  naturally — true  if  you  university  people  overestimated  the  rela- 
tive importance  of  a  knowledge  of  subject  matter.  Recognizing,  therefore,  the  possibility 
of  bias  m  both  our  minds,  let  me  cite  to  you  two  or  three  instances  of  what  seems  to  me  to  be 
poor  methods  of  teaching.  One  of  these,  Mr.  Young,  I  know  you  have  spoken  about  in 
your  department  meetings.  It  is  the  reading  of  the  theme  by  the  instructor,  followed  by  the 
request  for  criticism  of  that  theme  on  the  part  of  the  students.  Several  times  instructors, 
without  any  previous  suggestions  to  the  student  as  to  the  elements  that  were  to  be  looked  for 
in  the  theme,  read  themes,  varying  in  length  from  150  to  300  words  and  then  asked  students 
as  to  the  sentence  structure,  or  sometimes  even  the  opening  paragraph  of  the  theme.  A 
moment's  reflection  ought  to  convince  anybody  that  no  matter  how  good  a  teacher  is,  or 
how  much  he  loves  his  students,  or  how  much  he  knows  about  English,  that  method  is  uneco- 
nomic and  bad  from  every  point  of  view.  If  the  teacher  is  to  read  the  theme,  surely  it  would 
be  best  for  him  to  indicate  before  reading  it,  what  points  he  wishes  his  students  to  watch  for; 
but,  would  it  not  in  most  instances  be  better  to  send  several  students  to  the  board  at  the 
beginning  of  the  recitation  to  put  on  portions  of  their  respective  themes,  which  have  been 
previously  selected  by  the  instructor,  to  illustrate  certain  points  that  he  wants  to  emphasize? 
Let  me  say  that  I  saw  this  done  in  several  recitations  and  tnat  I  did  not  see  the  indiscriminate 
reading  of  themes  in  a  majority  of  the  recitations;  but  I  did  see  it  in  a  startling  way  in  a  large 
number  of  instances. 

16.  My  second  criticism  as  to  method  would  be  the  questioning  habits  of  some  teachers. 
"We  all  know  that  it  is  difficult  to  question  skilfully,  but  I  believe  that  some  of  the  instructors 
here  do  not  take  this  matter  sufficiently  to  heart.  Their  questions  do  not  indicate  that  they 
have  really  thought  things  through,  and  decided  just  what  they  are  going  to  expect  their 
students  to  know.  They  ask  the  student  a  question;  then,  before  he  has  had  time  to  answer 
that,  supplement  their  first  question  by  a  second,  and  then  the  second  by  a  third,  and  the 
third  by  a  fourth  and  sometimes  the  fourth  by  a  fifth.  I  counted,  indeed,  six  of  these  re- 
formed questions  on  the  part  of  one  professor,  fired  in  succession  at  a  student,  who,  of  course, 
after  the  sixth  didn't  know  what  the  professor  wanted.  Now  that  teacher  is  a  man  for  whom 
I  have  a  very  high  regard.  He  is  a  good  friend  of  mine,  and  a  good  teacher,  but  that  was  not 
good  teaching.  He  should  have  asked  that  student  one  question.  He  should  have  framed 
that  question  carefully  and  made  it  call  for  exactly  the  thing  that  he  wanted  to  know;  then 
he  should  have  kept  still  and  let  the  student  struggle. 

17.  This  leads  me  to  interpolate  a  normalschoolesque  observation:  While  personality 
and  mastery  of  subject  matter  are  probably  the  most  important  factors  of  the  teacher,  yet 
method  is  not  negligible.  There  is  not  one  of  you  teachers  on  the  Hill,  no  matter  how  good 
you  are  now,  how  valuable  you  are  to  your  University,  how  enthusiastic  you  are,  who  would 
not  be  a  better  teacher  if  he  improved  his  methods,  where  improvement  is  needed;  and  no 
teacher  has  any  right  to  say  at  any  time  that  he  is  now  as  good  a  teacher  as  he  can  possibly  be. 

18.  The  third  criticism  as  to  method  is  related  to  the  two  preceding  ones.  I  was  impressed 
(I  am  glad  to  say,  more  at  the  beginning  of  the  year  than  at  the  close)  with  the  tendency  to 
let  the  student  off  if  he  said  he  understood  a  thing.  One  of  the  best  teachers  I  ever  had,  used 
frequently  to  say  to  us,  after  a  point  had  been  explained:  "Is  that  perfectly  clear?"  And, 
upon  our  complacent  "Yes,"  he  would  say,  "Very  well  then,  Mr.  A.,  explain  it."  I  didn't 
see  that  done  with  what  seems  to  me  to  be  anywhere  near  great  enough  frequency.  I  com- 
mend it  to  your  consideration  without  further  comment. 

19.  As  a  closing  final  word  of  suggestion  and  comment,  let  me  say  that  we  people  in  the 
state  hope  for  great  things  from  the  establishment  of  your  new  University  High  School.  We 
hope  that  when  it  gets  into  running  order,  the  university  will  do  distinctly  more  than  it  has 
done  to  send  out  teachers  who  are  sensibly  and  adequately  equipped  to  go  into  high  schools 
and  teach  English.  We  hope  that  they  will  have  a  definite  notion  of  what  High  School 
English  should  be,  and  that  they  will  not  confuse  it  with  university  or  graduate  study.  We 
hope  they  will  have  the  power  to  plan  and  organize  high  school  courses,  and  that  their  gradu- 
ates will  come  to  you  well  grounded  in  the  basic,  elementary  knowledge  of  the  mother-tongue. 

444 


Exhibit  11 

20.  And  now,  by  way  of  conclusion,  let  me  thank  you  again  for  all  your  courtesies  to  me. 
Let  me  assure  you  that  although  I  have  been  frank  in  some  words  of  criticism  I  have  given, 
that  the  large  and  lasting  impressions  that  I  have  gained  from  your  work  are  that  it  is  whole- 
some, inspiring,  and  helpful.  I  can  sum  up  whatever  word  of  warning  I  would  give  to  you 
in  this  thought:  The  university  man  needs  particularly  to  study  his  student;  to  consider 
subject  matter,  methods,  and  organization  with  a  constant  view  to  the  welfare,  the  character, 
and  the  growth  of  the  young  men  and  women  who  come  to  him  as  students,  for  direction  and 
inspiration. 

(Signed)   C.  H.  HOUNDS, 


B.  The  alleged  injustice  and  expense  involved  in  the  freshman  English  requirement. 

As  has  been  explained  above  (I.  A.  2),  the  freshman  English  entrance  test  at  the  opening 
of  the  academic  year  reveals  a  small  group  of  students  (42  in  Oct.,  1914)  who  have  such  excep- 
tional ability  in  English  composition  that  they  are  placed  in  special  advanced  sections,  where 
special  teachers  and  a  special  curriculum  are  provided  for  them.  The  advantages  that  these 
students  enjoy  have  already  been  indicated. 

Concerning  this  small  group  of  forty-two  students.  Dr.  Allen  makes  several  suggestions: 

Allen   Report: 

"If,  instead  of  requiring  every  freshman  to  take  freshman  English,  those  were  ex- 
empted who  showed  ability  to  do  the  kind  of  work  done  during  the  freshman  year,  it  is 
suggested  that  the  following  results  might  be  effected: 

"1.  High  schools  would  be  encouraged  to  make  their  English  work  more  effective. 

"2.  High  school  pupils  would  be  encouraged  to  give  such  attention  to  English  in  high 
school  that  they  would  (a)  save  three  hours  a  week  each  semester  of  the  freshman  year, 
or  one-fifth  of  a  full  year's  work  at  the  university,  or  (b)  release  time  for  advanced  work 
that  must  now  be  given  to  elementary  work,  or  (c)  might  elect  courses  for  which  they  feel 
a  need  but  which  are  now  crowded  out  by  compulsory  English." 

Comment:  High  schools  and  high  school  pupils  are  already  encourgaed  to  make  their 
work  in  English  effective,  by  at  least  two  circumstances:  (1)  the  danger  of  failure  in  the 
entrance  test,  and  (2)  the  competitive  privilege  of  enrollment  in  the  advanced  sections.  The 
University  now  takes  the  position  that  every  freshman  shall  have  a  year's  training  in  college 
composition  of  suitable  grade.  If  it  can  be  shown  that  the  release  of  the  small  group  of 
students  from  advanced  sections  will  increase  the  effectiveness  of  high  school  teaching  in 
English  composition,  the  University  ought  to  reconsider  its  position. 

Allen  Report: 

"3.  The  University  would  not  need  so  much  space  for  English  classes  now  used  in 
Univers'ty  Hall  for  freshman  English  work,  for  students  would  be  more  evenly  distri- 
buted among  the  rooms  and  buildings. 

"4.  The  cost  of  the  English  department  would  be  decreased  and  the  net  cost  to  the 
University  decreased  because  students  would  be  distributed  among  already  organized 
classes,  thus  requiring  fewer  additional  teachers.  This  cost  would  decrease  in  propor- 
tion to  the  improvement  in  high  school  English  resulting  from  the  adoption  of  this  sug- 
gestion. 

"5.  The  English  department  would  have  more  energy  free  to  devote  to  development  of 
interest  in  literature,  and  the  attention  that  now  goes  to  required  work  could  be  directed 
to  subject  matter  and  method  of  presentation. 

"6.  The  other  departments  would  be  more  easily  persuaded  to  require  correct  use  of 
English,  whereas  now  this  responsibility  is  very  generally  and  almost  exclusively  dele- 
gated to  the  English  department,  mainly  through  its  freshman  English  course." 

Comment:  It  is  not  apparent  that  the  release  of  forty-two  students  from  their  advanced 
sections  would  have  any  substantial  results  in  the  directions  proposed  in  observations  3,  4,  5, 
and  6.  If  such  results  could  be  expected,  the  University  ought  to  consider  making  the  pro- 
posed change. 


C.   The  teaching  staflf  of  freshman  English  and  supervision  of  instruction. 

The  general  matter  of  instructional  staff  and  supervision  has  been  treated  above  (I.  A.  3-4). 
Certain  passages  in  the  Allen  exhibit  bearing  upon  these  matters  demand  special  comment. 

445 


University  "Survey  Report 

Allen  Report: 

"While  meetings  are  held  during  the  term  for  comparing  marks  and  papers,  each 
teacher  gives  his  or  her  own  final  mark  according  to  his  or  her  own  basis  for  marking,  with- 
out review  by  the  professor  in  charge  of  the  course." 

Comment:  In  a  course  in  composition,  the  grade  of  the  student  must  depend  overwhelm- 
ingly upon  his  themes  and  his  class  work.  The  final  examination  is  relatively  unimportant, 
unlesF  it  reveals  gross  ignorance  or  illiteracy. 

Each  instructor  must  grade  the  answer  to  a  particular  cpiestion  according  to  the  emphasis 
that  he  gave  the  particular  matter  in  the  class-room.  It  is  impossible  for  twenty-five  per- 
sons to  teach  each  i)art  of  the  same  lesson  with  precisely  uniiorm  emphasis. 

Grades  must  be  reported  to  the  registrar  within  forty-eight  hours  after  the  close  of  the 
examination.  The  professor  in  charge  of  the  course  cannot  review  a  thousand  or  more  blue- 
books  within  that  period,  nor  would  it  be  advisable  for  him  to  undertake  the  task  of  reading 
this  number  of  blue-books  under  any  circumstances.  Doubtful  cases  are  always  referred  to 
the  chairman. 

Allen    Report: 

"Students  are  assigned  to  instructors  in  order  of  registration,  not  according  to  student's 
ability  or  preference  or  instructor's  ability." 

Comment:  Let  it  be  shown  how  many  of  the  incoming  freshman  class  at  registration  time 
in  September,  1911,  had  a  preference  or  knew  of  the  instructors'  abilities.  Six  of  the  instruct- 
ors concerned,  for  example,  were  known  only  to  the  administrative  officers  who  engaged  their 
services.  The  method  suggested  by  Dr.  Allen  is  administratively  impossible,  for  it  is  essen- 
tial that  the  sections  of  freshman  English  be  of  approximately  equal  size.  As  soon  as  the 
student's  ability  has  been  determined  by  the  entrance  test,  he  is  assigned  to  a  section  in 
which  his  ability  is  given  full  scope.      (See  above  I.  A.  2.) 

D.   Specific  questions  addressed  by  Dr.  Allen  to  the  Regents. 

The  several  questions  addressed  by  Dr.  Allen  to  the  Regents  may  be  commented  upon 
seriatim. 

Allen   Report: 

"How  much,  if  any,  of  the  freshman  English  work  might  with  benefit  to  the  university, 
student,  and  high  school,  be  expected  to  be  done  in  the  high  school?  A  beginning  might 
first  be  made  in  high  schools  in  the  larger  cities  as  an  example  to  smaller  communities 
of  the  resulting  benefits." 

Comment:  The  work  at  present  done  during  the  first  semester  of  freshman  English  might 
well  be  done  in  the  high  school.  At  present,  however,  this  work  is  not  being  done  in  the 
high  schools  for  tM'o  reasons:  (1)  Instructional  work  in  composition  is  exceedingly  labori- 
ous; consequently  it  requires  a  relatively  large  number  of  teachers.  At  present  the  necessary 
appropriations  are  not  available  for  local  school  boards.  (2)  The  teaching  of  composition 
according  to  the  approved  method  employed  at  the  University  requires  highly-trained 
teachers.  At  present  no  sufficient  number  of  such  teachers  can  be  obtained  by  the  high 
schools. 

Allen   Report: 

'How,  if  at  all,  should  the  university  entrance  English  requirements  be  changed  in 
order  to  make  it  unnecessary  for  the  university  to  spend  so  much  energy  in  regular  and 
summer  courses  on  elements  of  English  composition?" 

Comment:  When  the  necessary  teachers  are  available  for  the  high  schools,  and  when  the 
school  boards  have  the  necessary  appropriations,  the  university  may  well  assist  in  the  im- 
provement of  English  teaching  in  the  high  schools  by  raising  its  entrance  requirement  in  this 
subject. 

Allen   Report: 

"Why  do  so  few  students  elect  advanced  courses  in  English?" 

Comment:  The  section  of  Exhibit  11  upon  which  this  question  is  based  (Enrollment  in 
English  Courses,  First  Semester,  1914-15)  contains  errors.  Course  30  (enrollment,  321),  for 
example,  is  cited  as  being  a  required  course.     Course  30  is  a  required  course  only  for  students 

446 


Exhibit  11 

taking  a  major  or  a  minor  in  English.  During  Ihe  first  semester,  1914-15,  at  least  two  hun- 
dred students  chose  this  course  as  a  free  elective.  Course  29  (enrollment,  68)  is  cited  as 
being  "practically  if  not  technically  a  required  course."  In  no  sense  whatever  is  Course  29 
a  required  course. 

Probably  the  chief  reason  why  a  larger  proportion  of  the  students  in  freshman  English  do 
not  eventually  elect  advanced  courses  in  English  is  that  the  majority  of  students  in  freshman 
English  are  enrolled  in  vocational  or  technical  courses  that  either  allow  comi)aratively  small 
opportunity  for  free  election  or  readily  enlist  the  students'  interest  in  their  own  vocational 
or  technical  electives.  Of  the  1,177  freshmen  in  freshman  English  during  the  first  semester, 
1914-15,  at  least  700  are  enrolled  in  such  vocational  or  technical  courses. 

Allen  Report: 

"How  much,  if  any,  of  the  money  now  spent  upon  reviewing  English  might  be  more 
advantageously  spent  upon  reviewing  English  done  by  testing  and  improving  the  use 
of  English  in  other  than  English  classes?" 

Comment:  The  instruction  now  given  in  freshman  English  can  j)robably  not  be  given 
successfully  in  connection  with  the  use  of  English  in  other  courses.  At  present  freshmen  need 
drill  in  grammar  and  elementary  principles  that  can  be  given  only  in  a  special  course.  It 
should  be  remembered,  moreover,  that  freshmen  do  comparatively  little  connected  writing 
in  their  courses  outside  the  department  of  English. 

Allen   Report: 

"How  far,  if  at  all,  might  compulsory  theme  work  with  advantage  give  way  to  field 
work  that  would  teach  students  to  observe  and  give  them  reason  for  thinking  and 
writing?  Is  it  not  desirable  at  least  to  try  an  experiment  in  substituting  work  that  needs 
to  be  done  for  themes  that  must  be  done,  as  a  method  of  training  in  use  of  English?" 

Comment:  The  present  theme  work  in  freshman  English  teaches  students  to  observe  and 
gives  them  reasons  for  thinking  and  writing.  In  lieu  of  certain  themes  the  department 
might  well  accept  the  equivalent  in  suitable  field  work. 

Allen   Report: 

"How  far,  if  at  all,  might  university  printing,  proof  reading,  examination  papers 
be  used  for  laboratory  material  in  training  students  to  correct  use  of  English  which  can- 
not be  incorrect  without  jeopardizing  university  prestige?  (Many  high  schools  materi- 
ally reduce  the  cost  of  operation  by  teaching  English  in  this  way.)" 

Comment:  Possibly  university  printing  might  be  used  as  laboratory  material  by  students 
in  freshman  English.  That  procedure  could  not,  however,  supplant  the  regular  instruction 
in  freshman  English.  The  department  is  not  acquainted  with  high  schools  that  teach 
English  successfully  in  this  way. 

Allen  Report: 

"Why  is  so  little  oral  composition  insisted  upon?" 

Comment:  The  instructors  in  freshman  English  have  recently  given  considerable  atten- 
tion to  the  matter  of  oral  composition.  Oral  composition  is  now  taught  in  all  classes,  and 
methods  for  improving  technique  were  discussed  at  a  meeting  of  all  instructors  in  October  and 
at  another  meeting  in  November.  At  a  recent  meeting  of  the  National  Council  of  Teachers 
of  English,  the  chairman  of  freshman  English  at  Wisconsin,  speaking  before  the  College 
Section,  explained  the  Wisconsin  method  of  teaching  oral  composition,  and  in  open  meeting 
asked  for  criticism.  Professor  .1.  M.  Clapp,  the  best  known  advocate  of  oral  composition 
in  the  Middle  West,  responded  by  commending  the  Wisconsin  method  and  by  saying  that 
the  University  would  not  be  justified  in  giving  more  time  to  this  branch  of  the  work. 

Allen  Report: 

"Is  it  not  to  the  disadvantage  of  both  journalism  and  English  that  journalism  is  made 
a  separate  department  and  course, -and  its  'motivating'  purpose  thus  subtracted  from 
the  English  department? 

"Is  it  not  to  the  disadvantage  of  both  public  speaking  and  English  that  public  speak- 
ing is  made  a  separate  department  and  course,  and  its  'motivating'  purpose  thus  sub- 
subtracted  from  the  English  department?" 

447 


University  Survey  Report 

Comment:  The  department  of  English  is  closely  related  to  the  departments  of  journalism 
and  public  speaking.  Students  in  any  one  of  the  three  departments  already  elect  courses 
freely  in  the  other  two,  and  the  suggested  change  in  organization  would  merely  increase  the 
apparent  size  of  the  department  of  English.  The  department  of  English  has  an  adequate 
motivating  purpose  of  its  own:  namely,  the  mastery  of  English  composition,  of  the  English 
language,  and  of  English  literature.  If  by  "motivating  purpose"  Dr.  Allen  means  "voca- 
tional purpose,"  the  transfer  of  the  "motivating  purpose"  of  courses  in  journalism  or  public 
speaking  to  courses  in  English  would  merely  transform  courses  in  English  into  courses  in 
journalism  or  public  speaking,  a  transformation  desired,  presumably,  by  no  one. 

Allen  Report: 

"For  the  sake  of  developing  student  organizations  for  debate,  oratory,  literary  work, 
etc.,  would  it  be  a  good  investment  to  permit  a  selected  number  of  freshmen  to  substi- 
tute such  outside  activity  of  quality  to  be  determined  by  actual  tests  for  the  now  com- 
pulsory freshman  English?" 

Comment:  Experience  has  shown  that  freshmen  who  desire  to  engage  in  debating,  ora- 
tory, and  the  like,  especially  need  the  training  given  by  freshman  English. 

Allen   Report: 

"In  view  of  the  large  expenditure  for  freshman  English,  and  of  the  large  class  in  sub- 
freshman  English,  is  the  University  giving  the  necessary  attention  to  the  departmental 
courses  for  the  training  of  teachers  of  English,  and  to  the  preparation  of  prospective 
teachers  in  whatever  courses  for  improving  the  quality  of  teaching  and  use  of  English 
in  high  schools?" 

Comment:  In  the  opinion  of  the  department  of  English,  Dr.  Allen's  question  is  fully 
justified.  In  cooperation  with  the  director  of  the  course  for  the  training  of  teachers,  the 
department  is  endeavoring  both  to  improve  its  teachers'  courses  and  to  persuade  local  school 
boards  to  engage  a  number  of  teachers  sufTicient  for  the  effective  teaching  of  English  compo- 
sition. 

Allen  Report: 

"Would  it  help  the  status  of  English  in  the  university  if  freshmen  were  given  a  dif- 
ferent content  in  the  elementary  course,  so  that  even  for  the  large  number  who  drop  out 
during  the  first  semester,  positive  and  permanent  benefits  would  result  in  the  love  of 
literature  and  ability  to  enjoy  it — that  is,  would  it  be  better  to  have  freshman  English 
an  appeal  to  'come  up  liigher'  rather  than  a  weeding  out  process?" 

Comment:  The  university  has  allowed  to  freshman  English  t6ree  credits  a  semester,  and 
has  charged  the  course  with  the  task  of  teaching  not  literature  but  composition.  Should 
the  course  evade  this  task  and  teach  literature,  for  the  purpose  of  leading  students  into  the 
department  of  English,  the  department  would  be  guilty  of  bad  faith. 

E.   What  freshmen  are  taught  about  liberal  education. 

A  considerable  part  of  the  section  headed,  "What  freshmen  are  taught  about  liberal  and 
vocational  education,"  is  composed  of  lists  of  brief,  isolated  utterances,  extracted  from  blue- 
books  written  in  the  final  examination  in  freshman  English  in  June,  1914.  Since  Dr.  Allen 
does  not  give  the  examination  questions  involved  and  since  he  does  not  quote  complete 
answers  or  give  a  fair  context  for  his  excerpts,  it  is  not  possible  to  appraise  these  lists. 

In  other  parts  of  the  section,  however,  Dr.  Allen  clearly  states  his  opinion  of  the  essays 
studied  during  the  second  semester  of  freshman  English,  and  this  opinion  deserves  straight- 
forward consideration. 

Allen   Report: 

"The  principal  theme  of  these  essays  is  the  advantage  to  the  individual  and  the  com- 
munity of  what  is  called  a  'liberal  education'  and  the  disadvantage  of  vocational  train- 
ing prior  to  receiving  the  bachelor's  degree." 

Comment:  As  has  been  indicated  above  (I.  B.  2),  this  statement  applies  accurately  to 
only  three  of  the  essays  selected  for  study  in  1914-15,  and  the  same  may  be  said  in  regard  to 
the  essays  studied  in  1913-14.  It  is  undoubtedly  true,  however,  that  liberal  education  is  the 
most  important  of  the  subjects  discussed  in  freshman  English  during  the  second  semester, 
and  since  Dr.  Allen  has  concentrated  his  attention  upon  the  question  of  liberal  education, 
the  place  of  this  idea  in  freshman  English  should  be  specifically  discussed. 

448 


Exhibit  11 

The  students  in  freshman  English  may  be  divided  into  two  classes: 

(1)  Students  who  are  seeking  a  purely  liberal  education  in  the  College  of  Letters  and 

Science. 

(2)  A  large  class  of  students  who  are  seeking  a  technical  or  vocational  training  in  the 

College  of  Letters  and  Science  or  in  the  technical  schools  of  the  university. 

Freshman  English  can  scarcely  be  arraigned  for  bringing  before  the  first  group  notable 
expositions  of  the  idea  of  liberal  education,  for  in  so  doing  the  course  is  merely  explaining  to 
students  the  nature  of  the  education  that  they  are  receiving.  The  Biennial  Report  of  the 
Board  of  Regents,  dated  1912,  contains  (page  56)  the  following  statement  from  the  dean  of 
the  College  of  Letters  and  Science: 

"It  is  necessary  to  remember  that  liberal  education  also  has  a  spirit  and  a  temper  of 

its  own  and  that  the  cultivation  of  this  spirit  is  the  peculiar  and  highest  function  of  a 

college  of  liberal  arts  and  is  its  especial  contribution  to  education  and  to  the  community." 

But  it  is  upon  the  needs  of  the  second  and  larger  group  that  Dr.  Allen  dwells:  namely, 

upon  the  needs  of  students  who  are  pursuing  vocational  or  technical  courses. 

(1)  It  is  suggested  that  these  students  should  "be  listening  to  reasons  why  they  should  be 
liberally  educated  no  matter  which  of  many  courses  they  elect  or  necessity  elects 
for  them." 

Comment:  That  the  practice  of  the  department  accords  with  the  suggestion  of  Dr.  Allen 
can  best  be  demonstrated  by  the  following  theme,  presented  by  a  freshman  of  the  College 
of  Agriculture  in  the  class  instructed  by  the  chairman  of  freshman  English  during  the  second 
semester,  1913-14.  The  subject  of  the  theme  was  assigned  to  the  whole  section  precisely 
for  the  purpose  of  showing  students  in  the  technicalschools  "why  they  should  be  liberally 
educated  no  matter  which  of  many  courses  they  elect  or  necessity  elects  for  them." 


"LIBERAL  ELEMENTS  IN  MY  CURRICULUM" 

"In  examining  the  curriculum  of  my  four-year  course  in  agriculture,  I  find  that  it  is  ar- 
ranged so  as  to  give  a  well  balanced  course  of  study,  one  which  has  its  liberal  elements  as  well 
as  the  technical  or  applied  elements  of  study.  By  liberal  studies  are  meant  those  which  are 
general  in  their  scope,  and  not  applied  to  a  specific  field  of  knowledge  or  to  a  particular  trade 
or  profession.  Since  the  agricultural  course  is  essentially  a  technical  or  professional  course,  it 
is  necessary  to  consider  the  value  and  benefits  of  the  liberal  studies  in  order  to  justify  their 
present  place  in  the  curriculum.  The  purpose  of  most  of  these  liberal  studies  is  to  enlighten 
and  discipline  our  minds.  Their  value  lies  in  the  fact  that  they  train  our  mind  to  a  power  of 
perceptive  things,  ot  discrimination,  and  good  reasoning.  By  thus  teaching  us  to  use  our 
brains,  these  studies  prepare  us  for  utilizing  and  applying  our  practical  knowledge  with  a 
greater  degree  of  understanding.  It  is  for  this  reason  that  they  are  allied  with  the  other  ele- 
ments of  the  course. 

"The  elements  in  my  curriculum  which  I  consider  liberal  are  the  courses  in  English,  German 
mathematics,  and  the  general  sciences.  The  study  of  English  is  undoubtedly  a  liberal  one. 
Not  only  does  it  train  us  to  express  our  thoughts  and  ideas  in  correct  English,  a  training  which 
is  of  direct  practical  value,  but  it  also  teaches  us  to  think  and  to  think  broadly.  It  teaches 
us  to  use  our  brains  in  comprehending  the  thoughts  of  others  as  well  as  expressing  our  own 
thoughts  plainly  and  intelligently.  It  may  clearly  be  seen  that  the  study  of  English  is  not 
applied  to  any  particular  field  of  knowledge,  but  serves  to  stimulate  our  interest  in  many 
various  fields. 

"The  study  of  German  is  another  liberal  element  of  my  agricultural  course.  It  is  one  in 
which  many  people  see  no  value,  and  to  a  large  number  of  students  it  will  not  be  of  definite 
practical  use.  The  value  of  German  as  a  liberal  study  is  that  it  trains  the  mind  by  develop- 
ing quickness  of  thought  and  expression.  It  also  gives  an  insight  into  the  life  and  customs  of 
another  people,  which  proves  both  interesting  and  helpful. 

"A  study  which  pertains  still  more  to  the  disciplinary  type  is  that  of  mathematics.  In  this 
case,  likewise,  the  course  may  not  be  of  definite  practical  use;  in  fact,  most  of  us  will  not  find 
it  so  very  necessary  to  use  in  our  future  work.  But  mathematics  has  a  different  value  from 
this.  It  furnishes  mental  exercise  which  trains,  and  gives  power  to,  a  person's  brain.  The 
discipline  which  we  undergo  in  working  out  the  problems  of  mathematics  will  develop  and 
sharpen  our  minds.  It  is  this  mental  power  which  will  be  of  great  value  to  us  in  solving  our 
practical  problems. 

"Then,  the  last  division  of  these  liberal  elements  is  made  up  of  the  studies  of  science.  Since 
agriculture  is  so  directly  connected  with  nature  and  its  processes,  the  study  of  science  must 
naturally  constitute  a  large  part  of  the  school  course.  As  a  foundation  for  the  study  of  agri- 
cultural science  it  is  necessary  for  us  to  have  a  knowledge  of  the  general  sciences.  For  this 
reason  our  curriculum  includes  the  subjects  of  chemistry,  physics,  botany,  biology  and 
zoology'.  Besides  serving  as  the  foundation  for  the  applied  agricultural  work,  these  studies 
also  give  us  a  knowledge  and  interest  in  the  broad  field  of  general  science.  They  give  us  an 
understanding  of  the  general  principles  and  natural  processes  which  underlie  and  surround 
our  life.     In  this  way  they  help  to  enlighten  our  minds  and  give  us  a  broader  view  of  life. 

449 

SuR.— 29 


University  Survey  Report 

Moreover,  by  taking  these  liberal  studies  we  are  able  to  view  our  purely  agricultural  subjects 
from  a  different  angle,  and  outside  point  of  view.  This  serves  to  enhance  the  value  of  the 
agricultural  work,  and  gives  us  fresh  interest  in  it.  For  these  reasons  the  liberal  or  general 
studies  are  just  as  essential  and  beneficial  a  part  of  my  course  as  are  the  applied  and  technical 
agricultural  subjects.  Given  in  close  connection  with  the  latter,  they  aid  in  giving  us  a 
broad  and  enicient  training." 

In  connection  with  this  theme,  the  department  of  English  calls  attention  to  the  fact  that 
each  year  there  are  more  than  a  thousand  students  in  the  regular  course  in  freshman  English 
and  that  each  year  these  students  write  more  than  thirty  thousand  themes.  These  themes 
constitute  the  best  single  body  of  information  as  to  the  content,  methods,  and  results  of  the 
course.  The  only  person  mentioned  by  Dr.  .\llen  as  having  examined  any  of  these  themes 
is  Mr.  Rounds.  F"rom  Mr.  Rounds'  letter,  quoted  above,  it  appears  that  he  examined  the 
themes  of  eight  students.  In  reading  the  themes  of  eight  representative  students,  Mr. 
Rounds  contributed  a  valuable  service,  and  pointed  the  way  to  a  much  larger  task  that  Dr. 
Allen  apparently  did  not  undertake.  The  failure  of  Dr.  Allen  and  his  associates  to  examine 
a  substantial  proportion  of  freshman  English  themes  and  to  report  their  findings,  must  be 
considered  a  serious  oversight.  In  view  of  the  fact  that  a  course  in  composition  must  be 
tested  by  the  themes  written  throughout  the  course  rather  than  by  the  hasty  communica- 
tions in  students'  examination  papers,  it  is  unfortunate  that  Dr.  Allen  summoned  for  investi- 
gation the  examination  papers  of  more  than  a  thousand  students  in  freshman  English,  where- 
as it  would  appear  from  Exhibit  11  of  his  report  that  Dr.  Allen  and  his  associates  investigated 
the  themes  of  only  eight  students. 

(2)  A  second  suggestion  of  Dr.  Allen  is  "that  from  the  university  faculty  engaged 
in  teaching  vocational  subjects  men  and  women  be  selected  who  will  go  before  freshman 
English  students  and  explain  how  their  vocational  work  supplemented  with  their  read- 
ing and  living,  may  give  them  the  fundamental  elements  of  a  liberal  education." 

Comment:  That  the  practice  of  the  department  includes  the  procedure  suggested  by  Dr. 
Allen  appears  from  the  fact  that  in  January,  1913,  at  the  request  of  the  chairman  of  freshman 
English,  Dean  Russell,  of  the  College  of  Agriculture,  addressed  a  convocation  of  500  fresh- 
men upon  the  general  subject  of  the  necessity  of  broad  electives  and  broad  reading,  for  stu- 
dents in  technical  courses.  On  December  18,  1914,  Dean  Birge  addressed  a  convocation  of 
500  freshmen  and  especially  urged  that  students  in  vocational  and  technical  courses  elect 
liberal  studies  outside  the  range  of  their  immediate  specialties. 

Dr.  Allen  would  have  obtained  information  concerning  freshman  convocations  if  he  had 
asked  the  chairman  of  freshman  English  for  a  complete  statement  as  to  the  organization  of 
the  course. 

In  connection  with  Dr.  Allen's  strictures  upon  the  work  of  the  second  semester  of  freshman 
English,  it  should  be  observed  that  his  adverse  opinion  is  not  shared  by  all  those  who  contri- 
buted to  his  report.  In  paragraph  five  of  Mr.  Rounds'  letter,  quoted  in  full  above,  is  found 
the  following  passage: 

"There  has  been  a  growth  in  breadth  of  thought  and  power  of  expression.  No  doubt 
the  regimen  of  intellectual  diet  provided  in  your  second  semester's  work  is  partly  responsible 
foi  this." 

Although  Dr.  Allen  embodies  in  his  report  a  substantial  part  of  Mr.  Rounds'  letter,  he 
makes  no  reference  to  the  passage  printed  in  italics,  a  passage  in  which  the  work  of  the  second 
semester  is  explicitly  commended. 

III.     CONCLUDING  STATEMENTS. 

From  what  has  gone  before,  it  is  clear  that  Exhibit  1 1  of  the  Allen  Report  must  be  appraised 
in  the  light  of  the  following  important  general  considerations: 

1.  Dr.  Allen  neglected  to  obtain  from  the  chairman  of  freshman  English  a  complete  state- 
ment of  the  organization  of  the  course  such  as  ought  to  have  been  placed  in  the  hands  of  every 
visitor  to  the  course.  Such  a  statement  would  also  have  assisted  Dr.  Allen  in  interpreting 
replies  to  general  questionnaires. 

2.  The  themes  written  by  more  than  a  thousand  students  in  freshman  English  constitute 
the  most  important  single  body  of  information  as  to  the  content,  methods,  and  results  of  the 
course.  In  Exhibit  11,  Dr.  Allen  accounts  for  the  examination  of  the  themes  of  only  eight 
students. 

3.  In  presenting  the  facts  that  a  large  proportion  of  the  students  in  freshman  English  do 
not  proceed  to  advanced  courses  in  English,  Dr.  Allen  overlooks  the  dominating  circumstance 
that  the  great  majority  of  the  students  in  freshman  English  are  enrolled  in  technical  or  voca- 
tional courses  that  strongly  engage  the  students'  elective  preferences. 

4.  Dr.  Allen  does  not  recognize  the  fact  that  in  e.xpounding  to  students  the  idea  of  liberal 
education,  the  freshman  English  course  performs  a  beneficent  service  both  to  students  who 
are  pursuing  a  course  of  exclusively  liberal  study,  and  to  students  in  vocational  courses,  who, 
in  the  opinion  of  Dr.  Allen  himself,  need  guidance  in  obtaining  a  liberal  education.  More- 
over, a  special  effort  is  made  to  demonstrate  to  students  in  vocational  courses  that  their 
courses  contain  liberal  elements. 

(Signed)     KARL  YOUNG. 
450 


EXHIBIT  12 


QUESTIONS  PROMPTED  BY  THE  STATUS  OF  FOREIGN  LANGUAGES 

About  $106,000  in  salaries  was  appropriated  in  the  university  budget  for  1914-15  for  teach- 
ing foreign  languages  and  for  research  by  faculty  members  in  foreign  language  departments 
(including  summer  session). 

The  importance  attached  to  foreign  languages  is  represented 

1.  Partly  by  the  foregoing  payroll  allowance 

2.  Partly  by  the  number  of  teachers 

3.  Partly  by  the  number  of  students 

4.  Partly  by  the  university  requirements 

5.  Partly  by  the  opinions  of  faculty  members  and  administrative  ofTicers  regarding 
the  value  of  foreign  languages. 

Foreign  languages  as  prerequisites  to  other  courses. 

One  of  the  questions  asked  of  all  faculty  members  was: 

What  foreign  languages  are  necessary  as  a  prerequisite  for  successful  work  in  your 
courses? 

The  answers  were  divided  to  separate  those  who  considered  foreign  languages  indispensa- 
ble, from  those  who  considered  them  desirable  and  helpful  but  not  indispensable. 

Of  394  faculty  members  answering  this  question,  the  323  comparable  results  are  as  follows: 

152  consider  no  foreign  language  necessary  for  successful  work  in  their  courses. 
81  consider  foreign  languages  specified  or  unspecified  essential,   13  deeming  both 

French  and  German  necessary. 
74  consider  them  desirable  but  not  necessary,  the  highest  number  for  one  language 
being  8  for  German. 
9  consider  foreign  languages  both  desirable  and  necessary. 
7  consider  no  foreign  language  essential,  but  some  desirable. 

Of  the  152  who  consider  no  foreign  language  necessary,  83  are  in  letters  and  science;  29  in 
agriculture;  38  in  engineering;  2  in  law. 

Of  the  81  who  consider  foreign  language  essential,  54  are  in  letters  and  science;  21  in  agri- 
culture; 1  in  engineering;  5  in  medicine. 

Of  the  74  who  consider  them  desirable  but  not  necessary,  55  are  in  letters  and  science;  6  in 
agriculture;  6  in  engineering;  3  in  law;  4  in  medicine. 

Of  the  9  who  consider  foreign  languages  both  desirable  and  necessary,  8  are  in  letters  and 
science;  and  1  in  agriculture. 

The  7  who  consider  no  foreign  language  essential  but  some  desirable,  are  in  letters  and 
science. 


Opinions  of  four  deans. 

The  deans  of  four  colleges — agriculture,  medicine,  engineering  and  letters  and  science, 
were  asked  whether  they  felt  that  foreign  languages  should  be  required  for  entrance  and  for 
elementary  work  after  coming  to  college.  Each  dean  replied  that  he  considered  training  in 
foreign  language  of  use,  not  so  much  because  students  could  not  do  university  work  without 
foreign  languages,  but  because  foreign  languages  were  as  a  rule  better  taught  in  the  high 
schools  than  other  subjects  which  would  take  their  place  if  the  foreign  language  require- 
ment were  abolished;  and  that  students  who  had  had  foreign  languages  came  to  the  univer- 
sity better  trained  than  students  who  came  without  foreign  languages. 

A  study  was  made  a  year  or  two  ago  by  the  College  of  Engineering  in  an  elTort  to  ascertain 
whether  or  not  high  school  training  in  foreign  language  resulted  in  a  better  grade  of  work  by 
freshmen  at  the  university.  With  regard  to  this  study  the  dean  wrote  to  the  survey: 

It  was  found  that  for  the  particular  class  investigated  (freshman)  the  average  stand- 
ing of  students  having  a  relatively  large  amount  of  language  preparation  was  l)etter  than 
those  having  a  small  amount.  .  .  This  investigation  was  not  extensive  enough  to  war- 
rant any  general  conclusion.  .  .  It  is  certainly  our  feeling  that  students  coming  with 
a  good  language  preparation  will  probably  average  better  than  students  with  little  or  no 
foreign  language.  Of  course  this  may  not  be  due  to  the  efficiency  of  foreign  language 
study  as  a  training  for  preparation  as  there  are  other  causes  which  may  produce  this 
result. 

451 


University  Survey  Report 

A  detailed  statement  by  the  dean  of  the  College  of  Letters  and  Science  with  regard  to  for- 
eign language  requirements  is  quoted  at  the  end  of  this  exhibit. 


Opinions  expressed  during  an  informal  debate  at  a  faculty  meeting. 

On  June  8,  1914,  the  letters  and  science  faculty  met  to  consider  a  subject  which  had  been 
referred  to  it  by  the  university  faculty,  namely,  a  petition  from  certain  adult  students  who 
had  graduated  from  normal  schools,  had  later  attended  the  university  and  wished  to  be  re- 
lieved of  the  foreign  languages  requirement  for  the  Ph.B.  degree. 

Specifically  the  resolution  before  the  faculty  was: 

Any  mature  graduate  of  a  Wisconsin  normal  school  may  petition  the  executive  com- 
mittee for  leave  to  substitute,  in  lieu  of  the  foreign  language  requirement  for  the  Ph.B. 
degree,  an  alternative  to  be  approved  by  the  committee.  The  committee  is  authorized  to 
grant  such  request  in  cases  that  it  deems  suitable. 

There  were  about  60  persons  present.  On  the  final  motion,  which  was  lost,  51  votes  were 
counted. 

The  subject  was  presented  by  the  committee  without  reason,  explanation  or  argument, 
although  it  was  known  to  be  a  controversial  matter  and  contrary  to  the  action  of  an  earlier 
meeting  two  weeks  before.  Whatever  may  have  been  the  discussion  of  this  subject  at  the 
earlier  meeting  the  lack  of  information  here  pictured  is  none  the  less  serious — of  the  60  per- 
sons present,  no  one  knows  how  many  were  present  at  the  earlier  meeting. 

Immediately  after  the  motion  was  stated,  the  presiding  officer  called  attention  to  the  fact 
that  the  executive  committee  could  not  do  what  the  resolution  called  for  unless  the  faculty 
would  delegate  some  one  person  to  do  it.  He  called  upon  a  professor  and  assistant  dean  who 
confirmed  the  presiding  officer's  statement  that  members  of  the  committee  are  too  much 
occupied  at  registration  time  to  attend  to  requests  for  relief  from  foreign  language  require- 
ments. To  the  survey  observer,  these  statements  given  without  specific  data  seemed  of  a 
kind  to  prejudice  members  of  the  faculty  against  the  resolution.  The  statements  did  not  make 
clear  how  many  candidates  there  would  be,  why  all  the  candidates  should  be  heard  within 
a  day  or  two,  why  their  application  should  not  be  filed  and  acted  upon  in  advance,  or  why 
the  whole  matter  should  not  be  attended  to  by  administrative  officers  after  once  a  definition 
of  a  suitable  substitute  for  foreign  languages  had  been  made. 

Professor  Slichter  regretted  the  emphasis  that  had  been  placed  by  the  chairman  upon  the 
mechanics  of  enforcing  the  resolution,  and  said  that  enforcement  would  involve  only  class 
examiner  work. 

Professor  Kahlenberg  said  that  a  distinction  should  be  made  between  students  coming  di- 
rectly from  a  normal  and  other  students  with  experience  following  their  leaving  the  normal, 
because  the  latter  do  not  benefit  from  foreign  language  work. 

Professor  Hohlfeld  of  the  German  Department  said  that  the  recommendation  had  not  been 
guarded,  but  should  state  the  age  and  the  amount  of  experience  which  would  constitute 
maturity. 

The  president  of  the  university  expressed  himself  "as  fully  in  accord  with  the  principle  of 
making  exceptions  where  the  conditions  are  different  from  the  normal.  He  believes  that  no 
subject  is  necessarily  indispensable  for  a  liberal  education.  No  language  can  be  said  to  be 
per  se  better  than  any  other  subject  under  all  circumstances.  He  believes  that  the  require- 
ments for  the  B.A.  degree  under  which  it  is  demanded  of  each  student  that  he  have  a  certain 
amount  of  knowledge  of  several  broad  fields  is  sound;  and  he  believes  that  language  is  one  of 
these  fields.  The  requirement  of  language  as  a  general  one  should  be  abandoned  only  in  case 
the  principle  is  wrong  of  making  a  requirement  in  any  field.  However,  the  cases  which  are 
before  us  are  of  an  exceptional  kind:  the  applicants  are  willing  to  accept  25  years  as  the  mini- 
mum age  for  exemption  from  language.  For  these  particular  people  only  in  theory  does  the 
lack  of  language  requirement  mean  cheapening  a  degree.  Personally,  the  president  believes 
in  protecting  the  language  requirement,  and  has  urged  it  upon  the  agricultural  and  engineer- 
ing faculties.  A  proposal  to  give  a  degree  in  cases  oi  exceptional  merit  without  language 
would  probably  meet  favorable  action  by  the  legislature.  Those  opposed  to  the  university 
are  anxious  to  have  the  faculty  make  a  mistake  and  refuse  the  reasonable  exception  proposed 
by  the  resolution.  Friends  of  the  university  therefore  want  the  resolution  passed.  If  the  sub- 
ject of  exempting  mature  normal  school  students  who  are  teachers  from  making  up  deficient 
language  should  come  before  the  legislature,  probably  nothing  on  earth  would  prevent  action 
requiring  that  the  exemption  should  be  given  under  such  circumstances." 

Professor  Sellery,  a  member  of  the  committee,  whose  disagreement  had  been  stated  in  ad- 
vance of  the  subject's  coming  before  the  meeting,  opposed  the  resolution  on  seven  grounds: 

1.  The  dean  is  right  that  a  proposal  to  except  some  students  from  foreign  language  re- 
quirements means  that  you  must  give  degrees  to  all. 

2.  An  exception  in  the  case  of  adult  students  would  weaken  the  pressure  upon  normal 
schools  to  keep  giving  languages.  One  reason  for  taking  languages  in  normal  is  later 
university  credit. 

3.  An  exception  would  open  the  door  to  all  sorts  of  trouble.  How  can  the  faculty  de- 
fend two  languages  for  the  bachelor  of  arts  degree,  if  not  one  language  for  the  bachelor 
of  philosophy  degree? 

452 


Exhibit  12 

4.  An  exception  would  open  the  door  for  more  electives.  If  language  is  dropped  be- 
cause neither  hard  nor  soft,  but  because  not  desired  by  students,  it  would  weaken  the 
defense  of  other  requirements.  No  requirement  can  be  defended  if  not  the  foreign  lan- 
guage requirement. 

5.  An  exception  would  cheapen  the  degree.  A.B.  is  now  known  to  be  better  than  Ph.B. 
Why?   Only  the  foreign  language  is  dift'erent.   Some  subjects  should  be  unsubstitutable. 

6.  Educational  politics  in  the  state  should  not  alTect  the  faculty.  This  matter  comes 
up  from  students  who  are  voters.  Imposing,  forceful,  masterful  as  Wisconsin  men  must 
be,  they  go  to  normal  presidents  and  say,  "If  you  don't  grant  this  petition,  we  will  take 
it  to  the  Wisconsin  Teachers'  Association."  A  dread  threat  is  it  to  take  an  educational 
policy  before  an  educational  body.  Again,  they  threaten  to  go  to  the  legislature.  What 
could  be  worse  than  to  have  the  legislature  discussing  educational  questions?  (Later  in 
December  in  amplification  of  this  point.  Professor  Sellery  writes:  "My  whole  argument 
on  this  point  was  that  the  faculty  should  not  abandon  its  convictions  under  pressure, 
but  should  discuss  the  matter  before  the  State  Teachers'  Association  and  if  necessary 
before  the  legislature  itself;  that  we  should  defend  our  convictions  before  our  masters  by 
argument.") 

7.  The  proposal  is  not  for  the  best  interest  of  the  college. 

Professor  Dykema  recalled  that  at  an  earlier  time  the  same  questions,  as  the  seven  points 
above,  might  have  been  pressed  with  regard  to  other  classic  foreign  languages. 

Professor  Morgan  of  the  German  Department  said  it  would  be  unfair  to  other  students  who 
had  difficulty  in  carrying  German.  Psychologists  have  stated  that  it  is  just  as  easy  to  carry 
languages  at  30  as  at  15. 

Professor  Smith,  chairman  of  the  Romance  Language  Department,  is  opposed  to  the  prin- 
ciple of  a  general  exemption  from  the  foreign  language  requirement. 

Professor  Jastrow  feels  that  the  faculty's  decision  ought  not  to  be  influenced  by  what 
would  happen  anywhere  else,  regrets  that  the  question  has  been  involved  in  pohtical  aspect. 

Dean  Birge  said  the  question  is  not  the  administration's  proposal.  It  was  understood  that 
the  language  men  had  wanted  this  resolution.  All  previous  meetings  of  the  committee  [of 
which  Dean  Birge  was  a  member]  had  been  held  with  them.  The  committee  feels  that  for 
these  exceptional  cases  the  language  requirement  is  a  hardship.  Normal  men  do  not  seek 
cheap  or  light  courses. 

Professor  Comstock,  chairman  of  the  committee,  and  dean  of  the  Graduate  School,  ex- 
pressed himself  as  believing  in  language,  but  feels  that  the  university  should  not  help  men 
take  work  at  30  which  should  be  done  at  15.  Thinks  no  man  should  be  allowed  advanced 
credit  for  elementary  language  work  but  should  be  spending  his  time  in  advanced  work  in 
other  fields. 

Another  man  stated  that  accepting  this  resolution  would  mean  that  language  should  not 
be  required  and  that  there  are  adequate  substitutes.  The  administrative  officers  have  the 
right  to  interpret  faculty  attitude  by  faculty  action.  They  are  entitled  to  the  faculty's  best 
opinion.  The  faculty  should  let  them  know  that  it  believes  language  a  precious  jewel.  (Pro- 
longed applause  followed,  so  that  next  speaker  sat  down  after  starting  to  speak.) 

Professor  O'Shea  stated  that  it  was  desirable  that  more  evidence  be  presented  that  the 
subject  had  been  studied.  Applicants  are  men  who  have  been  through  educational  regime  in 
the  state.  There  is  no  politics  in  this  field.  The  professor  who  urged'the  seven  objections  has 
appealed  to  superstitious  prejudices.  The  number  of  students  asking  for  the  Ph.B.  degree  is 
decreasing.  The  course  is  eliminating  itself  by  comparison  with  the  theoretical  value  of  the 
A.B.  degree.  It  is  fruitless  to  discuss  the  educational  merits  of  this  question  at  a  faculty 
meeting. 

The  report  submitted  at  this  meeting  has  been  cited  in  Exhibit  24  as  illustrating  lack  of  ade- 
quate data  in  reports  of  faculty  investigations. 

Question  is  here  raised  whether  a  total  vote  of  51,  many  of  whom  may  be  uninformed  as  to 
the  merits  of  the  case,  reflects  a  real  democratic  government. 

The  question  involved  in  the  motion  was  again  referred  to  a  committee,  which  reported 
again  to  the  faculty  in  October,  1914.  At  the  October  meeting  it  was  voted  to  accept  without 
foreign  language  certain  normal  school  graduates  under  certain  conditions  as  candidates  for 
the  Ph.B.  degree. 

How  students  regard  foreign  laguages. 

Comprehensive  answers  from  students  are  in  process  of  tabulation  by  the  Board  of  Visi- 
tors. Efforts  were  made  by  the  survey  to  secure  the  judgment  of  several  spcc'al  classes. 
From  26  commerce  students  results  were  received  as  to  German,  French  and  Spanish  as 
follows : 

AMOUNT  OF  HELP 


Great  Deal 

Medium 

i  Verv  Little  ' 

1         '                1 

None 

German 

French , 

Spanish 

ZZZ'^Z'Z'ZD 

7 
2 
0 

9 
5 

7 

<  I 

2 
6 
3 

453 

University  Survey  Report 

From  70  graduate  students  answers  were  received  .as  to  which  foreign  language  they  read 
with  ease,  found  indispensable,  found  useful. 


No  foreign  language 

German 

French 

German  and  French 

Latin 

Other 


Indispensable 

Useful 

17 

3 

43 

21 

30 

27 

30 

15 

11 

11 

5 

36 

The  list  of  departments  mentioned  in  which  one  language  is  indispensable  and  the  other 
language  not  indispensable,  is  about  the  same  under  both  French  and  German.  In  other 
words,  persons  who  had  French  without  having  German  consider  that  the  French  was  indis- 
pensable and  the  German  not,  and  vice  versa. 

Foreign  languages  for  the  doctor's  degree. 

Before  a  candidate  for  the  degree  of  doctor  of  philosophy  can  be  admitted  for  examina- 
tion he  must  "not  later  than  November  1st  of  the  academic  year  in  which  the  doctor's  degree 
is  to  be  taken  .  .  .  submit  to  the  dean  of  the  Graduate  School,  certificates  from  the  depart- 
ments of  French  and  German  of  the  University  of  Wisconsin  showing  that  he  possesses  a 
sufTicient  reading  knowledge  of  these  languages  to  use  them  for  purposes  of  research  in  his 
major  study." 

Several  of  these  examinations  were  visited  by  the  survey  in  the  fall  of  1914.  At  the  first 
examination,  12  candidates  presented  themselves  for  examination  in  French.  They  were 
divided  by  the  officer  in  charge  into  three  groups,  according  to  the  time  they  spent  in  French 
classroom  work.  One  had  three  years;  2  had  two  years;  and  the  remainder,  or  9,  had  had 
one  year  or  less.  That  is,  of  12  candidates,  9  had  had  one  year  or  less.  Another  division  was 
made  between  (1)  those  wishing  oral  examinations,  (nine),  and  (2)  three  who  did  not  feel 
able  to  take  the  oral  examination.  The  details  of  the  examination  are  in  the  survey's  working 
papers.  Those  who  failed  were  given  another  opportunity  two  weeks  later.  When  questioned 
by  two  representatives  of  the  survey,  both  of  them  stated  that  they  had  been  spending  a 
great  part  of  the  last  two  weeks  in  preparing  for  the  examination.  At  none  of  the  examina- 
tions is  the  department  represented  in  which  the  student  is  to  use  the  foreign  language  for 
research. 

If,  as  the  dean  of  the  Graduate  School  says,  "the  university  is  unwilling  to  put  the  stamp 
of  a  professional  scholar  upon  a  man  who  cannot  have  access  to  the  sources  of  his  subject 
matter  in  French  and  German,"  two  facts  are  made  clear  by  what  happens  at  these  prelimi- 
nary tests: 

1.  Men  who  do  not  possess  this  necessary  stamp  of  a  professional  scholar  are  at  pres- 
ent certified  by  the  French  or  German  department,  because  the  test  applied  does  not 
show  ability  to  use  sources  of  the  subject  matter  in  the  candidate's  field. 

2.  Ability  to  translate  a  few  sentences  in  so-called  technical  French  or  German  by  no 
means  proves  that  the  candidate  has  such  facility  that  he  will  in  all  human  probability 
go  to  the  trouble  of  using  a  language  which  is  so  foreign  to  him,  as  in  many  instances  these 
foreign  languages  are.  (A  member  of  the  Romance  Language  Department,  who  examines 
many  candidates  for  the  doctor's  degree,  states  that  students  are  able  to  fulfil  the  tech- 
nical requirement  without  an  actual  reading  knowledge  of  French,  because  they  are 
familiar  with  the  subject  matter  of  the  text  and  recognize  many  French  words  through 
their  similarity  to  the  English). 

No  questions  are  asked  as  to  the  use  already  made  of  foreign  language  in  the  two  prelimi- 
nary years  of  graduate  work. 

As  at  present  enforced,  the  foreign  language  requirement  for  the  doctor's  degree  is  a  credit 
neither  to  foreign  languages  nor  to  academic  scholarship. 


The  aim  of  foreign  languages  in  the  university. 

It  is  not  the  aim  of  foreign  languages  to  give  students  a  speaking  knowledge.  The  chair- 
man of  the  Romance  Language  Department  wrote  October  30th  that  the  effort  to  teach  for- 
eign languages  so  that  students  can  speak  the  languages  [that  is,  by  using  the  so-called  "direct 
method"]  has  been  tried  several  times  as  an  experiment  by  different  instructors  here,  "but 
has  always  been  abandoned  either  before  the  end  of  the  year  or  at  the  end  of  the  year,  since 
the  results  with  university  students  had  been  very  disappointing."  .  .  .  However,  much 
that  comes  from  the  direct  method  is  in  use,  I  trust,  in  every  beginning  class  in  this  depart- 
ment.   .    .    There  never  was  a  time  at  the  university  when  only  French  was  spoken  by  the 

454 


Exhibit  12 

teacher  and  students  in  the  advanced  classes.  .  .  The  amount  of  French  spoken  by  teacher 
and  student  has  increased  steadily  during  the  last  ten  years,  was  never  as  great  as  it  has  been 
in  the  last  two  or  three  years.  .  .  In  some  classes  it  is  used  exclusively.  .  .  In  other 
classes  it  is  used  largely  or  partly.  [The  same  may  be  said  of  Spanish.]" 

Of  German  it  is  not  intended  that  students  shall  be  taught  to  speak  it.  The  purpose  of 
various  courses  in  German  is  to  give  students  a  reading  knowledge  of  the  German — accord- 
ing to  the  diilerent  degrees  of  ability  to  read  German,  according  to  the  amount  of  time  spent 
in  the  language;  also  light  upon  German  life  and  culture  at  different  periods,  German  contri- 
butions to  history,  to  philosophy  and  to  literature,  etc. 

Students  who  have  not  the  time  or  the  mclination  to  do  advanced  work  in  foreign  lan- 
guages may  elect  survey  or  general  information  courses  conducted  in  English  by  foreign  lan- 
guage departments.  These  courses  give  a  birds-eye  view  of  the  field  for  the  benefit  of  those 
not  wishing  to  specialize. 

The  teaching  of  French   and    German   in    the   university   and   the   Wisconsin   high 
school. 

About  30  classes  in  German  and  French  were  visited  in  the  university  and  in  the  Wiscon- 
sin high  school  by  a  teacher  who  has  for  several  years  himself  taught  both  German  and  French 
to  beginners  and  to  advanced  students.  The  detailed  reports  on  many  of  his  visits  show  not 
only  that  the  knowledge  of  the  elements  of  grammar  and  pronunciation  was  not  in  evidence 
at  the  time  of  his  visits,  but  that  in  the  case  of  German,  the  chairman  of  the  department 
warned  certain  students  in  one  of  his  advanced  classes  that  unless  they  showed  better  knowl- 
edge of  the  rudiments  they  could  not  hope  to  pass  with  him.      (Exhibits  3  and  23.) 

Visits  by  others  to  their  classrooms  reported  by  instructors  and  teachers  in  modern 
foreign  languages  for  1913-14. 

Of  four  instructors  in  the  Department  of  Romance  Languages  reporting,  three  had  not 
been  visited  by  a  chairman;  three  had  not  been  visited  by  any  other  members  of  their  depart- 
ment; one  had  been  visited  once  by  the  chairman  and  by  another  member  of  the  department 
three  times. 

Of  four  assistants  in  the  Romance  Language  Department  three  had  been  visited  once  by 
the  department  chairman  and  one  had  been  visited  twice;  two  had  been  visited  three  times 
by  other  members  of  the  department  as  well  as  once  by  the  department  chairman;  a  third 
had  been  visited  nine  times  by  another  member;  and  the  fourth  had  been  visited  ten  times. 

Of  seven  German  instructors  reporting  definitely  seven  had  not  been  visited  by  the  chair- 
man of  the  department.  An  eighth  answered  indefinitely  and  a  ninth  failed  to  answer  this 
question.  Three  were  visited  once  by  other  members  of  the  German  Department;  two  were 
visited  three  times,  one  was  visited  four  times;  and  one  six  times.  An  eighth,  who  had  been 
visited  by  the  chairman,  answered  indefinitely  regarding  visits  by  other  members;  a  ninth 
said  he  did  not  know. 

Of  four  German  assistants  three  had  not  been  visited  by  the  chairman  of  the  German  De- 
partment; one  did  not  answer;  one  had  been  visited  two  times,  and  two  three  times,  by  other 
members  of  the  department;  and  the  fourth  answered  indefinitely. 

Size  of  departments  in  foreign  languages. 

As  the  faculty  is  now  organized  (Exhibit  24)  the  faculty  members  who  are  themselves  teach- 
ing foreign  languages  are  expected  to  attend  the  meetings  and  if  of  professorial  rank  to  vote 
upon  the  continuance  or  remission  of  foreign  language  requirements. 

As  above  described,  at  the  meeting  of  June  1914  when  the  faculty  considered  the  proposal 
to  waive  the  foreign  language  requirement  in  exceptional  cases  of  adult  normal  school  gradu- 
ates with  teaching  experience  there  were  51  persons  counted  in  the  final  vote.  How  many  of 
these  were  from  the  foreign  language  departments  is  not  recorded  in  the  minutes.  The  budget 
of  1914-15,  however,  provided  for  59  faculty  members  (33  with  the  right  to  vote)  to  give  in- 
struction in  foreign  languages,  including  Greek  and  Latin  and  Hellenistic  Greek;  46  (24  with 
the  right  to  vote)  in  the  modern  foreign  languages. 

This  fact  is  brought  out  to  indicate  another  fact  which  should  be  considered  in  connection 
w'ith  statements  by  members  of  the  faculty  to  the  effect  that  foreign  languages  are  not  pre- 
requisites to  successful  work  in  their  departments;  namely,  the  demand  for  continuing  for- 
eign languages  is  an  organized  demand.  The  demand  for  relaxation  of  the  requirements  or  for 
abandoning  the  requirements  or  for  making  all  foreign  languages  optional  is  not  an  organized 
demand.  Those  who  are  teaching  in  foreign  language  departments  have  not  only  lifelong 
convictions  but  these  accentuated  by  direct,  i^ersonal  interest  in  strengthening  those  partic- 
ular departments.     Other  departments  have  no  such  immediate  personal   interest. 

Many  have  no  lifelong  convictions;  159  have  expressed  convictions  that  foreign  languages 
are  not  indispensable;  and  only  90,  out  of  457,  have  expressed  the  conviction  that  they  con- 
sider foreign  language  essential  to  their  work  (323  exiiressed  themselves  definitely  on  this 
point — the  answers  of  131  others  were  not  sufficiently  definite  to  tabulate). 

455 


University  Survey  Report 

In  the  absence  of  information,  such  as  heretofore  has  not  been  presented  to  all  of  the  fac- 
ulty regarding  foreign  languages,  the  members  of  the  faculty  who  are  not  themselves  in  de- 
partments which  teach  foreign  languages  are  at  a  substantial  disadvantage. 

Similarly,  members  of  departments  which  teach  foreign  languages  are  at  a  substantial 
disadvantage  in  having  to  help  decide  the  value  of  their  own  particular  contribution  to  the 
work  of  the  university  as  a  whole. 

It  is  suggested  that  a  committee  of  three,  made  up  of  faculty  members  not  teach- 
ing foreign  languages,  be  asked  to  make  a  thorough  investigation  of  the  present 
reasons  for  requiring  foreign  language. 

Foreign  language  requirements  in  other  universities. 

A  report  on  college  entrance  requirements  was  issued  in  1913  by  the  United  States  Bureau 
of  Education.  The  report  was  prepared  by  a  committee  of  the  National  Education  Associa- 
tion on  the  articulation  of  high  school  and  college  secondary  departments. 

Of  colleges  reporting  22  did  not  prescribe  foreign  languages  for  entrance.  These  22  colleges 
are  not  unheard  of  institutions  with  low  educational  standards.  On  the  contrary  they  are 
the  following: 

Leland  Stanford  Junior  University. 

University  of  Chicago. 

Grinnell  College. 

Clark  College. 

University  of  Michigan. 

Hope  College. 

University  of  Minnesota. 

Gustavus  Adolphus  College. 

Hamline  College. 

Macalester  College. 

St.  Olaf  College. 

Ohio  University. 

Reed  College. 

University  of  South  Dakota. 

University  of  Utah. 

Richmond  College. 

Washington  and  Lee  University. 

Whitman  College. 

University  of  Illinois. 

James  Millikin  University. 

Barnard  College. 

Columbia  College. 

Of  the  above  list  the  first  18  do  not  require  foreign  languages  for  entrance  to  the  bachelor 
of  arts  course,  and  of  these,  Leland  Stanford,  Michigan  and  Minnesota,  for  example,  do  not 
require  foreign  languages  during  the  college  course  for  the  degree  of  bachelor  of  arts.  The  last 
four  in  the  list  did  not  require  foreign  languages  for  admission  to  the  bachelor  of  science 
course  but  did  require  it  for  admission  to  the  bachelor  of  arts  course. 

The  national  committee  proposed  three  plans  for  college  entrance  requirements — one  calls 
for  nine  prescribed  units  distributed  among  English,  foreign  languages,  mathematics,  natural 
science  and  social  science;  two  omit  mathematics  as  a  prescribed  unit  because  many  students 
are  unable  to  fulfil  the  mathematics  requirements  of  high  school;  three  omit  foreign  lan- 
guages for  the  benefit  of  students  who  cannot  assimilate  work  in  foreign  languages. 

Foreign  language  requirements  at  the  university. 

Of  $106,000  appropriated  for  salaries  for  foreign  languages  about  $20,000  is  due  to  pure 
electives,  about  $86,000  is  for  classes  which  must  take  a  foreign  language.  This  is  an  estimate. 
The  facts  should  be  sought  and  stated.  In  November  1914,  of  3,646  registrations  in  foreign 
languages,  911  were  taking  advanced  work. 

No  one  may  enter  the  university  in  any  college  as  a  regular  student  and  candidate  for  a 
degree  without  having  studied  a  foreign  language  for  at  least  one  year,  or  making  up,  without 
credit,  four  hours  a  week  for  one  year  (besides  the  after  entrance  requirements  which  must 
be  fulfilled  before  receiving  a  degree). 

Letters  and  science  students  are  advised  to  present  Latin  and  a  second  foreign  language 
equivalent  to  two  subjects  for  three  years  or  three  subjects  for  two  years  (that  is,  six  entrance 
units). 

For  engineering,  German  or  French  is  required.  Those  entering  with  two  years  of  foreign 
languages  must  take  an  additional  year  after  entering. 

For  medicine,  students  are  advised  to  present  one  year  of  Latin  and  two  years  of  German. 

After  coming  to  the  university  students  wishing  a  bachelor  of  art  degree  must  take  four 
semesters  work  of  four  hours  a  week,  if  they  have  had  the  equivalent  of  two  years  of  work  in 
the  high  school.     If  they  have  had  less  than  two  years  before  entering  they  must  take  six 

456 


Exhibit  12 

terms  of  foreign  languages  four  hours  a  week.  These  foreign  languages  must  be  taken  in 
year  courses  in  two  languages.  Not  less  than  two  hours  a  week  for  a  semester  may  be 
given  to  any  one  language.  No  credit  will  be  allowed  for  only  one  semester's  work;  that 
is,  at  least  two  full  semesters  must  be  taken. 

Although  students  in  engineering  and  agriculture  may  enter  with  a  foreign  language  con- 
dition, they  must  before  graduation  have  a  total  in  high  school  credits  of  either  two  years 
work  in  one  language  or  four  years  work  divided  among  two  or  more  languages. 

Candidates  for  the  bachelor  of  philosophy  degree,  that  is,  graduates  of  normal  schools, 
must  take  two  full  years  or  four  semesters  of  continuous  study  in  foreign  languages  unless 
exempted  by  special  permission  as  per  resolution  of  October  1914,  above  referred  to. 


Questions  regarding  foreign  languages. 

1.  How  many  students  would  take  foreign  languages  at  the  University  of  Wisconsin  if 
they  were  not  compelled  to  take  them? 

2.  Are  foreign  languages  as  efTectively  taught  as  they  would  be  if  they  were  compelled  to 
compete  with  other  subjects  for  the  interest  of  students? 

3.  How  many  students  now  elect  foreign  languages  beyond  the  number  of  hours  of  work 
which  they  are  compelled  to  take? 

4.  If  it  is  necessary  to  give  general  foreign  language  literary  courses  in  English  in  order  that 
advanced  students  of  foreign  languages  may  understand,  why  should  these  courses  require 
previous  work  in  German  or  French,  and  why  should  they  not  be  open  to  all  students? 

5.  How  many  students  would  like  an  opportunity  to  learn  while  at  college  to  speak  foreign 
languages? 

6.  What  benefit  does  a  student  receive  from  a  foreign  language  who  obtains  in  his  final 
examination  a  mere  passing  mark? 

7.  Is  indifTerent  work  or  poor  training  in  foreign  languages  better  discipline  or  better 
cultivation  than  excellent  work  in  another  subject?  Is  there  any  reason  why  any  subject 
taught  in  the  university  cannot  be  so  organized  and  presented  that  the  student  will  receive 
as  much  benefit  from  the  learning  process  as  from  the  learning  process  in  foreign  languages? 

8.  Should  any  subject  be  taught  in  a  university  merely  for  the  sake  of  keeping  alive  the 
teaching  of  that  subject  in  high  schools? 

9.  Would  it  be  well  to  offer  students  an  opportunity  to  elect  sections  where  they  might 
learn  to  speak? 

10.  Why  are  there  so  few  students  in  advanced  courses  in  foreign  languages  in  proportion 
to  the  very  large  numbers  who  are  compelled  to  take  these  courses  during  their  freshman, 
sophomore  and  later  years — 23  classes  of  10  or  fewer  in  German  and  16  in  Romance  languages 
in  November  1914? 

11.  If,  as  the  engineering  requirements  indicate,  it  is  felt,  by  at  least  one  college,  that  con- 
centration upon  one  language  is  more  effective  before  entrance,  would  there  not  be  a  similar 
advantage  to  the  student  after  entrance  in  taking  16  units  of  one  language  rather  than 
dividing  two  years  between  two  languages? 

12.  What  advantage  is  there  to  students  who  do  not  pursue  foreign  languages  beyond  the 
elementary  and  required  courses?  In  what  ways  do  these  advantages  show  in  the  study  of 
other  subjects? 

13.  If  one  of  the  main  reasons  for  requiring  foreign  languages  is  that  better  methods  have 
been  worked  out  for  teaching  foreign  languages  than  for  teaching  other  subjects,  should  the 
university  continue  to  require  foreign  languages,  or  take  steps  to  insure  equally  efficient  in- 
struction in  other  subjects  both  in  the  high  schools  and  in  the  university? 

14.  Of  what  practical  use  to  an  advanced  scholar  in  other  subjects  than  foreign  languages 
is  the  degree  of  ability  to  use  foreign  languages  which  is  brought  out  by  the  present  examina- 
tions for  doctors'  degrees? 

15.  Should  the  major  professor  in  charge  of  the  work  of  a  candidate  for  a  doctor's  degree 
certify  not  merely  to  the  ability  of  a  student  to  use  the  foreign  language  resources  in  that  de- 
partment, but  to  the  fact  that  this  student  has  actually  been  making  use  of  such  resources? 

16.  What  justification  is  there  for  compelling  several  hundred  men  and  women  every  year 
to  take  foreign  language,  besides  keeping  no  one  knows  how  many  otherwise  satisfactory 
students  out  of  the  university,  when  the  president  of  the  university  declares  before  the  fac- 
ulty that  no  "language  is  better  than  any  other  subject"  and  that  "only  in  theory  does  lack 
of  language  mean  cheapening  a  degree"  when  accompanied  by  other  exceptional  qualifica- 
tions, when  only  81  (of  whom  21  are  in  the  College  of  Agriculture)  of  457  faculty  members 
find  foreign  languages  necessary  for  success  in  their  courses;  and  when  four  deans  base  their 
reasons  chiefly  on  the  alleged  superiority  of  methods  which  have  been  worked  out  for  teaching 
languages? 

17.  How  far  does  actual  practice  in  the  University  of  Wisconsin  show  that  the  study  of 
foreign  languages  produces  the  results  defined  in  the  following  statement  of  the  dean  of  the 
college  which  does  the  teaching? 

457 


University  Suhvey  Report 

18.  Should  all  elementary  language  eourses  be  called  sub-freshman  courses  without  credit, 
and  be  shifted  as  rapidly  as  possible  to  high  schools  and  shifted  immediately  to  the  univer- 
sity's high  school,  if  the  university  decides  to  continue  its  control  of  that  school? 

An  official  slatcmtMit  of  Wisconsin's  reasons  for  requiring  foreign  languages. 

The  foregoing  cjuestions  regarding  foreign  languages  and  the  recommendation  that  the 
purpose  of  foreign  languages  be  compared  with  results  at  the  University  of  Wisconsin, 
should  be  read  against  the  background  of  reasons  which  the  university  itself  gives  for  present 
requirements. 

These  reasons  are  furnished  in  the  words  of  the  dean  of  the  College  of  Letters  and  Science, 
which  gives  not  only  the  work  elected  by  students  in  that  college,  but  the  required  foreign 
language  work  for  students  of  all  colleges.  The  statement  which  follows  was  submitted  to 
the  survey  November  28,  1914. 

Partial  slalcnienl  of  reasons  for  requirement  of  foreign  language  for  admission.' 

General.  The  use  of  language  is  fundamental  and  indispensable  for  all  human 
thought  and  conscious  activity.  Constant  and  painstaking  effort  should,  therefore,  be 
directed  to  the  development  and  improvement  of  this  most  essential  instrument  of  all 
intellectual  life. 

The  study  of  languages,  of  the  vernacular  and  of  foreign  languages,  has,  therefore, 
always  held  a  prominent  place  in  all  schemes  of  higher  education.    The  burden  of  proof 
should  be  on  those  that  advocate  a  sweeping  change  in  this  policy. 
Special  reasons  are  grouped  under  four  heads: 

I.  Disciplinary. 

A.  A  foreign  language  offers  a  definite  study,  with  long  tested  and  well  established 

methods.  Lessons  are  definite,  and  methods  definite.  The  student  knows  what  he 
has  to  do,  how  he  must  do  it  and  when  he  has  done  it.  The  teacher  knows  how  much 
to  assign,  and  can  test  immediately  and  with  precision  the  amount  and  quality  of 
the  student's  work. 

B.  It  demands  preeminently  constant,  close  and  accurate  work,  and  is,  therefore,  a 

peculiarly  efficient  means  of  education. 

C.  It  demands  that  the  student  hold  closely  in  mind  a  considerable  (but  not  unreason- 

able, number  of  facts  and  principles  and  apply  them  exactly  in  numerous  cases 
every  day.  It  demands  memory,  accuracy,  and  precision  in  a  way  which  is  not 
true  to  the  same  extent  of  any  other  study. 

D.  It  requires  the  student  to  direct  his  intention,  consciously,  to  the  basic  facts  of 

language.  This  comes  at  a  time  in  his  education  when  his  knowledge  of  the  similar 
facts  of  the  vernacular  has  become  in  large  measure  subconscious. 

E.  It  is  usually  given  in  continuous  courses  of  two  or  more  years,  and  in  this  respect  has 

an  advantage  over  other  subjects  of  high  school  study,  as  a  preparation  for  college. 

II.  Linguistic. 

A.  It  necessarily  requires  a  definite,  precise,  and  discriminating  use  of  words.    Students 

resent  this  when  required  in  the  vernacular,  but  accept  it  as  a  matter  of  course  in 
foreign  language. 

B.  It  necessitates  attention  to  accuracy  of  enunciation  and  correct  differentiation  of 

sounds. 

C.  Learning  even  the  elements  of  a  foreign  language,  the  student  gains  a  wholly  new  view 

of  the  nature  and  capacities  of  language. 

D.  For  these  and  other  reasons  it  is  a  most  important  instrument  of  training   in   the 

use   of  the  vernacular. 

E.  The  study  of  one  foreign  language  alTords  a  basis  for  the  study  of  any  other  one. 

III.  Literary 

A.  It  gives  a  fresh  view  of  literature,  and  one  that  cannot  be  gained  from  similar  study 

of  the  vernacular  alone. 

B.  It  deals  with  a  limited  amount  of  reading  of  acknowledged  literary  excellence. 

C.  It  gives  the  student  capable  of  such  training  practice  in  the  nice  use  of  words,  which 

cannot  be  reached  so  directly  and  quickly  in  any  other  way. 

D.  Even  a  two  years'  course  of  foreign  language,  well  taught  in  a  high  school,  gives  a 

new  point  of  view  from  which  to  see  English  literature. 

458 


Exhibit  12 


IV.      Moral. 


A.  The  student  who  attempts  in  high  school  a  course  in  foreign  language  is  undertaking 

a  longer  and  more  important  piece  of  intellectual  work  than  he  has  attempted  be- 
fore. The  completion  of  such  an  attemjjt  is  the  best  kind  of  moral  preparation  for 
success  in  the  continuous  work  of  the  four  years  of  college. 

B.  It  makes  for  culture  and  enlightenment  by  bringing  the  high  school  student  into  direct 

contact  with  the  words  and  thoughts  of  men  of  other  countries  and  times. 

C.  It  develops  sympathy  and  understanding  for  some  fundamental  aspects  of  life  and 

thought  of  foreign  peoples,  and  so  contributes  to  civilization. 
These  reasons  are  "suggestive;  not  complete.    They  do  not  attempt  to  touch  all  phases 
of  the  subject. 

Foreign  language  requirements  in  college. 

In  the  regular  A.B.  course  the  college  requires  work  in  four  of  the  great  fields  covered 
by  its  teaching;  English,  foreign  language,  and  two  of  the  three:  science,  history,  mathe- 
matics. Altogether  from  31  to  4G  credits  are  required,  the  amount  depending  on  the  stu- 
dent's preparation  and  on  his  elections  in  college.  The  total  amount  is  not  too  great. 
The  reasons  for  requiring  language  may  be  briefly  summarized  as  follows: 

1.  Most  of  the  reasons  given  for  foreign  language  as  a  preparatory  study  apply  also  to 

its  requirement  in  college.  The  literary  and  cultural  values  increase,  relatively, 
with  the  age  of  the  student. 

2.  The  preparation  of  most  students  in  foreign  language  is  such  that  they  need  more 

study  of  the  subject  in  order  to  secure  the  full  benefit  of  the  work. 

3.  Continuity  of  lines  of  work  begun  in  high  school  is  of  great  advantage  to  students 

who  change  place  and  methods  of  study  as  they  do  when  they  come  to  college. 

4.  The  first  two  years  of  college  should  be  on  the  whole  a  continuation  and  enlargement 

of  the  general  education  begun  in  high  school.  In  this  work  foreign  language 
should  take  its  part.  Literary  and  cultural  elements  can  enter  more  largely  than  in 
high  school. 

5.  The  relation  of  foreign  language  to  practical  affairs  (business,  higher  study,  profes- 

sions) should  not  be  overlooked,  nor  unduly  emphasized,  as  a  reason.  If  acquired  at 
all,  foreign  language  should  be  learned  early  in  the  course  of  study. 

6.  As  a  special,  cognate  reason,  the  increasingly  close  relations  of  the  United  States  with 

foreign  countries  may  be  brought  forward,  but  again  not  over-emphasized. 

7.  Foreign  language  deserves  its  place  since  it  is  one  of  the  most  important  aids  in  de- 

veloping the  power  of  expression,  and  this  is  one  of  the  important  tasks  of  college. 
English  will  not  by  itself  do  the  work  in  this  field  which  English  and  foreign  lan- 
guage will  together  accomplish. 

8.  The  relations  of  foreign  language  to  liberal  education  are  fundamental. 

9.  I  add  another  reason,  w^eighty  with  me  and  with  the  college,  but  doubtless  of  little 

value  with  men  of  different  ideals.  I  believe  that  one  main  function  of  the  college  of 
liberal  arts  is  to  represent  and  to  hand  on  to  youth  the  learning  which  comes  to  each 
generation  from  its  predecessor,  and  which  forms  a  permanent  basis  for  civilization 
and  progress.  Such  a  college  ought  to  require  of  all  students  representative  studies 
from  the  great  fields  of  this  learning.  It  should  also  give  full  opportunity  for  the 
study  of  "the  new  learning  which  each  generation  gains  for  itself.  The  course 
of  study  in  the  College  of  Letters  and  Science  aims  so  to  combine  required  and 
elective  studies  as  to  secure  both  these  ends.  Foreign  language  study  takes  a 
leading  place  in  the  older  learning. 
This  statement  of  reasons  must  be  regarded  as  suggestive  only,  and  as  far  from  com- 
plete. 


UNIVERSITY    COMMENT    ON    ALLEN    EXHIBIT    12   ENTITLED    "QUESTIONS 
PROMPTED  BY  THE  STATUS  OF  FOREIGN  LANGUAGES" 

In  exhibit  12  on  foreign  language,  Dr.  Allen  furnishes  that  detailed  evidence  that  is  to 
justify  in  the  opinion  of  impartial  critics  his  recommendation  (in  Part  IV  of  his  report)  that 
"compulsory  foreign  language  requirements  ....  should  bo  discontinued  both  for  entrance 
and  for  graduation."  The  data  given  and  the  methods  used  are  in  most  cases  of  a  purely 
superficial  or  mechanical  nature  (cost  of  instruction,  size  of  classes,  methods  of  supervision, 
language  as  a  tool,  etc.);  in  other  instances  thev  are  pitiably  meager  (attitude  of  students); 
in  still  others  utterlv  misleading  (altitude  of  faculty,  practice  of  other  institutions,  methods 
of  leaching,  etc.)  We  are  bound  lo  say  that  none  of  the  criticisms  and  hardly  any  of  the  sug- 
gestions are  of  a  positive  or  helpful  character.  Considering  that  Dr.  .Mien  makes  such  a  de- 
termined attempt  to  change  the  present  course  of  study  in  one  of  its  traditional  and  funda- 
mental aspects,  we  expected  the  inquiry  to  extend  into  the  educational  values  of  foreign  lan- 

459 


University  Survey  Report 

guage  in  regard  to  which  we  well  know  that  there  are  at  present  marlted  differences  of  opin- 
ion. But  neither  the  disciplinary,  nor  the  linguistic  or  cultural  aspects  of  foreign  language 
study  are  so  much  as  referred  to,  the  question  of  absolute  freedom  of  election  versus  partial 
prescription  is  not  touched  upon,  the  experience  of  other  institutions  is  very  inadequately 
quoted.  In  short,  no  data  of  sufficient  force  or  of  sufTicient  reliability  are  presented  which 
could  at  all  warrant  the  above  quoted  recommendation. 

The  following  reply  attempts  two  things:  First,  it  subjects  to  criticism,  section  by  section, 
Dr.  Allen's  data  and  contentions  in  exhibit  12,  and  secondly,  it  presents,  in  the  form  of  a 
systematic  essay,  the  grounds  on  which  the  university  bases  its  present  requirements  in  for- 
eign language. 

Cost  of  instruction 

Dr.  Allen  begins  his  presentation  by  stating  that  about  $106,000  in  salaries  was  appro- 
priated in  the  university  budget  for  1914-15  (including  summer  session)  for  purposes  of  for- 
eign language  teaching  and  research.  This  is  certainly  a  large  amount  of  money;  but  it  should 
be  borne  in  mind  that  it  represents  the  work  of  as  many  as  59  members  of  the  faculty  and  no 
less  than  3,646  registrations  in  the  various  courses  given.  If  the  students  involved  did  not 
take  foreign  language,  they  would  have  to  take  other  subjects  instead.  This  would  cost  the 
state  considerably  more,  for  foreign  language  is  one  of  the  least  expensive  subjects  taught. 

Attitude  of  the  deans  and  faculty  toward  foreign  language 

Dr.  Allen  devotes  three  sections  to  an  attempt  to  show  the  attitude  of  the  administration 
and  faculty  toward  foreign  language.  Thus  he  thinks  he  can  show  (1)  that  many  instructors 
do  not  consider  foreign  language  "necessary,"  and  (2)  that  there  is  a  certain  clique  of  "stand- 
patters," chiefly  composed  of  the  language  men  themselves,  that  make  a  fetish  of  foreign 
language.  In  reality,  neither  contention  is  sustained  by  the  data. 

A.  The  statements  furnished  Dr.  Allen  by  the  deans  of  the  colleges  of  agriculture,  medi- 
cine, engineering  and  letters  and  science,  show  unequivocally  that  they  favor  foreign  lan- 
guage both  for  entrance  and  in  college. 

B.  To  determine  the  attitude  of  the  members  of  the  faculty,  Dr.  Allen  asked  the  follow- 
ing question  (Questions  to  be  answered  by  faculty  members,  VI,  12):  "What  foreign  lan- 
guages and  what  other  subjects  are  necessary  as  a  prerequisite  for  successful  work  in  your 
courses?" 

This  inquiry  is  of  no  value  whatever,  owing  to  the  loose  form  of  the  question.  It  elicited 
answers  that  showed  it  had  been  differently  understood.  Some  instructors  assumed  that  it 
applied  to  their  own  need  of  foreign  languages  in  their  own  work  and  not  to  the  needs  of  their 
students.  This  fact  alone  vitiates  the  reliability  of  the  replies  received. 

Furthermore,  the  question  made  no  distinction  between  elementary  and  advanced  courses. 
Instructors  and  assistants  teaching  relatively  elementary  courses  could  not  but  answer  that 
foreign  language  was  not  necessary  for  their  courses,  although  they  might  consider  it  quite 
indispensable  for  advanced  work  in  the  same  subjects. 

Again,  since,  the  question  did  not  specifically  ask  whether  foreign  languages  were  "desir- 
able," there  is  no  means  of  knowing  how  many  of  those  (152)  who  declared  them  not  to  be 
necessary,  do  regard  them  as  desirable  and  hence  should  rather  appear  in  the  group  of  those 
(74+7=81)  who  are  reported  as  considering  foreign  language  as  "desirable  but  not  neces- 
sary" for  their  courses.  This  again  invalidates  Dr.  Allen's  figures. 

The  actual  figures  given  in  Dr.  Allen's  original  report  were  contradictory  and  misleading 
in  many  respects.  He  has  made  some  changes  in  response  to  the  criticisms  of  the  univer- 
sity, but  his  figures  are  still  open  to  the  most  serious  objections.  It  is  not  clear  why  the  81 
considering  foreign  languages  as  "essential"  should  be  separated  from  the  9  considering  them 
"both  desirable  and  necessary,"  or  why  the  7  considering  "no  foreign  language  essential,  but 
some  desirable"  should  not  be  incorporated  with  the  74  considering  them  "desirable  but  not 
necessary."  The  drawback  of  such  a  mechanical  enumeration  is  shown,  e.  g.,  in  question  16 
of  exhibit  12  where  only  81,  instead  of  90,  are  reported  as  considering  foreign  language  neces- 
sary." The  total  number  of  answers  received  is  given  in  one  place  as  394  and  in  another 
place  as  457,  but  only  323  were  considered  "comparable."  Of  these,  171  (53%)  consider 
foreign  language  as  necessary  or  desirable  as  a  tool,  whereas  only  152  (47%)  find  it  not 
necessary  in  that  sense — rather  a  strong  showing  in  favor  of  foreign  language  in  view  of  the 
nature  of  the  question  asked. 

Dr.  Allen's  use  of  his  figures  is  no  less  objectionable  and  untrustworthy  than  the  figures 
themselves.  To  suit  his  purposes  he  compares  them  now  with  the  maximum  total  of  457,  now 
with  the  minimum  of  323.  To  show  how  many  instructors  consider  foreign  language  as 
not  necessary  for  their  courses,  he  says  152  out  of  323  (report,  part  IV,  sub  question  1), 
to  show  how  few  consider  them  necessary  for  their  work,  he  says  90  out  of  457  (exhibit  12), 
or  even  81  out  of  457  (exhibit  12). 

To  sum  up,  this  test  of  faculty  opinion,  on  which  Dr.  Allen  lays  great  emphasis,  and  to 
which  he  refers  again  and  again,  is  practically  worthless. 

Even  more  objectionable  is  the  use  which  Dr.  Allen  makes  of  his  inquiry.  As  a  matter  of 
fact,  the  usefulness  of  foreign  language  for  work  in  certain  courses  has  little  or  no  connec- 
tion with  the  general  reasons  for  requiring  language  either  for  entrance  or  graduation.  The 
four  deans  distinctly  stated  in  their  replies  to  Dr.  Allen  that  their  reasons  for  desiring  some 

460 


Exhibit  12 

training  in  foreign  language  was  not  that  students  could  not  do  university  work  without 
them.  Had  Dr.  Allen  asked  the  faculty  whether,  regardless  of  the  needs  of  their  own  courses, 
they  considered  foreign  language  as  essential  in  a  general  course  of  liberal  or  professional  edu- 
cation, he  would  have  received  very  different  answers.  Only  in  such  a  way  could  he  have 
brought  out  clearly  the  "opinions  of  faculty  members  .  .  .  regarding  the  value  of  foreign 
languages"  which  he  claims  to  have  elicited.  The  strongest  objection  must  therefore  be  raised 
against  the  inferences  here  made.  They  are  thoroughly  misleading  as  to  the  real  issue. 

C.  To  show  still  further  the  attitude  of  the  faculty  toward  foreign  language.  Dr.  Allen 
gives  a  most  detailed  account  of  a  meeting  of  the  faculty  of  letters  and  science  on  June  8,  1914, 
in  regard  to  the  proposed  exemption,  under  certain  conditions,  of  candidates  for  the  Ph.B. 
degree,  from  the  foreign  language  requirement  for  that  degree.  Although  Dr.  Allen  in  person 
was  present  and  bases  his  report  on  his  own  notes  and  observations,  his  account  is  charac- 
terized not  only  by  the  most  serious  inaccuracies  in  many  matters  of  detail,  but  also  by  a 
marked  inability  to  grasp  the  general  drift  of  the  arguments  presented  and  the  attitude  of 
the  various  speakers  toward  the  problem  of  foreign  language  as  such.  We  cannot  mention 
here  all  the  errors  of  detail.  They  are  too  numerous.  We  confine  ourselves  to  pointing  out 
a  few  typical  misunderstandings  and  calling  attention  to  the  general  deductions  which  are 
here  as  erroneous  as  in  the  inquiry  discussed  under  B. 

Dr.  Allen  is  in  error  in  stating  that  the  subject  had  been  referred  to  the  faculty  of  letters 
and  science  by  the  university  faculty.  As  a  matter  of  fact,  the  subject  had  been  considered  at 
length  at  a  previous  meeting  of  the  letters  and  science  faculty  and  had  been  re-referred  by  it 
to  a  committee.  What  was  up  for  action  was  the  report  of  this  committee. 

Dr.  Allen's  statements  that  "the  subject  was  presented  by  the  committee  without  reason, 
explanation  or  argument"  and  that  the  report  of  the  committee  furnished  an  illustration 
(used  in  exhibit  24)  of  the  "lack  of  adequate  data  in  reports  of  faculty  investigations"  are 
equally  unjustifiable.  The  question  was  one  with  which  the  faculty  had  been  familiar  for  a 
considerable  length  of  time,  and  it  had  been  discussed  at  great  length  at  the  preceding  meet- 
ing of  the  faculty.  Of  course  there  may  have  been  a  few  members  present  at  this  meeting 
who  happened  to  have  been  absent  from  the  previous  meeting,  but  that  is  inevitable  with 
any  subject  carried  over  from  one  meeting  to  another  and  it  was  definitely  known  in  this  case 
that  the  question  would  come  up.  So  far  as  the  alleged  absence  of  data  is  concerned,  the 
facts  are  these:  The  dean  of  the  college  had  had  accurate  and  detailed  statistics  compiled, 
showing  age  of  student,  language  courses  taken,  the  grades  received  in  the  language  work  as 
compared  with  the  other  courses  taken  by  the  student,  etc.  Aloreover  the  chairman  of  the 
German  department,  at  the  suggestion  of  the  dean,  had  collated  data  showing  the  practice 
of  the  other  institutions  in  the  Association  of  American  Universities.  Rarely  has  a  matter 
concerning  only  a  very  small  number  of  students  been  studied  and  discussed  at  such  length 
and  on  the  basis  of  equally  full  data.  This  disposes  of  the  objection  attributed  to  Professor 
O'Shea,  who  evidently  had  been  absent  from  the  preceding  meeting,  that  the  subject  seemed 
not  to  have  been  studied  sufficiently. 

Dr.  Allen  attempts  to  give  in  detail  the  gist  of  the  remarks  made  by  the  different  speakers. 
Most  of  these  statements,  according  to  the  testimony  of  those  quoted,  were  incorrect  and 
misleading  in  his  original  report.  On  the  basis  of  corrections  and  denials  made,  Dr.  Allen 
has  changed  some  of  these  statements,  but  even  as  they  now  stand  they  are  far  from  doing 
justice  to  the  real  attitude  of  the  dean  and  other  members  of  the  faculty.  Above  all.  Dr. 
Allen  failed  to  distinguish  between  the  principle  of  exempting  certain  mature  students  and 
the  particular  method  of  administering  such  exemption  recommended  in  the  committee's 
report.  Several  of  the  men  speaking  against  the  committee's  report  were,  as  a  matter  of  fact, 
in  favor  of  the  exemption. 

The  assertion  that  the  statements  of  the  dean  "seemed  of  a  kind  to  prejudice  members  of 
the  faculty  against  the  resolution"  is  entirely  misleading.  The  dean's  objections  applied 
merely  to  the  administrative  scheme  proposed.  The  entire  faculty  knew  from  the  earlier 
discussion  that  the  dean,  as  well  as  the  chairmen  of  the  departments  of  German  and  Ro- 
mance languages,  were  strongly  in  favor  of  satisfying  the  wishes  of  the  petitioning  students. 
Also  the  remarks  attributed  to  Professors  Sellery,  Smith  and  Comstock,  in  spite  of  numerous 
corrections  made,  are  still  open  to  objection  on  the  ground  of  inaccuracy. 

Dr.  Allen  states  that  the  final  vote  on  the  question  was  lost,  but  he  fails  to  add  that  the 
principle  of  granting  the  exemption  was  endorsed  and  a  new  committee  instructed  to  report 
details.  In  his  revised  statement,  Dr.  Allen  mentions  the  fact,  originally  overlooked  by  him, 
that  in  the  October  meeting  of  the  faculty  the  exemption  asked  for  was  granted. 

It  is  interesting  to  ask  why  Dr.  Allen  reported  this  one  faculty  meeting  at  such  great  length 
in  his  exhibit  on  foreign  language.  Evidently  his  original  form  of  the  report,  based  on  a  total 
misapprehension  of  the  situation,  was  to  prove  the  illiberality  of  the  faculty  in  all  matters 
of  language,  the  lack  of  careful  study  of  the  principles  involved  and  the  opposition  of  the 
language  men  to  any  alteration  of  traditional  requirements.  With  the  corrections  and  addi- 
tions Dr.  Allen  has  felt  obliged  to  make  in  his  original  account,  the  report  decidedly  has  lost 
"point"  and  rather  proves  the  opposite  of  what  it  clearly  sets  out  to  prove.  The  preliminary 
data  can  be  shown  to  have  been  carefully  studied  and  presented,  the  dean  and  the  language 
men  were  in  favor  of  the  special  exemption  desired  and  though  the  faculty  was  determined 
to  go  slowly  in  what  it  felt  to  be  a  matter  of  importance,  it  finally  granted  the  petition. 

Why  Dr.  Allen  in  this  connection  should  question  the  "democratic"  quality  of  "a  total  vote 
of  51,  many  of  whom  may  be  uninformed  as  to  the  merits  of  the  case,"  we  are  unable  to  tell. 
An  attendance  of  60,  with  a  final  vote  of  51,  is  a  good  record  for  a  meeting  of  the  college  of 
letters  and  science.    Dr.  Allen's  own  account  of  the  meeting  shows  that  almost  all  depart- 

461 


University  Survey  Report 

merits  were  well  represented  by  some  of  their  leading  men.  The  discussion  was  very  largely 
in  the  hands  of  the  non-language  men,  and  the  suggestion  that  many  might  have  been  unin- 
formed is  too  gratuitous  to  be  taken  seriously. 

Attitude  of  students  toward  foreign  language 

In  general,  the  university  questions  the  educational  value  which  Dr.  Allen  seems  to  attrib- 
ute to  the  opinion  of  students  who  are  not  yet  in  possession  of  the  full  experience  of  the 
scholar  or  of  the  professional  or  business  man.  Nevertheless,  as  in  the  case  of  the  faculty 
(see  above),  the  figures  adduced  are  by  no  means  unfavorable  to  foreign  language.  In  exhibit 
12,  the  replies  from  students  adduced  by  Dr.  Allen  are  exceedingly  meager,  representing 
merely  one  group  of  26  commerce  students  and  another  of  70  graduate  students.  The  26 
students  in  commerce  seem  to  have  been  asked  to  state  the  "amount  of  help"  which  they 
had  received  from  (a)  German,  (b)  French,  (c)  Spanish.  Fifty-two  answers  were  reported. 
Of  these  only  11  (21%)  are  negative  and  imply  that  no  help  was  received  from  the  one 
or  the  other  of  these  languages.  The  figures  as  reported  do  not  indicate  which  language  a 
student  had  studied,  still  less  how  far  he  had  carried  his  study  of  the  given  language  on  which 
he  pronounces  an  opinion.  On  the  whole,  therefore,  these  figures,  as  so  many  others  in  this 
exhibit,  are  meaningless.  As  far  as  they  allow  of  interpretation  they  are,  however,  favorable 
to  foreign  language.  Of  the  70  graduate  students,  64  pronounced  German  of  unquestioned 
value  and  57  said  the  same  of  French;  while  53  (76%)  declared  some  foreign  language  abso- 
lutely indispensable  in  their  work. 

To  excuse  the  meagerness  of  such  data  as  representing  student  opinion.  Dr.  Allen  referred 
to  the  fact  that  "comprehensive  answers  from  students  are  in  process  of  tabulation."  Never- 
theless no  additional  data  are  adduced  in  his  final  revision  of  exhibit  12.  We  find  only  one 
additional  statement,  that,  "of  247  juniors  answering  the  Board  of  Visitors'  questions,  over 
half  (138)  say  that  they  took  foreign  language  because  they  had  to."  The  value  of  this  bald 
statement  is  practically  nil.  If  a  student  took  foreign  language  because  he  "had  to,"  as  Dr. 
Allen  puts  it,  it  means  that  he  took  it  as  a  part  of  his  course  requirement.  Similar  statements 
could,  no  doubt,  be  obtained  in  regard  to  rec}uirements  in  other  departments,  e.  g.,  English 
or  mathematics.  Dr.  Allen  evidently  considers  it  a  great  misfortune  if  students  "have  to"  do 
certain  things  which  they  do  not  "want  to"  do.  In  this,  as  in  many  other  points,  we  do  not 
share  his  educational  theory.  It  should  be  noted,  however,  that  a  considerable  portion 
ot  the  questionnaire  of  the  Board  of  Visitors  referred  to  foreign  languages,  seemed  to  be 
so  phrased  as  to  elicit  whatever  dissatisfaction  might  exist.  Inview  of  this,  it  certainly  is 
surprising  that  Dr.  Allen  has  not  made  any  further  use  of  his  material  in  his  exhibit  on  for- 
eign language.  Could  it  be  that  the  opinions  of  the  students  were  not  sufficiently  unfavor- 
able? 

In  short,  the  attitude  of  the  students  is  very  inadequately  represented,  but  is  rather  favor- 
able to  foreign  language  wherever  details  are  given.  It  should  also  be  noted  that  Dr.  Allen 
is  exclusively  interested  in  the  students'  opinions  of  language  as  a  tool.  He  entirely  fails  to 
elicit  their  estimate  of  the  linguistic  and  literary  benefit  which  they  have  received. 

Foreign  language  requirements  for  the  doctor's  degree 

The  departments  of  French  and  German  have  always  given  considerable  attention  to  the 
examination  of  the  reading  knowledge  required  of  Ph.D.  candidates,  and  have  entrusted  this 
work  to  able  and  experienced  examiners.  We  see  no  objection  to  the  method  of  examination 
described  by  Dr.  Allen.  For  certain  sciences,  on  account  of  the  similarity  of  the  vocabulary, 
a  good  reading  knowledge  of  P'rench  can  certainly  be  acquired  by  picked  men  in  one  year. 
The  fact  that  of  twelve  candidates  in  French  as  many  as  five  were  not  passed  at  the  first  trial 
plainly  shows  that  the  examiners  insisted  on  a  reasonable  standard  of  efficiency.  For  German 
the  examination  of  only  two  candidates  was  witnessed  by  one  of  Dr.  Allen's  representatives, 
and  he  declared  the  test  applied  was  "very  fair."  Representatives  from  the  department  in 
which  the  candidate's  major  lies  could  easily  attend  if  it  were  deemed  necessary  or  advisable. 

Despite  Dr.  Allen's  assertion  to  the  contrary,  the  test  applied  in  these  examinations  is  so 
planned  as  to  show  the  ability  to  read  foreign  sources  in  the  student's  field.  Candidates  are 
requested  to  bring  to  the  examination  works  from  their  own  field  of  study.  Besides,  it  must 
be  borne  in  mind  that  these  examinations  are  taken  one  year  and  often  much  longer  before 
the  time  when  the  final  "stamp"  of  the  university  (Ph.D.)  is  put  upon  the  candidates.  And 
it  is  precisely  in  this  last  year  that,  in  connection  with  the  work  on  the  thesis,  candidates  are 
likely  to  make  the  most  intensive  use  of  foreign  literature  and  hence  the  most  marked  prog- 
ress is  their  ability  to  handle  the  foreign  language. 

The  departments  object  to  Dr.  Allen's  implication  that  candidates  are  allowed  to  evade 
the  requirement.  The  examiners  do  their  work  carefully.  The  student  who  gets  passed  on 
what  the  survey  calls  "a  few  sentences"  is  quite  sure  to  be  the  fully  equipped  man  plainly 
showing  that  he  possesses  far  more  than  the  required  proficiency.  Doubtful  candidates  have 
repeatedly  been  held  up  two  or  three  times.  Of  course,  we  canriot  guarantee  that  every  stu- 
dent "will  in  all  human  probability  go  to  the  trouble  of  using"  a  language  which  Dr.  Allen 
feels  to  be  so  cruelly  foreign  to  him.    As  to  the  statement  of  the  exaniiner  for  Romance  lan- 

462 


Exhibit  12 

guages,  the  meaning  is  clearly  that  able  students  can  pass  a  satisfactory  examination  in  tech- 
nical French  with  but  a  slim  reading  knowledge  of  literary  French.  This  is  perhaps  re- 
grettable.  But  the  former  and  not  the  latter  represents  the  requirement  in  such  cases. 

We  see  no  reason  why  these  candidates  should  be  questioned  about  their  use  of  the  foreign 
language  during  the  two  preliminary  years  of  graduate  work,  except  in  doubtful  cases  re- 
quiring closer  scrutiny. 

The  foreign  language  requirement  for  the  doctor's  degree  at  Wisconsin  and  the  method  of 
enforcement  are  the  same  as  in  all  the  leading  American  universities.  We  do  not  wish  to 
deny  its  limitations  which  will  become  the  more  apparent  as  less  and  less  encouragement  is 
given  to  foreign  language  in  high  school  and  college.  The  few  men  who  just  manage  to  meet 
the  requirement  are  surely  not  ideally  equipped;  but  that  is  the  case  in  any  sphere  and  with 
any  requirement.  The  great  majority,  however,  prepare  themselves  seriously  and  exhibit 
very  creditable  proficiency.  No  facts  have  been  brought  forward  by  Dr.  Allen  that  v.ould  at 
all  justify  such  a  sweeping  condemnation  as  the  one  he  makes.  Nor  does  it  tally  with  the 
testimony  of  the  graduate  students  given  above. 

The  aim  and  method  of  foreign  language  instruction  in  the  university  and   in  the 
Wisconsin  High  School 

Dr.  Allen  confines  this  part  of  his  report  to  modern  foreign  languages  and  overlooks  Latin 
and  Greek  entirely.  The  burden  of  Dr.  Allen's  criticism  is  that  not  sufficient  attention  is 
paid  to  the  acquisition  of  a  speaking  knowledge  which  he  seems  to  regard  as  the  sole,  legiti- 
mate aim  of  foreign  language  instruction.  He  loses  sight  entirely  of  the  practical  and  cultural 
value  of  a  reading  knowledge  of  foreign  languages,  of  an  acquaintance  with  the  literature  of 
foreign  nations,  and  of  an  understanding  of  their  institutions  and  ideals. 

Statements  were  furnished  to  Dr.  Allen  by  the  chairmen  of  both  the  German  and  Romance 
language  departments  on  the  aim  and  method  of  instruction,  but  Dr.  Allen  has  garbled  these 
statements,  in  his  report,  to  such  an  extent  that  they  do  not  present  at  all  the  situation  as  it 
exists  in  these  two  departments.  A  detailed  statement  in  regard  to  the  aim  and  method  of 
the  German  work,  e.  g.,  was  furnished  Dr.  Allen  on  his  request,  under  date  of  Nov.  4,  1914, 
by  the  chairman  of  the  department.  Dr.  Allen's  report  on  this  point  is  an  unintelligible  para- 
graph entirely  at  variance  with  the  information  furnished  him,  and  yet  it  should  be  noted 
that  Dr.  Allen  here  pretends  not  to  furnish  the  results  of  his  observations  or  inquiries,  but 
indeed  the  "aim"  of  the  department  as  given  out  by  the  department  itself.  We  call  special 
attention  to  this  flagrant  misstatement  of  fact. 

The  emphasis  which  in  all  of  the  fundamental  courses  is  placed  on  oral  work  in  the  foreign 
language  and  the  fact  that  a  large  number  of  special  courses  in  conversation  and  advanced 
courses  conducted  entirely  or  almost  entirely  in  the  foreign  language  have  been  arranged 
in  the  university,  is  proof  that  the  modern  language  departments  aim  to  give  the  students 
as  much  of  an  opportunity  to  learn  to  use  the  language  conversationally  as  is  compatible 
with  the  conditions  under  which  they  work  and  with  the  other  aims  of  modern  language 
instruction.  With  a  large  faculty  carefully  chosen  from  the  best  teaching  talent  available 
in  the  profession,  the  foreign  language  departments  consider  themselves  quite  competent 
to  select  the  method  of  instruction  which  promises  to  give  the  best  results  to  the  students 
at  the  University  of  Wisconsin. 

Dr.  Allen  fails  to  grasp  the  aim  and  nature  of  the  work  done  in  the  university,  in  spite  of 
the  explanations  that  have  been  given  him,  and  so  he  constantly  confuses  the  idea  of  study- 
ing a  foreign  literature  in  the  original  text,  in  classes  conducted  in  F^nglish,  with  a  few  courses 
that  are  based  upon  masterpieces  of  foreign  literatures  in  English  translation. 

In  reply  to  Dr.  Allen's  statement:  "Survey  and  general  information  courses  in  English 
are  given  for  students  who  have  not  the  time  to  acquire  ability  to  read  in  those  languages," 
we  wish  to  state  that  not  one  such  course  is  given  in  the  German  department.  One  semester 
course  on  modern  German  art  and  another  on  Germany  and  its  institutions  do  not  belong 
here,  as  they  do  not  deal  with  language  or  literature.  In  Romance  languages  there  is  only 
one  such  course,  an  undergraduate  course  in  the  masterpieces  of  three  Romance  literatures 
(French,  Italian  and  Spanish)  all  three  of  which  undergraduates  can  hardly  be  expected  to 
read  in  the  original.  In  Scandinavian  and  in  Latin  and  Greek,  there  is  ample  justification 
for  a  few  courses  of  this  nature. 

Dr.  Allen  says  that  about  30  classes  in  German  and  French  were  visited  in  the  university 
and  in  the  Wisconsin  High  School.  Absolutely  all  he  has  to  say  about  this  inspection  is  that 
the  reports  of  the  visitor,  "on  many  of  his  visits,  show  not  only  that  the  knowledge  of  the 
elements  of  grammar  and  pronunciation  was  not  in  evidence  at  the  time  of  his  visits,  but  that 
in  the  case  of  German,  the  chairman  of  the  department  warned  certain  students  in  one  of  his 
advanced  classes  that  unless  they  showed  better  knowledge  of  the  rudiments  they  could  not 
hope  to  pass  with  him.    (exhibits  3  and  23.)" 

The  above  criticism  by  Dr.  Allen  is  plainly  intended  to  discredit  the  entire  work  in  French 
and  German  done  in  the  university.  As  a  matter  of  fact,  the  individual  reports  of  his  o\yn  in- 
spector, which  Dr.  Allen  furnished  to  the  university,  do  not  bear  out  at  all  the  insinuation  of 
such  a  condemnatory  statement.  Not  only  a  large  number,  but  even  a  considerable  majority 
of  the  inspector's  reports  were  excedingly  favorable.  To  a  large  number  of  instructors  visited 
by  him  and  to  their  work  he  refers  in  terms  like  "worthy  of  emulation."  "excellent."  "leaders 
of  men,"  "masterful,"  etc.  It  goes  without  saying  that  with  such  teachers  the  general  results 
cannot  be  bad. 

463 


University  Survey  Report 

We  desire  to  call  special  attention  to  Dr.  Allen's  method  of  procedure  in  this  case,  for  it 
proves  conclusively  to  what  unpardonable  use  he  is  willing  to  bend  the  very  materials  for- 
nished  him  by  his  own  method  of  inquiry.  Originally,  it  should  be  noted.  Dr.  Allen  had  even 
not  hesitated  to  make  his  condemnatory  statement  so  sweeping  as  to  have  it  apply  to  all 
classes  visited.  On  protest  from  the  departments  concerned  he  sought  to  save  himself  by 
inserting  the  phrases  "on  many  of  his  visits"  without  really  altering  thereby  his  original 
unwarranted  insinuation  that  all  the  instruction  had  been  reported  to  him  as  bad.  We 
cannot  be  too  emphatic  in  our  condemnation  of  such  unscrupulous  and  dishonest  methods. 

The  reference  to  the  dissatisfaction  of  the  chairman  of  the  German  department  with  his 
own  students  is  an  inexcusable  piece  of  distortion.  The  criticism,  upon  the  return  of  a  written 
quiz,  was  applied  to  a  few  of  the  weaker  students  who  had  done  poorly  and  hence  were  warned 
that  they  would  not  pass  unless  they  improved.  Most  of  them  had  not  even  had  their  ele- 
mentary training  at  Wisconsin.  Emphatic  objection  is  made  to  such  a  misrepresentation  of 
the  facts. 

There  then  remain  chiefly  differences  of  opinion  as  to  method  and  procedure.  In  this  re- 
spect we  are  not  willing  to  recognize  any  superiority  of  judgment  on  the  part  of  the  inspector 
who  is,  on  the  contrary,  narrowly  set  in  the  conviction  that  all  teaching  is  wrong  that  does 
not  coincide  with  his  own  notions  and  practice.  As  a  matter  of  fact  we  feel  obliged  to  question 
his  competency  to  judge  advanced  work  in  French  and  the  specific  needs  of  university  teach- 
ing in  general. 

The  departments  of  French  and  German  cannot  be  expected  to  pass  judgment  on  their 
own  work,  but  they  are  perfectly  willing  to  have  the  methods  and  results  of  their  work  closely 
scrutinized  by  competent  critics  and  to  have  it  compared  with  the  work  done  in  any  and 
every  one  of  the  leading  universities  of  this  and  other  countries. 

Supervision  of  foreign  language  classes 

In  reading  the  replies  of  instructors  and  assistants  quoted  by  Dr.  Allen,  it  should  be  borne 
in  mind  that,  according  to  the  questions  asked  in  the  questionnaire,  the  figures  given  apply 
only  to  the  year  1913-14,  whereas  many  of  the  "instructors"  are  teachers  of  considerable  ex- 
perience who  have  taught  in  the  university  for  some  length  of  time  and  whose  teaching  is 
well  known  from  earlier  inspection.  New  and  comparatively  inexperienced  instructors  and 
assistants  are  always  visited,  and  as  the  replies  prove,  frequently  visited  if  they  need  special 
guidance  or  scrutiny.  Besides,  there  are  numerous  other  means  for  keeping  in  close  touch 
with  their  work,  through  individual  conferences,  committee  meetings,  syllabi,  etc. 

In  French,  the  first  and  second  year's  work  is  in  charge  of  a  special  committee.  In  Gerrnan 
an  especially  appointed  member  of  the  department.  Professor  Purin,  who  also  acts  as  high 
school  inspector  and  conducts  the  teachers'  course,  has  the  supervision  of  the  elementary 
work  and  is  therefore  the  member  of  the  department  who  regularly  visits  the  new  teachers. 
Normally,  the  amount  of  visiting  is  larger  in  German  than  the  figures  given  indicate,  for 
Professor  Purin  was  on  leave  of  absence  during  the  second  semester  of  1913-14. 

We  believe  that  in  the  departments  of  French  and  German,  which  Dr.  Allen  criticizes, 
there  is  an  entirely  adequate  amount  of  visiting  of  the  classes  of  all  teachers  who  need  guid- 
ance either  on  account  of  insufficient  experience  or  because  of  unfamiliarity  with  our  methods 
and  conditions.  This  is  especially  true  of  the  more  elementary  courses  where  there  are  nu- 
merous sections  doing  the  same  work.  There  is,  however,  no  reason  why  all  or  even  a  great 
deal  of  this  visiting  should  be  done  by  the  chairmen  of  the  departments;  in  fact  there  is  good 
reason  why  at  least  most  of  it  should  not  be  done  by  them.  In  criticizing  the  departments 
Dr.  Allen  moreover  fails  entirely  to  take  into  account  the  many  other  important  devices  in 
use,  aside  from  the  mere  visiting  of  classes,  that  are  planned  to  insure  supervision  and  corre- 
lation. 

The  foreign  language  requirement  and  the  foreign  language  departments 

Under  the  head  of  "Size  of  departments  in  foreign  languages,"  Dr.  Allen  attempts  to  show 
that  it  is  the  "organized  demand"  of  the  language  men  themselves  that  keeps  alive  the  octo- 
pus of  a  foreign  language  requirement  which  the  rest  of  the  faculty  are  trying  in  vain  to  free 
themselves  from. 

He  considers  it  an  unfair  advantage  enjoyed  by  the  members  of  the  foreign  language 
departments  that  they  should  attend  and  vote  at  faculty  meetings  when  the  status  of  the 
foreign  languages  is  under  discussion.  He  entirely  forgets,  however,  that  exactly  the  same 
is  true  of  any  other  subject  that  is  required  whether  for  admission  or  graduation. 

To  prove  the  objectionableness  of  this  practice  he  refers  again  to  the  faculty  meeting  of 
June  8,  1914,  discussed  above  and  states  that  it  is  impossible  to  tell  how  many  of  the  51  per- 
sons counted  in  the  final  vote  might  have  been  from  the  language  departments  which  in 
1913-14  had  a  total  voting  strength  of  33.  In  his  original  report.  Dr.  Allen  succeeded  in 
making  the  case  against  foreign  language  even  more  convincing.  He  included  in  his  figures 
all  instructors  and  assistants,  who  have  no  right  to  vote  and  thus  contrasted  with  the  51 
votes  cast  at  the  meeting  in  question  a  fictitious  voting  strength  of  59  for  the  language  de- 
partments. His  case  seemed  to  be  proved.  In  refutation  of  such  a  procedure  of  damaging 
innuendo,  we  beg  to  enumerate  again  the  facts  brought  out  in  the  earlier  portion  of  this 
rejoinder. 

464 


Exhibit  12 

(a)  The  chairmen  of  the  departments  of  French  and  German  spoke  in  favor  of  the  con- 
cession asked  for. 

(b)  Only  one  other  language  man  took  any  part  in  the  discussion. 

(c)  The  real  discussion  was  almost  entirely  carried  on  by  men  from  other  departments. 

(d)  Almost  all  of  these  men  from  other  departments  expressed  themselves  as  believing  in 
the  general  requirement  in  foreign  language,  even  though  most  of  them  favored  the  exemption 
asked  for. 

(e)  The  principle  involved  in  the  petition  was  accepted  and  the  terms  for  administering 
it  were  agreed  upon  at  a  subsequent  meeting  of  the  faculty. 

All  of  these  facts  were  known  to  Dr.  Allen,  who  was  present  at  the  meeting,  but  instead  of 
recognizing  them,  he  does  all  he  can  to  becloud  them  and  comes  to  the  conclusion  that  "the 
demand  for  continuing  foreign  languages  is  an  organized  demand"  on  the  part  of  the  lan- 
guage men.  This  we  deny  emphatically.  We  presume,  to  be  sure,  that  the  foreign  language 
teachers  have  a  right  to  believe  in  the  value  of  their  subject  and  the  efficacy  of  its  training. 
But  the  same,  we  trust,  is  true  of  the  representatives  of  other  required  subjects.  At  any  rate, 
the  only  organization  which  the  language  interests  maintain  in  the  university,  the  Language 
and  Literature  Club,  has  never  occupied  itself  with  the  language  requirement. 

The  figures  which  Dr.  Allen  adduces  to  prove  the  attitude  of  the  rest  of  the  faculty  toward 
foreign  language  as  a  requirement  are  the  same  figures  criticized  above,  which  were  elicited 
from  faculty  members  in  answer  to  the  question  whether  foreign  language  was  necessary  for 
successful  work  in  their  courses.  All  the  serious  objections  raised  against  these  figures  be- 
fore apply  here  with  redoubled  force  where  they  are  used  for  a  wrong  purpose.  Dr.  Allen,  e.  g., 
calmly  states  that  159  faculty  members  have  expressed  the  conviction  that  "foreign  lan- 
guages are  not  indispensable,"  when,  as  a  matter  of  fact,  152  have  stated  that  "foreign  lan- 
guage is  not  necessary  for  successful  work  in  their  courses."  Criticism  becomes  futile  in  view 
of  a  method  so  intrinsically  unsound. 

Dr.  Allen  is  not  correct  either  in  claiming  that  faculty  members  teaching  in  other  than 
language  departments  are  at  a  substantial  disadvantage  on  account  of  the  absence  of  infor- 
mation, "such  as  heretofore  has  not  been  presented  to  all  the  faculty  regarding  foreign  lan- 
guages." It  is  not  clear  whether  he  refers  here  to  the  information  now  furnished  by  him  in 
exhibit  12.  If  so,  the  disadvantage  is  negligible.  If  he  refers  to  that  general  knowledge  that 
comes  from  sound  statistics,  experience,  discussion,  etc.,  he  is  mistaken.  Foreign  language 
has  been  often  and  fully  discussed  in  the  University  of  Wisconsin  in  recent  years,  far  more 
we  believe,  in  circles  opposed  to  them  than  in  those  traditionally  in  favor  of  them. 

In  short,  the  insinuation  that  foreign  languages  are  maintained  in  the  university  by  the 
sheer  weight  in  the  numbers  of  men  teaching  them  is  preposterous.  In  the  college  of  letters 
and  science  the  foreign  languages  have  at  present  a  voting  strength  of  33  out  of  a  total  of 
158,  i.  e.,  about  1 :5.  In  the  general  university  faculty  the  proportion  is  of  course  enormously 
less  in  our  favor,  about  1 :14.  In  the  colleges  of  engineering  and  agriculture,  which  recently 
discussed  at  length  the  status  of  foreign  languages  and  decided  to  maintain  it,  the  foreign 
languages  have  no  voting  representatives  at  all.  Dr.  Allen's  line  of  argument  under  this  head 
is  therefore  without  any  force  whatever. 

Foreign  language  requirements  in  other  universities 

Dr.  Allen  has  furnished  data  (taken  from  a  report  on  college  entrance  requirements  issued 
in  1913,  by  the  U.  S.  Bureau  of  Education)  to  show  the  practice  of  other  institutions  in  re- 
gard to  foreign  language  requirements.  The  data  which  Dr.  Allen  has  cited  are  open  to  serious 
criticism,  since  they  are  neither  correct  nor  complete. 

Dr.  Allen  does  not  state,  for  instance,  that  the  22  colleges  listed  as  not  prescribing  foreign 
language  for  entrance  are  the  only  ones  out  of  a  total  of  204  colleges  tabulated  by  the  U.  S. 
Bureau  of  Education,  i.  e.,  only  11  per  cent.  Further,  Dr.  Allen  does  not  state  that  of  these 
22  colleges,  10  do  not  prescribe  any  particular  subject  except  English,  in  case  applicants 
come  from  fully  approved  high  schools,  and  that  thus  their  practice  can  not  be  urged  against 
foreign  languages. 

As  to  Dr.  Allen's  assertion  that  these  22  colleges  listed  are  not  "institutions  with  low  educa- 
tional standards,"  it  should  be  noted  that  the  Bureau  of  Education  rated  as  many  as  13  of 
them  as  of  the  second  class  and  only  9  as  of  the  same  class  as  the  University  of  Wisconsin. 
(A  classification  of  the  universities  and  colleges  with  reference  to  bachelor's  degrees.  Bureau 
of  Education,  1911.) 

The  report  of  the  Bureau  of  Education  which  Dr.  Allen  quotes  also  gives  a  complete  tabu- 
lation of  entrance  requirements  in  language,  but  Dr.  Allen  has  not  seen  fit  to  use  this  tabula- 
tion, which  is  decidedly  favorable  to  foreign  languages.  We  mention  here  the  fact  that  the 
average  foreign  language  requirement  of  the  203  colleges  included  in  the  tabulation  (omitting 
one  which  does  not  confer  the  A.B.  degree)  is  4  units,  whereas  the  requirement  at  Wisconsin 
is  only  2  units. 

For  a  fair  comparison  it  is  necessary  to  consider  together  entrance  requirements  and  gradu- 
ation requirements.  Whether  foreign  language  is  required  before  or  after  admission  to  col- 
lege, is  a  detail  of  educational  policy.  Some  institutions  are  strict  as  to  particular  entrance 
requirements  and  lenient  as  to  graduation  requirements  (e.  g..  Harvard)  whereas  other  insti- 
tutions are  just  the  reverse  (e.  g.,  Chicago  University). 

The  practice  of  the  University  of  Wisconsin  should  moreover  be  compared  with  that  of  the 
other  21  universities  composing  the  Association  of  American  Universities.    Nineteen  of  the 

465 

Stm.— 30 


University  Survey  Report 

22  members  of  this  association  require  foreign  language  either  for  admission  or  for  gradua- 
tion, or  in  the  majority  of  cases  for  both  admission  and  graduation. 

In  connection  with  Dr.  Allen's  point  that  "Leland  Stanford,  Michigan  and  Minnesota,  for 
example,  do  not  require  foreign  languages  during  the  college  course  for  the  degree  of  bach- 
elor of  arts,"  the  following  should  be  noted: 

(1)  The  phrase  "for  example"  seems  to  be  used  to  imply  that  these  three  institutions  are 
typical  examples;  whereas,  as  a  matter  of  fact,  they  are  the  only  three  institutions  of  this 
group  that  grant  the  A.B.  degree  without  foreign  language. 

(2)  Although  at  Michigan  it  is  possible  for  students  to  enter  and  to  complete  the  A.B. 
course  without  foreign  language,  the  preference  of  the  university  for  foreign  language  is 
clearly  shown  in  the  requirements  and  restrictions  that  are  applied  to  the  substitutes  for  for- 
eign language.  Only  in  exceptional  cases  do  students  secure  the  A.B.  degree  without  foreign 
language.  For  admission  to  engineering,  two  units  of  a  foreign  language  are  required. 

(3)  At  Minnesota,  students  must  present  foreign  language  unless  they  offer  4  units  of 
English. 

(4)  Leland  Stanford  makes  no  special  requirements  for  graduation  or  admission  beyond  a 
minimum  of  English;  this  merely  puts  foreign  language  on  the  same  plane  with  English, 
mathematics,  and  other  subjects  usually  required. 

The  testimony  of  the  leading  institutions  of  the  country  is  thus  overwhelmingly  in  favor 
of  a  requirement  in  foreign  language. 

Foreign  language  requirements  at  the  university 

Dr.  Allen  estimates  that  of  the  appropriation  for  salaries  for  foreign  languages  ($106,000), 
only  about  $20,000  is  due  to  pure  electives  as  compared  with  about  $86,000  for  required  lan- 
guage. He  states,  further,  that  of  3,646  registrations  in  foreign  languages, in  November,  1914, 
only  911  were  taking  advanced  work. 

We  do  not  know  according  to  what  principle  of  division  the  estimates  here  given  by  Dr. 
Allen  have  been  made.  Our  own  estimates  arrive  at  very  different  results.  Counting  as  "ad- 
vanced" the  work  following  the  first  two  years  of  French  or  German,  which  is  the  customary 
way  of  counting,  French  and  German  alone  have  this  fall  1,035  registrations  in  advanced 
courses.  Adding  the  advanced  students  in  Latin,  Greek,  Spanish,  Scandinavian,  etc.,  the 
total  would  no  doubt  be  at  least  1,200  and  1,300,  instead  of  911.  If  salaries  are  divided  on  the 
same  principle  as  the  number  of  registrations,  in  the  department  of  German  alone  e.  g. 
more  than  half  (about  $21,000  out  of  $38,800)  would  go  to  advanced  instruction,  whereas 
the  estimate  of  Dr.  Allen  is  less  than  one-fifth  for  all  languages.  We  refer  in  this  connection 
to  the  discussion  of  this  subject  in  the  comment  on  the  Allen  report  where  it  is  shown  that 
the  amount  of  advanced  work  in  foreign  language  compares  quite  favorably  with  that  of 
chemistry  and  other  subjects. 

The  remaining  seven  paragraphs  contain  Dr.  Allen's  attempt  to  outline  the  foreign  lan- 
guage requirements  of  the  university  as  stated  in  the  university  catalogue.  Some  of  the  errors 
which  Dr.  Allen  made  in  his  first  report  he  has  allowed  to  stand  unchanged  in  his  revised  re- 
port in  spite  of  the  fact  that  these  errors  were  pointed  out  to  him  by  the  university.  Even 
some  of  the  amended  paragraphs  still  contain  serious  errors.  These  inaccuracies  and  errors 
furnish  a  striking  proof  of  Dr.  Allen's  inability  to  compile  straight  facts  and  to  use  them. 

Dr.  Allen's  "Questions  regarding  foreign  languages" 

1.  Dr.  Allen's  question:  How  many  students  would  take  foreign  languages  at  the  Uni- 
versity of  Wisconsin  if  they  were  not  compelled  to  take  them? 

University  reply:  We  have  no  data  to  substantiate  an  answer.  We  believe,  however,  that 
a  large  proportion  of  the  students  would  still  elect  foreign  languages,  as  has  been  shown  by  the 
experience  of  the  few  institutions  where  the  requirement  has  been  abolished.  Moreover  the 
same  question  might  as  fittingly  be  asked  in  regard  to  English,  mathematics,  history,  science, 
etc. 

2.  Dr.  Allen's  question:  Are  foreign  languages  as  effectively  taught  as  they  would  be  if 
they  were  compelled  to  compete  with  other  subjects  for  the  interest  of  the  students? 

University  reply:  They  are  as  well  taught  as  it  is  possible  for  us  to  teach  them.  If  compe- 
tition makes  any  difference  with  enthusiastic  teaching,  we  already  have  such  competition 
among  the  various  languages,  and  also  the  necessity  for  putting  forth  our  best  efforts  to 
counteract  the  influence  of  opponents  of  foreign  language,  who  try  to  make  our  students  feel 
that  the  study  of  language  is  useless  or  a  burden. 

3.  Dr.  Allen's  question:  How  many  students  now  elect  foreign  languages  beyond  the 
number  of  hours  of  work  which  they  are  compelled  to  take? 

University  reply:  No  data  available;  and  if  attainable  they  would  have  the  same  value  as 
similar  inquiry  in  regard  to  English,  chemistry,  history,  etc.  We  admit  that  statistics  on  this 
point  would  be  of  interest.  It  would,  of  course,  be  necessary  to  eliminate  those  courses  in 
which  there  is  no  or  hardly  any  room  for  electives. 

466 


Exhibit  12 

4.  Dr.  Allen's  question:  If  it  is  necessary  to  give  general  foreign  language  courses  in  En- 
glish in  order  that  advanced  students  of  foreign  languages  may  understand,  why  should 
these  courses  require  previous  work  in  German,  or  French  and  why  should  they  not  be  open 
to  all  students? 

University  reply:  The  question  as  phrased  seems  to  be  based  upon  an  utter  misconcep- 
tion. It  involves  the  idea  on  the  part  of  Dr.  Allen  that  the  study  of  a  foreign  literature  in  the 
original  is  valuable  only  if  the  classroom  work  is  also  conducted  in  the  foreign  language.  The 
folly  of  such  a  view  is  shown  by  the  literary  courses  in  ancient  languages  and  the  practice  of 
all  American  and  foreign  universities.  Moreover  the  University  of  Wisconsin  offers  a  large 
number  of  advanced  literary'  courses  which  are  conducted  in  the  foreign  languages;  in  fact,  a 
larger  number  than  most  universities. 

5.  Dr.  Allen's  question:  How  many  students  would  like  an  opportunity  to  learn  while  at 
college  to  speak  foreign  language? 

University  reply:  We  do  not  know.  Not  so  many  as  Dr.  Allen  seems  to  think.  But  we  do 
know  that  they  have  this  opportunity  in  the  many  conversation  classes  that  are  successfully 
conducted  in  both  German  and  Romance  languages. 

6.  Dr.  Allen's  question:  What  benefit  does  a  student  receive  from  a  foreign  language 
who  obtains  in  his  final  examination  a  mere  passing  mark? 

University  reply:  As  much  benefit  as  he  receives  from  any  subject  under  the  same  con- 
ditions. 

7.  Dr.  Allen's  question:  Is  indifferent  work  or  poor  judgment  in  foreign  language  better 
discipline  or  better  cultivation  than  excellent  work  in  another  subject?  Is  there  any  reason 
why  any  subject  taught  in  the  university  cannot  be  so  organized  and  presented  that  the  stu- 
dent will  receive  as  much  benefit  from  the  learning  process  as  from  learning  process  in  for- 
eign languages? 

University  reply:  Why  compare  poor  or  indifferent  work  in  one  subject  with  excellent 
work  in  another?  Grades  show  that  the  proportion  of  poor  and  strong  work  in  foreign  lan- 
guages is  about  the  same  as  in  other  subjects.  We  recommend  to  Dr.  Allen  another  perusal 
of  the  statement  of  Dean  Birge  appended  to  his  exhibit  12. 

8.  Dr.  Allen's  question:  Should  any  subject  be  taught  in  a  uniyersity  merely  for  the  sake 
of  keeping  alive  the  teaching  of  that  subject  in  high  schools? 

University  reply:  No.  Nor  is  this  the  reason  for  teaching  foreign  languages.  No  state- 
ment furnished  by  the  university  suggests  such  a  reason.  Furthermore  such  a  belief  would 
not  apply  to  foreign  language  any  more  than  to  any  other  required  subject. 

9.  Dr.  Allen's  question:  Would  it  be  well  to  offer  students  an  opportunity  to  elect  sec- 
tions where  they  might  learn  to  speak? 

University  reply:  Such  provision  is  made  (a)  in  connection  with  the  fundamental  courses 
to  such  an  extent  as  we  deem  advisable;  (b)  in  special  conversation  classes  after  fundamentals 
have  been  acquired;  and  (c)  in  a  large  number  of  advanced  classes  conducted  entirely  or 
largely  in  the  foreign  language. 

10.  Dr.  Allen's  question:  Why  are  there  so  few  students  in  advanced  courses  in  foreign 
languages  in  proportion  to  the  very  large  numbers  who  are  compelled  to  take  these  courses 
during  their  freshman,  sophomore  and  later  years;  23  classes  of  10  or  fewer  in  German  and 
16  in  Romance  languages,  in  November,  1914? 

University  reply:  The  proportion  of  elementary  and  advanced  courses  is  no  less  favorable 
in  foreign  language  than  in  other  subjects.  (For  details  see  university  comment  on  Allen  re- 
port, part  IV.)  Taking  German,  for  instance,  in  which  figures  are  available,  the  average  in 
advanced  classes  is  not  unduly  low.  There  are  60  advanced  classes  with  an  enrollment  of  840, 
or  an  average  of  14  students  per  class.  It  should  be  noted  that  14  of  this  number  are  graduate 
classes,  which  are  small  in  all  departments.  Furthermore,  15  are  classes  in  conversation  and 
composition,  which  are  intentionally  limited  to  small  numbers  (12  to  15)  for  greater  efll- 
ciency  in  the  work.  Two  are  thesis  courses  which  by  faculty  regulation  must  not  exceed  10 
students  per  class.  Thus  in  31  (or  about  one-half  of  the  total  of  60)  advanced  classes  rela- 
tively small  registration  is  a  necessity. 

1 1 .  Dr.  Allen's  question:  If,  as  the  engineering  requirements  indicate,  it  is  felt  by  at  least 
one  college  that  concentration  upon  one  language  is  more  effective  before  entrance,  would 
there  not  be  a  similar  advantage  to  the  student  after  entrance  in  taking  16  units  of  one  lan- 
guage rather  than  dividing  two  years  between  two  languages? 

University  reply:  The  committee  proposed  by  Dr.  Allen  might  well  consider  such  a 
change  in  fundamental  policy.  The  matter  has  been  discussed  in  recent  years,  but  the  change 
was  not  considered  advisable  by  the  faculty. 

467 


University  Survey  Report 

12.  Dr.  Allen's  question:  What  advantage  is  there  to  students  who  do  not  pursue  foreign 
language  beyond  the  elementary  and  required  courses?  In  what  way  do  these  advantages 
show  in  the  study  of  other  subjects? 

University  reply:  See  the  statement  of  Dean  Birge,  quoted  in  Allen  exhibit  12,  and  also 
the  statement  of  the  committee,  below. 

13.  Dr.  Allen's  question:  If  one  of  the  main  reasons  for  requiring  foreign  languages  is 
that  better  methods  have  been  worked  out  for  teaching  foreign  languages  than  for  teaching 
other  subjects,  should  the  university  continue  to  require  foreign  languages,  or  take  steps  to 
insure  equally  efficient  instruction  in  other  subjects,  both  in  the  high  schools  and  in  the  uni- 
versity? 

University  reply:  While  this  is  an  important  reason,  it  is  only  one  of  many.  We  refer 
again  to  Dean  Birge's  statement  and  to  the  general  statement  appended  as  a  part  of  this  re- 
port. At  any  rate,  such  improvement,  which  would  necessarily  be  slow,  would  have  to  be 
produced  in  the  high  schools,  whereas  Dr.  Allen,  in  his  report,  part  IV,  recommends  that  the 
university  abandon  the  accrediting  of  high  schools.  The  statement  of  Dr.  Allen  reads  as 
though  it  referred  to  "equally  efficient  instruction  in  other  subjects"  in  the  university.  This 
was  clearly  not  the  point  in  the  replies  of  the  four  deans  (referred  to  above). 

14.  Dr.  Allen's  question;  Of  what  practical  use  to  an  advanced  scholar  in  other  subjects 
than  foreign  languages  is  the  degree  of  ability  to  use  foreign  languages  which  is  brought  out 
by  the  present  examinations  for  doctors'  degrees? 

University  reply:  The  advantage,  if  anything,  is  greater  to  the  student  of  science  or  his- 
tory than  to  the  student  of  foreign  languages.  It  is  the  advantage  secured  by  the  ability  to 
ascertain  for  himself  the  results  of  foreign  scholarship.  Many  of  the  professors  learned  their 
professional  use  of  foreign  languages  as  graduate  students. 

15.  Dr.  Allen's  question:  Should  the  major  professor  in  charge  of  the  work  of  a  candidate 
for  a  doctor's  degree  certify  not  merely  to  the  ability  of  a  student  to  use  the  foreign  language 
resources  in  that  department,  but  to  the  fact  that  this  student  has  actually  been  making  use 
of  such  resources? 

University  reply:  It  is  exactly  the  "ability"  that  counts,  for  even  at  the  time  of  his  Ph.D. 
examination  the  candidate  is  only  at  the  threshold  of  a  scholar's  career.  In  most  cases,  more- 
over, the  major  professor,  in  approving  the  completed  dissertation,  does  implicitly  certify 
"to  the  fact  that  this  student  has  actually  been  making  use  of  such  resources." 

16.  Dr.  Allen's  question:  What  justification  is  there  for  compelling  several  hundred  men 
and  women  every  year  to  take  foreign  language,  besides  keeping  no  one  knows  how  many 
otherwise  satisfactory  students  out  of  the  university,  when  the  president  of  the  university 
declares  before  the  faculty  that  no  "language  is  better  than  any  other  subject"  and  that 
"only  in  theory  does  lack  of  language  mean  cheapening  a  degree  when  accompanied  by  other 
exceptional  qualifications";  when  only  81  (of  whom  21  are  in  the  college  of  agriculture)  of 
457  faculty  members  find  foreign  languages  necessary  for  success  in  their  courses,  and  when 
four  deans  base  their  reasons  chiefly  on  the  alleged  superiority  of  methods  which  have  been 
worked  out  for  teaching  languages? 

University  reply:  This  seems  to  be  a  final  summing  up  of  Dr.  Allen's  reasons  for  opposing 
foreign  language.  Each  and  every  one  of  them  has  been  shown  in  the  preceding  comments  to 
be  erroneous.  No  otherwise  satisfactory  student  is  kept  out  of  the  university  on  account  of 
foreign  language.  The  president's  views  are  here  incorrectly  quoted.  The  quotations  are 
taken  from  Dr.  Allen's  own  report  of  the  president's  remarks  in  the  faculty  meeting  of  June 
8,  1914.  Dr.  Allen  withdrew  these  remarks  in  response  to  the  president's  objection  and  sub- 
stituted a  statement  from  the  president,  in  the  report  of  the  faculty  meeting  mentioned 
above,  but  he  has  failed  to  make  the  proper  corrections  here.  Further,  as  shown  above,  the 
figures  quoted  here  are  wrong  and  of  no  value  whatever  in  this  connection.  The  four  deans 
do  not  base  their  support  chiefly  on  superiority  of  method  and  the  superiority  is  not  merely 
"alleged." 

17.  Dr.  Allen's  question:  How  far  does  actual  practice  in  the  University  of  Wisconsin 
show  the  study  of  foreign  languages  produced  the  results  defined  in  the  following  statement 
of  the  dean  of  the  college  which  does  the  teaching? 

University  reply:  At  least  as  far  as  the  actual  results  of  any  study  would  accord  with  a 
similar  statement  by  its  defenders  or  advocates.  General  questions  of  this  kind  cannot  well 
be  answered  by  the  statistical  method.  But  even  a  college  like  that  of  engineering  is  con- 
scious of  the  fact  that  better  work  is  done  by  students  having  had  foreign  language. 

18.  Dr.  Allen's  question:  Should  all  elementary  language  courses  be  called  sub-freshman 
courses  without  credit,  and  be  shifted  as  rapidly  as  possible  to  high  schools  and  shifted  imme- 
diately to  the  University  High  School,  if  the  university  decides  to  continue  its  control  of 
that  school? 

468 


Exhibit  12 

Universrty  reply:  This  would  be  quite  impossible.  University  students,  through  far  more 
intensive  work,  accomplish  in  one  year  approximately  as  much  as  high  school  students  in 
two.  Besides,  there  is  no  reason  why  a  student  who  has  studied  one  or  two  languages  in  the 
high  school  should  be  penalized  for  desiring  to  begin  an  additional  one  in  college. 

Dr.  Allen  closes  exhibit  12  with  a  statement  of  reasons  for  the  requirement  of  foreign  lan- 
guage for  admission  and  in  college,  written  by  the  dean  of  the  college  of  letters  and  science, 
November  28,  1914.  Since  this  statement  of  the  dean,  as  he  himself  says,  "must  be  regarded  as 
suggestive  only,  and  as  far  from  complete,"  we  submit  the  following  more  comprehensive 
statement  of  the  considerations  on  which  the  present  practice  of  the  univei'sity  rests. 


FOREIGN    LANGUAGE    IN    THE    HIGH    SCHOOL   AND    THE    UNIVERSITY 

I. 

FOREIGN  LANGUAGE  AS  A  STUDY 
Introduction 

The  use  of  language  is  fundamental  and  indispensable  to  civilization.  Men  think  by  means 
of  words,  express  their  thoughts  by  means  of  words,  and  are  effective  both  in  thought  and  in 
expression  in  proportion  as  they  are  masters  of  the  meaning  and  use  of  words. 

No  effort,  therefore,  should  be  slighted,  either  by  individual  or  state,  which  is  directed 
toward  the  cultivation  of  the  ability  to  employ  language,  the  greatest  instrument  of  intel- 
lectual life. 

In  the  education  of  children  in  the  primary  stages  of  instruction,  the  study  of  language  in 
the  vernacular  has  always  been,  and  still  is,  the  principal  means  employed. 

In  all  schemes  of  higher  education  since  the  rise  of  the  European  nationalities,  the  languages 
of  foreign  peoples,  ancient  and  modern,  have  occupied  a  prominent  and  unquestioned  place. 
Whether  for  purposes  scholastic,  professional,  or  commercial,  or  for  mere  accomplishment, 
foreign  language  has  by  universal  consent  been  regarded  as  desirable,  if  ordinary  success  was 
the  aim,  and  as  indispensable  if  the  aim  was  excellence. 

In  view  of  this  universality  and  long  continuance  in  European  and  American  practice,  as 
regards  the  study  of  foreign  language,  it  is  clear  that  the  burden  of  proof  rests  upon  those 
who  question  the  wisdom  of  a  well  established  tradition.  If  we  here  set  forth  in  detail  the 
reasons  which  underlie  an  educational  policy  as  old  as  the  civilization  of  the  white  races  in 
western  Europe,  it  is  for  the  purpose  of  enabling  opponents  of  foreign  language  study  to  ap- 
preciate the  real  significance  of  their  attitude  in  the  life  of  the  nation. 

1.  Foreign  language  and  mental  discipline 

Foreign  language  afTords  definite  material  for  study.  The  teacher  is  able  to  assign  perfectly 
definite  lessons,  and  the  pupil  knows  exactly  what  he  is  to  do  and  how  he  is  to  do  it.  The 
pupil  knows  when  he  has  completed  his  task,  and  the  teacher  is  able  to  test  immediately 
and  with  precision  the  amount  and  quality  of  the  pupil's  work. 

Foreign  language  is  a  strict  discipline.  It  necessitates  close,  constant,  and  orderly  think- 
ing. It  admits  no  inattention  or  lapse  of  effort.  It  calls  for  the  highest  degree  of  concen- 
tration.    It  is.  therefore,  a  particularly  efficient  means  for  the  training  of  the  mind. 

Foreign  language  is  a  varied  discipline.  It  demands  the  accumulation  of  basic  principles 
and  facts,  and  their  constant  application.  It  exercises  the  memory  and  the  power  of  observa- 
tion. It  trains  to  the  habit  of  readiness,  accuracy,  and  thoroughness.  It  stimulates  the  pro- 
cesses of  thought  by  constant  demand  upon  the  judgment. 

Foreign  language  is  not  only  a  strict  and  varied  discipline,  but  a  comprehensive  and  unified 
study.  In  no  other  field  of  intellectual  training  will  be  found  a  combination  of  the  same  dis- 
ciplinary qualities  with  the  same  richness  of  subject  matter. 

Foreign  language  affords  the  cumulative  benefits  of  long-continued  study  in  one  subject. 

These  statements  regarding  foreign  language  as  a  discipline  apply  almost  equally  to  both 
high  school  and  university  instruction. 

2.  Foreign  language  basic 

The  study  of  any  foreign  language  is  basic.  It  trains  to  the  control  of  the  vocal  organs  by 
laying  much  emphasis  on  clear  and  accurate  enunciation.  It  involves  the  acquisition  of  a 
grammatical  mastery  such  as  the  student  of  English  alone  rarely  possesses,  for  the  reason 
that  he  takes  for  granted  in  foreign  language  the  linguistic  and  grammatical  discipline  which 
in  English  he  resents  and  evades.  The  foreign  languages  usually  studied  have  much  that  is 
common  both  in  pronunciation  and  structure,  and  in  actual  words.  The  student  of  one  of 
them  is.  therefore,  acquiring  universals  in  pronunciation  and  universpls  in  grammar,  and 
laying  the  foundation  for  an  easy  acquisition  of  other  languages,  whether  in  school  or  in  later 
life,  for  the  purposes  of  travel,  business,  or  pleasure. 

These  benefits  from  foreign  language  accompany  both  high  school  and  university  instruc- 
tion, and  are  cumulative. 

469 


University  Survey  Report 

3.  Foreign  language  and  the  English  tongue 

The  importance  of  foreign  language  as  a  basic  study  for  American  students  is  greatest  in 
its  application  to  English.  The  English  language  is  a  highly  composite  tongue,  nearly  two- 
thirds  of  its  total  vocabulary  being  of  Latin  and  Romance  origin,  and  the  whole  sustaining 
also  a  most  intimate  relation  in  form  and  vocabulary  to  the  Teutonic  tongues.  The  student 
of  one  or  more  foreign  languages  is  thus  trained  to  realize  more  fully  the  content  and  associa- 
tion of  the  English  word,  and  is,  therefore,  able  to  make  a  more  exact  and  discriminating  use 
of  his  own  tongue  than  one  who  has  neither  the  habit  nor  the  means  of  comparison.  The  uni- 
versal and  standing  complaint  of  English  teachers  is  that  students  of  English  alone  are  more 
deficient  than  others  in  the  power  both  of  understanding  and  of  expressing  themselves  in 
their  own  tongue. 

In  this  respect,  also,  high  school  and  college  study  are  of  the  same  nature,  and  in  this  re- 
spect also  the  results  of  advanced  study  are  intensified. 

4.  Foreign  language  and  English  literature 

English  literature,  as  well  as  the  English  language,  is  highly  composite.  The  contributions 
to  it  of  the  ancient  literatures  are  especially  abundant,  and  its  interrelations  with  the  modern 
literatures  are  so  numerous  and  so  close  that  nothing  like  either  full  understanding  or  full  en- 
joyment of  English  literature  is  possible  without  acquaintance  with  other  literatures.  It  is 
true  that  such  acquaintance  may  be  gained  through  the  use  of  translations,  but  it  is  also  true 
that  general  opinion  views  this  as  an  imperfect  means  and  that  neither  the  scholar  nor  the 
critic  nor  those  who  read  for  pleasure  can  attain  to  really  intimate  acquaintance  with  the 
thought,  imagery,  and  ideals  of  a  foreign  people  without  a  knowledge  of  its  language. 

Again,  foreign  language  study  ultimately  insures  the  student  contact  with  the  most  elo- 
quent expression  of  the  deepest  experience  of  a  foreign  race,  and  becomes  a  study  of  life  and 
of  literary  art.  Finally,  it  cultivates  taste  in  the  choice  and  phrasing  of  words,  the  power  to 
recognize  and  to  employ  convincing  language. 

The  experience  of  the  student  is  here  largely  cumulative,  and  it  is  for  this  reason  above  all 
that  the  study  of  languages  begun  in  the  high  school  should  be  continued  in  the  university. 

5.  Foreign  language  and  investigation 

The  pursuit  of  advanced  scholarship  in  almost  any  field  to-day  is  impossible  without  a  read- 
ing knowledge  of  at  least  two  foreign  tongues.  The  results  of  non-English  European  scholar- 
ship are  immediately  and  fully  accessible  only  to  those  who  can  read  the  European  languages. 
The  student,  therefore,  who  for  any  reason  wishes  to  master  the  scientific  discoveries  of 
Europe  or  its  literature  of  scholarship  in  any  field,  is  without  the  necessary  instruments  or 
the  easy  means  of  acquiring  them  unless  he  has  had  some  experience  in  foreign  language. 

6.  Foreign  language  and  the  scientific   temper 

The  foregoing  paragraph  applies,  of  course,  almost  entirely  to  the  advanced  stages  of  study. 
The  cultivation  of  what  is  called  the  scientific  temper,  however,  belongs  to  high  school  as  well 
as  to  university  instruction.  This  temper,  the  habit  of  mind  by  reason  of  which  the  indi- 
vidual approaches  all  the  tasks  of  life,  whether  intellectual  or  practical,  with  judicial  sobriety, 
and  the  spontaneous  impulse  to  accuracy,  thoroughness,  and  honesty,  is  the  sine  qua  non  of 
intelligent  living  and  thinking.  This  temper,  which  is  the  most  important  result  of  educa- 
tion, is  generously  fostered  by  the  study  of  foreign  language,  by  reason  of  its  constant  in- 
sistence on  thorough  intellectual  workmanship. 

7.  Foreign  language  and  citizenship 

The  contribution  of  language  study  to  the  scientific  temper  is  in  itself  a  valuable  contribu- 
tion to  citizenship. 

The  greatest  contribution  to  the  study  of  foreign  language  and  literature,  however,  is  to 
be  recognized  in  its  humanizing  effect.  As  it  is  the  only  safe  key  to  the  intellectual  life  of  an- 
cient or  modern  peoples,  so  it  is  the  only  safe  key  to  their  life  of  the  spirit.  It  insures  first 
enlightenment,  and  then  sympathy.  It  confers  a  citizenship  with  the  world,  and  a  citizenship 
with  the  ages.  It  makes  the  individual  a  conscious  part  of  the  great  human  unity.  It  is  a 
force  for  cosmopolitanism  and  the  peace  and  progress  of  the  world. 

These  effects  are  usually  described  by  the  variously  understood  term  "cultural."  If  cul- 
ture is  "the  capacity  to  think  and  to  feel  intelligently"  the  leaders  in  real  progress  have  been 
and  always  will  be  men  and  women  of  this  type.  In  so  far  as  the  study  of  foreign  language, 
by  contributing  to  an  intimate  realization  of  the  thoughtful  ideals,  and  achievement  ot  other 
nations  and  other  ages,  enables  the  individual  to  think  and  to  feel  more  intelligently,  it  is  a 
most  important  instrument  of  the  state  in  the  upbuilding  of  ideal  citizenship. 

Once  more,  the  effect  of  foreign  language  in  this  regard  is  pronounced  in  the  high  school, 
but  intensified  in  the  university  in  proportion  to  the  number  of  languages  and  the  length  of 
time  devoted  to  them. 

470 


Exhibit  12 


8.   Foreign  language  and  business 


The  state's  most  valuable  stock-in-trade  is  the  citizen  who  thinks  honestly  and  well  and  is 
actuated  by  intelligent  ideals.  The  bearing  of  foreign  language  study  on  such  citizenship  has 
been  shown. 

The  connection  of  foreign  language  study  with  the  more  usual  aspects  of  the  practical,  how- 
ever, must  not  be  overlooked.  The  knowledge  of  foreign  language  is  necessary  to  the  scien- 
tific investigator,  is  a  promoter  of  general  excellence  in  the  professions,  and  is  indispensable 
to  the  intelligent  carrying  on  of  commerce  on  any  worthy  scale.  The  increasing  internation- 
alism of  science,  politics,  and  commerce,  and  the  increasingly  close  relations  of  the  United 
States  with  foreign  nations  demand  that  the  young  men  of  the  educated  class  who  are  to  be 
charged  with  the  conduct  of  the  nation's  affairs  should  not  only  entertain  enlightened  views, 
but  should  be  familiar  with  the  languages  of  the  countries  into  relations  with  which  they  will 
have  to  enter.  Americans,  as  compared  with  educated  Europeans,  all  too  often  find  them- 
selves at  a  serious  disadvantage  in  international  competitive  activities  (witness  our  trade 
relations  with  South  America)  on  account  of  their  unfamiliarity  with  foreign  tongues. 

II. 
FOREIGN  LANGUAGE  AS  A  REQUIREMENT 

The  purpose  and  results  of  the  study  of  foreign  language  are  thus  of  such  character  that  the 
friends  of  liberal  education  and  enlightened  citizenship  would  look  wath  the  greatest  disap- 
proval upon  any  proposal  to  abolish  its  requirement  either  for  admission  to  the  university 
or  for  graduation  from  it.  To  place  it  wholly  upon  the  basis  of  free  election  would  be  to  lodge 
with  that  part  of  the  student  population  of  the  state  who  are  as  yet  ignorant,  inexperienced, 
misguided,  or  indolent,  the  power  of  deliberately  slighting  their  own  and  the  commonwealth's 
best  interests,  and  of  weakening  the  fabric  both  of  education  and  of  citizenship. 

In  some  circles  the  idea  prevails  that  the  disciplinary  and  broadening  advantages  inherent 
in  the  study  of  language  and  literature  could  indeed  not  be  dispensed  with  in  a  well  balanced 
curriculum,  but  that  they  might  be  gained  without  appreciable  loss  through  intensive  work 
in  English.  This  opinion  is,  however,  not  shared  by  the  leading  teachers  of  English  them- 
selves. In  the  high  school  and  even  more  in  college  the  student's  use  of  English  has  become 
too  much  of  a  sub-conscious  process  to  be  a  suitable  tool  for  strict  discipline,  and  the  imme- 
diate appeal  of  the  literature  in  the  vernacular  should  not  be  deadened  by  a  degree  of  analysis 
no  longer  felt  to  be  helpful  and  stimulating. 

III. 
FOREIGN  LANGUAGES  IN  AMERICAN  UNIVERSITIES 

Of  the  twenty-two  leading  institutions  of  the  United  States  which  form  the  Association  of 
American  Universities,  in  three  only — Leland  Stanford,  Minnesota  and  Michigan — is  it 
possible  for  the  student  to  enter  and  to  graduate  without  foreign  language.  These  three  are 
not  such  clear  cases  of  discrimination  against  foreign  language,  however,  as  may  at  first  sight 
appear.  Leland  Stanford  makes  no  specific  prescription  for  entrance  or  graduation,  save 
English,  and,  therefore,  merely  places  foreign  language  upon  the  same  plane  with  mathe- 
matics, science,  or  history.  Minnesota  requires  that  four  years  of  English  be  offered  for  ad- 
mission by  those  who  desire  to  enter  without  foreign  language.  The  preference  of  Michigan 
is  clear  from  her  requirement  of  foreign  language  for  entrance  in  Group  A. 

The  remaining  nineteen  universities  require  foreign  language  for  entrance  or  for  gradua- 
tion, or  for  both  entrance  and  graduation. 

Among  these  stands  Wisconsin,  whose  requirement  of  foreign  language  for  admission  is  so 
elastic  as  to  allow  entrance  to  those  students  who  for  any  reason  are  unable  to  present  the 
minimum  amount  and  whose  graduate  requirement  is  so  moderate  that  the  total  of  prescribed 
work  in  the  course,  including  English,  foreign  language,  and  two  of  the  history-science- 
mathematics  group,  amounts  to  an  average  of  less  than  one-third  of  the  student's  entire 
course. 

(Signed)     CARL  RUSSELL  FISH, 
MICHAEL  F.  GUYER. 
A.  R.  HOHLFELD. 
MAX  MASON, 
GRANT  SHOWERMAN. 
HUGH  A.  SMITH, 
KARL  YOUNG. 


471 


EXHIBIT  13 


Section  1 

183  DIFFERENT  BASES  FOR  GRADING  STUDENTS'  WORK  NOW  USED 
■  BY  FACULTY  MEMBERS 

At  the  time  the  survey  questions  were  sent  to  faculty  members  the  Board  of  Visitors  had 
alplan  for  asking  faculty  members  about  systems  of  grading.  This  plan  was  abandoned  when 
the  survey  undertook  to  cover  the  ground. 

Among  several  questions  as  to  rating  or  grading  students'  work  were  these  two: 

l.|What  rule  do  you  follow  in  giving  the  mark  of  excellent,  good,  fair,  poor,  incomplete, 

conditioned,  failed? 
2.  In  giving  the  final  grade,  what  relative  weight  do  you  attach  to  (a)  oral  recitation 
and  quizzes;    (b)  written  work  during  the  term;    (c)  final  written  tests;    (d)  term 
thesis;    (e)  report  on  special  assignments;    (f)  other  factors? 
What  a  marking  system  should  be  or  whether  there  should  be  any  marking  system  is  not 
the  question  here.     There  is  a  marking  system.     It  does  alTect  students.     To  ascertain 
marks  costs  the  university  over  $100,000  a  year  (see  computation  later  detailed  in  this 
exhibit  under  "cost  of  examinations").     This  section  has  to  do  only  with  difTerent  present 
practices  at  the  university,  as  described  by  faculty  members. 

DifTerent  combinations,  numbering  183,  were  reported  by  244  faculty  members,  not  in- 
cluding those  who  answered  indefinitely,  stated  that  the  answer  did  not  apply  to  their  work, 
or  failed  to  answer. 

1.  24  answers  by  24  faculty  members  in  terms  of  numerical  rank,  like  first,  second, 

third,  or  by  degree  of  importance,  such  as  most,  least,  etc. 

2.  88  answers   by  116  faculty  members  in  terms  of  fractional  or  percentage  factors. 

3.  29  answers  by  40  faculty  members  who  give  marks  to  combinations  of  kinds  of  work, 

including,  for  instance,  oral  recitation  with  written  work  for  a  common  grade. 

4.  28  answers  by  38  faculty  members  under  such  headings  as  "varies  with  the  course 

or  with  the  student,"  etc. 

5.  14  answers  by  26  faculty  members  who  report  indefinite  tests,  such  as  "no  fixed 

rule,"  "use  personal  judgment,"  "get  general  impression,"  "depends  upon  the 
amount  of  time  given  to  each  phase  of  work,"  "diligence  and  interest,"  "personality 
and  character,"  etc. 


Different  numerical  bases  for  marking. 

For  oral  recitation,  21  difTerent  numerical  percentages  or  fractions  were  used.  These  are 
reported  in  fractions  such  as  1  /20th,  1  /12th,  1  /9th,  etc.,  and  range  from  0%  to  90%.  Similar 
differences  are  reported  for  written  work  during  the  term  and  final  written  tests. 

Variations  are  given  in  tabular  form  as  the  best  means  of  bringing  them  out,  omitting 
the  one  reporting  0%. 


No. 

Oral  recitation  and  quiz 

Written  work  during  term 

Final  written  test 

Fraction 

Percentage 

Fraction 

Percentage 

Fraction 

Percentage 

1 
2 
3 
4 
5 

6 
7 
8 
9 
10 

11 
12 
13 
14 
15 

16 
17 
18 

1/20 

1/12 

1/10 

1/9 

3/20 

1  /6-1  /4 

1/5 

2/9 

1/4 

3/10 

1/3 
3/8 

2/5 
4/9 
1/2 

1  /2-3  /5 

2/3 

3  /^7  /lO 

3/4 

9/10 

5 

8  1/3 

10 

11   1/9 

15 

16  2/3-25 

20 

22  2/9 

25 

30 

33  1/3 

37  1/2 

40 

44  4/9 

50 

50-60 
66  2/3 
60-70 
75 
90 

1/24 
1/20 
1/18 
1/10 
1/9 

1/8 

3/20 

1/6 

3  /20-1  /5 

1/5 

1/4 
3/10 
1/3 
3/8 

2/5 

1/2 

3/5 

7/10 

3/4 

17/20 

4  1/6 
5 

5  5/9 
10 

11  1/9 

12  1/2 
15 

16  2/3 

15-20 

20 

25 
30 
33  1/3 

37  1/2 
40 

50 
60 
70 
75 
85 

1/20 
1/18 
1/10 
3  /20 
1/16 

1  /lO-l  /5 
1/5 

1/5-3/10 
1/4 

1  /5-1  /3 

3/10 

1/3 

2/5 

1/2 

3/5 

2/3 
3/4 

5 

5  5/9 

10 

15 

16  2/3 

10-20 

20 

20-30 

25 

33  1/3 

30 

33  1/3 

40 

50 

60 

66  2/3 
75 

19 

20 

473 


Exhibit  13 

Attitude  of  faculty  members  toward  uniformity. 

In  answer  to  the  question  whether  uniformity  of  standard  in  grading  in  each  college  is 
desirable  there  was  reported  a  difference  in  opinion  almost  as  great  as  the  difference  in  exist- 
ing methods  of  grading.  Categorical  answers  were  received  from  372  faculty  members- 
yes,  300;  no,  72. 

Variations  within  a  department  Avhere  department  believes  uniformity  exists. 

For  one  department  the  chairman  described  the  procedure  as  follows: 

In  smaller  classes  where  the  instructor  comes  directly  into  contact  with  the  students 

at  each  class  period,  it  is  rather  easy  to  give  grades. 
In  larger  classes,  however,  this  is  not  so  easily  done  and  our  method,  we  believe,  is  as 

nearly  ideal  as  possible,  under  existing  conditions. 
Laboratory  grades  based  upon  the  nature  of  work  done  are  given  by  those  who  have 

had  direct  charge  of  student. 
Quiz  instructor  gives  grades  based  upon  work. 
Attendance  and  grades  upon  lecture  quizzes  are  often  used. 
Grades  upon  final  examination. 
In  marking  final  or  other  examination  papers,  an  effort  is  made  to  eliminate  the  personal 

equation,  in  that  each  grader  corrects  only  one  question  throughout  and  in  most 

cases  does  not  know  whose  paper  is  being  graded. 
When  all  grades  are  collected  it  is  customary  for  the  party  in  charge  to  give  tentative 

final  grades  based  upon  these  various  marks  and  then  all  members  are  called  in 

committee  and  these  grades  are  raised  or  lowered  dependent  upon  the  general 

impression  of  those  who  have  come  closest  to  the  students. 
This  method  entails  considerable  additional  w'ork  upon  the  members  of  the  department, 

but  we  feel  that  it  is  the  only  method  that  we  have  been  able  to  work  out  which  in 

any  way  makes  it  possible  to  fix  just  grades  for  a  class  of  nearly  300  students. 

A  comparison  was  made  between  what  the  department  chairman  believes  was  being  done 
when  papers  of  students  in  question  were  marked,  and  what  was  reported  to  the  survey  by 
other  instructors  giving  this  same  course. 

The  following  tabulation  shows  the  relative  weight  attached  to  different  kinds  of  work  in 
computing  the  final  grade,  as  reported  to  the  survey  by  these  instructors. 

Instructor  number  1 

To  oral  work 1  /6  to  1  /4 

To  written  work  during  term 1  /6  (more  or  less) 

To  laboratory  work 1  /3  to  1  /2 

To  final  examination 1/4  (about) 

(General  attitude  and  application  are  also  considered  in  final  mark.) 

Instructor  number  2 

To  oral  work 1  /3 

To  written  work  during  term 1  /3 

To  final  examination 1  /3 

Instructor  number  3 

To  oral  work 1  /6  to  1  /4 

To  written  work  during  term 1  /6 

To  special  written  work  (in  advanced  classes) 1  /4 

To  laboratory  work 1  /3 

To  final  examination 1  /4 

Instructor  number  4 

To  oral  work 1  /4 

To  written  work  during  term  (including  laboratory  work) 1/2 

To  final  examination 1  /3  (1  /4  rarely) 

Instructors  number  5,  9,  10,  12,  13 

To  oral  work 1  /6  to  1  /4 

To  written  work  during  term 1  /6 

To  laboratory  work 1/3  to  1/2 

To  final  examination 1  /4 

(General  attitude  is  also  considered  in  final  mark.) 

474 


Exhibit  13 


Instructor  number  6 


To  oral  work 1  /4 

To  written  work  during  term  (including  laboratory  work)   1/2 

To  final  examination 1  /4 

Instructor  number  7 

To  oral  and  written  work  during  term 1  ,3  (about) 

To  laboratory  work 1  /3 

To  final  examination 1  /3 

Instructor  number  8 

To  laboratory-  work 1  /2 

To  final  examination 1  /2 

Of  thpse  13  instructors 

7  give  ?  to  J  weight  to  oral  work. 

3  give  i  weight  to  oral  work. 

1  gives  i  weight  to  oral  work. 

1  gives  ^  weight  to  oral  and  written  work  together. 

1  reports  no  oral  work. 

7  give  I  weight  to  written  work  during  term. 
1  gives  I  weight  to  written  work  during  term. 

1  gives  I  weight  to  written  and  oral  work  together. 

3  give  ^  weight  to  written  work  and  laboratory  work  together. 

1  reports  no  written  work. 

6  give  §  to  i  weight  to  laboratory  work. 

2  give  §  weight  to  laboratory  work. 
1  gives  J  weight  to  laboratory  work. 

3  give  I  weight  to  laboratory  and  written  work  together. 
1  reports  no  Jaboratory  work. 

8  give  I  weight  to  the  final  examination. 

4  give  I  weight  to  the  final  examination. 
1  gives  5  weight  to  the  final  examination. 

6  of  the  13  consider  "general  attitude"  in  the  final  mark. 

Comparison  of  grades  given  with  work  graded. 

The  educational  use  of  blue  books  and  term  papers  made  by  different  faculty  members  may 
be  judged  from  the  following  quotations  from  questionnaires: 
Comment  on  common  mistakes  in  class. 
Part  of  following  period  used  for  discussion. 
Good  essays  taken  up  in  class. 
Give  talk  on  general  nature  of  errors. 
Some  papers  reviewed  in  class. 

Among  other  uses  are  the  following:  professors  read  examination  papers  to  keep  in  touch 
with  thought  of  students;  as  a  check  on  teaching  or  students'  grasp  of  subject;  to  ascertain 
where  teaching  has  been  weak;  to  adjust  future  work  to  degree  of  progress  evidenced;  to 
see  whether  the  student  understands  points  on  which  he  has  previously  been  in  error;  to 
learn  needs  of  individual  students.  In  some  cases  a  second  opportunity  is  given  two  weeks 
later  to  answer  questions  on  which  the  student  has  failed  the  first  time.  In  another  case  not 
so  much  use  is  made  "as  should  be"  because  the  "fellow  is  not  efficient  enough." 

One  faculty  member  replied  that  he  gives  more  questions  in  an  examination  than  time 
will  allow  to  answer  because  "those  omitted  by  the  majority  are  a  good  index  of  things  not 
understood." 

Possible  administrative  use  of  blue  books 

That  administrative  use  may  be  made  of  blue  books  is  illustrated  by  the  following  con- 
ditions disclosed  by  the  survey's  analysis  of  final  examination  blue  books  for  June  1914,  and 
term  papers  of  the  preceding  semester: 

475 


University  Survey  Report 

1.  The  university  does  not  accept  the  results  of  research  by  its  own  Department  of 

Education  in  its  system  of  grading. 

The  futility  of  numerical  grades  has  been  emphasized  in  published  results  of  research  by 
members  of  the  Department  of  Education.  They  show  especially  that  dilTerences  of  less 
than  five  points  are  without  justification. 

Yet,  numerical  grades  are  used  very  generally  throughout  the  university.  One  of  the 
professors  who  shows  the  futility  of  grades  varying  by  less  than  five  points  marks  his  own 
students  through  an  assistant  in  divisions  of  2% — i.e.,  the  30  points  between  "conned"  and 
100%  are  represented  by  plus  and  minus  signs  for  each  of  the  five  letters,  thus  dividing  30 
points  above  70  into  15  degrees  of  excellence. 

2.  Students  are  sometimes  held  strictly  to  account  for  using  only  their  own  work; 

sometimes  not. 

The  attitude  of  the  faculty  as  a  whole  toward  non-original  written  work  sometimes  re- 
ferred to  as  "cribbed"  or  "copied"  or  "plagiarized"  work  is  shown  by  numerous  entries 
on  the  minutes  of  the  faculty  like  the  following: 

At  a  meeting  of  the  committee  [on  dishonesty  in  university  work]  held  December 
11,  1912,  ...  a  junior  in  the  college  of  ...  ,  was  suspended  until  January  13, 
1913.  [The  student]  was  charged  with  handing  in  as  [original]  work  a  criticism  copied 
from  the  Encyclopedia  Britannica,  for  a  theme  in  English  33.  [The  student]  admitted 
the  charge   .    .    .    [and]  was  also  given  a  failure  in  English  33. 

A  paper  in  municipal  school  systems  has  written  on  its  front  page  by  the  assistant:  "Es- 
sential points  are  picked  out,  but  they  are  expressed  in  the  words  of  the  author  without 
quotation  marks.  Use  your  own  terminology."  The  reader  put  quotation  marks  around  18 
paragraphs  in  th  s  paper  of  16  long  hand  pages,  and  marked  the  paper  "B-"  (about  85). 

On  a  second  paper  in  the  same  course  the  assistant  has  written:  "Use  quotation  marks 
always  when  words  of  an  author  are  quoted.  .  .  The  plan  [of  the  author]  is  followed  to  [o] 
slavishly."  He  then  put  quotation  marks  around  eight  paragraphs  in  the  first  16  pages 
and  also  around  a  page  summary  from  an  author,  and  gave  the  mark  of  "B"  (or  87). 

In  another  paper  in  the  course  in  public  education  the  assistant  wrote:  "A  poor  paper. 
Ideas  are  badly  mixed;  no  attempt  has  been  made  at  organization.  Material  seems  to  have 
been  copied  from  the  references."    The  paper  was  marked  "D"  (or  poor). 

To  see  how  far  the  assistant's  suspicion  that  the  material  had  been  copied  from  the  refer- 
ence was  justified,  the  survey  examined  the  reference  and  has  over  two  pages  of  parallel 
statements  similar  to  the  following: 

Author,  page  52:  Two  most  important  institutions  of  human  society  are  family  and 

property. 
Blue  book,  page  3:    In  human  society  family  and  property  are  the  two  most  important 

institutions. 

A  third  paper  in  a  course  in  education  received  the  grade  of  "A"  with  an  additional  note 
by  the  university  reader:  "An  excellent  paper,  well  worked  up."  Three  pages  of  parallel 
columns  were  found  by  the  survey  to  be  taken  directly  from  one  journal.  Other  direct  quo- 
tations or  obvious  "re-writes"  from  other  journals  were  also  found.  The  journals  from  which 
the  student's  paper  had  in  large  part  been  taken  verbatim  are  mentioned  in  the  bibliography 
at  the  end  of  the  paper. 

The  professor  in  charge  of  courses  for  which  these  three  papers  were  written  assumes  full 
responsibility  for  the  grading  by  his  assistants  and  states  that  he  always  reads  the  papers 
receiving  the  poorest  and  best  marks  to  see  that  the  assistant  is  properly  representing  him. 

3.  The  same  grade  given  by  the  same  reader  in  the  same  course  does  not  always 

mean  the  same  thing. 

Two  papers  were  graded  by  a  reader  "Ex-."  On  one  were  written  the  words  "A  splendid 
paper";  on  the  other,  "Your  paper  is  rather  too  formal;  you  are  dominated  rather  than 
guided  by  the  outline  of  suggestions." 

The  reader  evidently  forgot  how  he  marked  one  paper  when  he  marked  the  other.  For 
example,  on  one  he  wrote  '  Pupils  always  below  high  school,"  on  the  other,  '  Pupils  always 
below  college."  On  one  he  strikes  and  "r"  out  of  occurrence;  on  the  other  he  added  a  second 
"r"  to  occurred,  where  it  had  been  omitted. 

These  are  but  two  of  many  illustrations  which  might  be  cited. 

4.  Grades  are  increased  upon  review  without  reason  for  such  additions  to  grades. 

Illustrations  of  this  are  furnished  in  the  report  on  the  course  in  chemistry,  exhibit  14. 

476 


Exhibit  13 

5.  How    much   of  the   answer  to  an  examination  question  may  be  wrong  and  still 

receive  a  passing  mark? 

The  answer  to  the  first  question  in  a  paper  in  education  is  marked  "Not  hitting  the  ques- 
tion." A  blue  pencil  is  run  through  the  question  but  it  received  a  grade  of  "D,"  or  five 
grades  above  passing. 

In  another  paper  a  question  calHng  for  "a  critical  discussion"  is  answered  by  an  enumera- 
tion of  items  with  no  discussion.     This  question  was  marJied  "B." 

In  answer  to  the  question:  "Enumerate  three  causes  for  the  present  movement  for  in- 
dustrial education"  a  student  wrote:  "The  reasons  which  to  my  mind  seem  predominating 
incentives  toward  industrial  education  are:  productive  efficiency ;  economic  efficiency  and 
practicality  along  all  lines."  This  answer  the  assistant  marked  "Rather  too  general,"  but 
gave  it  a  grade  of  "B-"  or  "good." 

A  fourth  student  described  vocational  guidance  as  follows:  "By  vocational  guidance  is 
meant  the  training  and  watching  over  students  in  vocational  and  industrial  work,  the  teach- 
ing them  to  introduce  system  and  method  into  their  work  in  order  that  they  may  become  more 
efficient  producers  by  means  of  guidance.  The  results  of  their  work  are  graded  according  to 
the  excellence  of  the  article  and  vocational  guidance  tends  to  give  better  results."  This 
answer  was  marked  "D." 

Definitions  of  English  words  which  missed  the  mark  entirely  were  accepted  as  correct, 
as  later  illustrations  will  show.  Later,  illustrations  are  given  of  advanced  work,  marked 
"A-,"  in  spite  of  numerous  and  serious  errors. 

6.  How  poor  must  a  paper  be  to  be  marked  failed? 

An  English  paper  marked  "C-;"  i.e.  six  grades  above  failure,  contained  inter  alia  the  follow- 
ing misdefinitions: 

vapid — moist  or  damp. 

debilitate — to  reckon  or  to  classify. 

altruistic — trusting  in  all  things. 

penitence — gentle  or  kind  hearted. 

odium — odd  or  not  matured. 

forensic — not  polished  or  of  a  foreign  nature. 

copious — act  of  taking  from  or  copying. 

This  same  paper  contained  marks  showing  that  it  had  been  read.  For  example,  a  question 
mark  is  opposite  the  expression  "Arnold  is  strong  in  favor  of  literature  as  a  means  of  getting 
a  broad  educat'on."  Another  question  mark  is  opposite  the  expression  "Natural  Knowledge 
was,  in  former  days,  not  given  special  attention,  and  thus  it  resulted  in  the  loss  of  many  lives." 
"Amb"  (probably  meaning  ambiguous)  was  opposite  the  following:  "The  plague  and  many 
needless  fires  and  loss  of  property  occurred  as  a  result  of  the  ignorance  of  natural  knowledge." 

The  term  mark  of  this  student  was  78.  The  fact  that  the  marker  had  deducted  27  (from 
100)  on  the  last  page  leaving  a  mark  of  73  raises  the  question  as  to  what  the  student  ulio 
wrote  such  a  paper  could  have  been  doing  the  rest  of  the  semester  to  earn  a  term  grade  of  78. 

7.  What  material  received  marks  of  special  approval  on  examination  books? 

The  following  selections  are  directly  quoted  from  final  examination  and  term  papers  in 
a  course  in  education.    Each  of  the  selections  was  marked  "good"  by  the  assistant: 

The  Carnegie  Peace  fund  collects  material  in  regard  to  arbitration,  publishes  literature 
on  peace  and  sent  Dr.  Eliot  to  tour  around  the  world  for  its  cause. 

She  [Clara  Barton]  kept  and  maintained  offices  in  Washington  at  her  own  expense. 

The  first  president  of  the  society  was  Dr.  Henry  S.  Pritchett,  President  of  theMassa- 
chusetts  Institute  of  Technology-.  Its  present  president  is  Hon.  Wm.  C.  Redfield,  U. 
S.  Secretary  of  Commerce.  The  Treasurer  is  Mr.  G.  B.  Pratt,  of  Pratt  Institute.  The 
Secretary',  Mr.  C.  A.  Prosser.  Under  these  men  a  successful  year  will  ensue  and  much 
work  will  be  accomplished. 

The  home  office  is  established  at  Cold  Spring  Harbor,  Long  Island,  N.  Y.  Alexander 
Graham  Bell  is  Chairman,  H.  H.  Laughlin,  Supt.,  and  Chas.  B.  Davenport,  secy. 

Vice  President's:  Winston  Churchill,  Horace  Deming,  Ben  Lindsey,  Wm.  Allen 
White,  John  Mitchell,  Norman  Hapgood,  Richard  S.  Childs. 

In  spite  of  the  fact  that  some  people  contend  that  newspaper  reading  is  harmful  and 
causes  the  mind  to  become  incapable  of  concentrated  attention,  we  must  not  abolish 
or  condemn  it  entirely. 

8.  How  good  is  an  '^excellent"  ("A")  paper? 

In  an  English  examination  of  five  questions  student  A  received  the  grade  of  "ex-"  although 
he  wrote  in  answer  to  a  question  calling  for  a  150  word  summar\-:  "I  regret  that  I  am  unable 
to  give  a  summary  .  .  .  inasmuch  as  this  essay  does  not  recall  itself  definitely  to  my 
memory." 

477 


University  Survey  Report 

Other  papers  in  this  same  course  were  graded  on  a  basis  of  five  questions  no  matter  how 
many  were  answered.  The  chairman  of  the  department  wrote  that  there  was  no  standard 
practice  in  this  regard.  In  the  first  of  the  four  questions  answered  in  this  same  "ex-"  paper, 
a  list  of  20  words  was  given  for  definition.  The  student  gave  no  definition  for  2  of  the  20; 
gave  wrong  definitions  for  3  others,  and  inadequate  definitions  for  7  others. 

A  second  question  had  three  parts,  each  of  which  called  for  a  definite  and  explicit  statement. 
In  64  words  the  student  told  "just  what  President  Wilson  means  by  the  spirit  of  learning;" 
in  42  words  he  explained  the  difference  which  Mr.  Meiklejohn  points  out  between  instinctive 
action  and  intellectual  action;  and  in  59  words  he  explained  the  issue  between  Huxley  and 
Arnold  as  represented  in  Arnold's  "Literature  and  Science". 

The  third  question  called  for  a  150  (about)  word  summary  of  Huxley's  "Advisableness  of 
Improving  Natural  Knowledge."  This  "ex-"  student  answered  in  121  words,  in  the  course 
of  which  10  words  used  were  repetitions  of  the  expression  "natural  knowledge." 

9.  Are   examination   questions  framed   for    the   purpose   of  emphasizing    material 

especially  adapted  to  Wisconsin's  students? 

This  question  applies  to  the  whole  course  as  well  as  to  the  examination  questions. 

A  class  of  29  students  in  municipal  school  systems  was  asked  to  outline  a  plan  of  school 
control  for  a  city  of  20,000  population. 

Question  is  raised  first  whether  it  was  profitable  to  this  class  to  learn  about  cities  of  20,000 
of  which  there  are  so  few  in  Wisconsin,  rather  than  towns  with  5,000,  for  example.  Question 
is  also  raised  because  of  16  persons  out  of  the  2.3  who  answered  this  question  3  only  aspired 
to  be  supervisors—only  one  of  whom  was  as  yet  located.  Another  went  to  a  South  Dakota 
city  of  less  than  5,000;  another  planned  to  teach  in  the  fourth  grade;  two  hope  to  become 
commercial  teachers,  one  a  teacher  of  agriculture;  two  had  already  accepted  positions  as 
assistants  in  universities — one  in  manual  arts  and  one  in  economics. 

This  also  raises  the  question  as  to  why  university  advisers  direct  students  who  are  pre- 
paring to  teach  to  a  course  for  supervisors  rather  than  to  courses  which  will  be  of  more 
assistance  to  them  as  teachers. 

10.  Do  examination  papers  indicate  the  success  of  the  lecture  substitute  for  doing? 

In  a  course  in  educational  psychology  the  Courtis  tests  in  arithmetic  were  discussed  at 
some  length  in  a  lecture.     Students  were  asked  about  this  in  the  examination. 

One  paper,  graded  83,  answered:  "I  was  present  at  the  lecture  when  tests  in  arithmetic 
were  discussed  but  I  have  absolutely  no  recollection  whatsoever  of  hearing  the  name  Courtis 
applied  to  any  particular  test  in  arithmetic." 

A  second  paper,  graded  87,  read:  "The  Courtis  test,  like  all  other  tests,  is  not  strictly 
impersonal  in  its  nature.    That  is  all  I  seem  to  remember  about  the  blamed  thing." 

At  the  suggestion  of  the  survey  there  was  included  in  this  examination  a  question  as  to  the 
advisability  of  giving  the  Courtis  tests  to  entering  freshmen  and  graduating  seniors. 

Only  two  persons  in  the  whole  class  saw  in  this  application  of  the  Courtis  tests  to  large 
numbers  of  persons  an  opportunity  to  gather  valuable  educational  data.  All  the  others  saw 
in  it  as  applied  to  college  students  nothing  other  than  a  means  of  determining  attainment  of 
persons  tested  in  the  subject  of  arithmetic. 

Typical  answers  follow: 

I  would  apply  the  Courtis  test  to  all  freshmen  entering  the  university  because  by  this 
time  they  ought  to  stand  the  test  and  at  least  reach  the  average.    .    . 

I  do  not  think  it  would  be  of  any  profit  to  apply  these  tests  either  on  freshmen  entering 
college  or  seniors  leaving.  In  the  first  place  this  test  is  suited  for  more  elementary  stu- 
dents, and  then  by  this  time,  pupils  have  learned  to  be  accurate. 

I  see  no  harm  in  giving  it  to  freshmen  for  they  ought  to  be  up  to  it  but  no  pupil  has 
ever  passed  through  the  high  school  without  an  ability  to  do  their  arithmetic  work  with- 
out fairly  good  accuracy  and  speed. 

11.  Shall  examination  in  a  practical  course  test  memory  of  fact  or  skill  in  applying 

knowledge? 

In  the  examination  in  educational  psychology  just  cited  the  question  suggested  by  the 
survey  brought  out  the  fact  that  only  two  members  of  the  class  of  38  had  any  conception 
of  the  use  of  the  test  they  were  asked  to  describe. 

In  the  freshman  English  examination,  out  of  five  c}uestions,  four  were  memory  questions; 
one  involved  not  the  use  of  words  but  the  memory  of  the  dictionary  definition  of  words; 
three  called  for  the  memory  of  the  content  of  essays  by  Huxley,  Meiklejohn,  Newman  and 
Woodrow  Wilson. 

The  catalogue  announces  that  the  purpose  of  this  course  is  to  develop  effective  writing 
and  that  if  at  any  time  later  in  his  course  a  student  is  reported  as  deficient  in  English  com- 
position he  may  be  required  to  take  additional  work  in  this  course. 

478 


Exhibit  13 

The  chairman  of  the  department  names  in  order  of  importance  the  three  aims  of  this 
examination:  (1)  knowledge  of  the  essays  studied;  (2)  power  in  organizing  thought; 
(3)  knowledge  of  the  meaning  of  words. 

This  definition  does  not  agree  with  the  catalogue  announcement  and  the  examination  in 
this  practical  course  tests  memory  and  not  skill  in  the  use  of  English. 

12.  How  is  teaching  improved  as  a  result  of  examining  blue  books  and  marks? 

Earlier  in  this  section  were  cited  briefly  ways  in  which  many  instructors  used  term  exami- 
nation books  for  laboratory  and  administrative  purposes. 

Use  in  classroom  is  not  made  of  final  examination  books,  nor  is  administrative  use  made  of 
them  although  in  one  college  tabulations  have  been  made  showing  the  marks. 

But,  even  the  professors  in  charge  have  in  many  instances  not  reviewed  work  done  by  those 
who  gave  the  mark  in  courses  for  which  the  professors  are  responsible. 

For  the  large  numbers  in  elementary  English  the  professor  in  charge  did  not  review  ex- 
amination books.  What  this  professor  has  missed  is  illustrated  by  the  following  analysis  of 
the  results  of  "drill  in  vocabulary:" 

The  list  of  20  words  mentioned  above  was  said  by  the  chairman  of  the  department  to  be 
"found  in  the  essays  studied  intensively  in  class.  The  student  is  constantly  held  responsible 
for  the  meanings  of  all  words  in  the  essays  studied,  and  nearly  all,  if  not  all,  of  the  words 
chosen  had  been  explicitly  recited  upon  in  class.  The  words  were  chosen,  then,  (1)  as  a  test 
of  vocabulary;   and  (2)  as  a  part  of  the  discipline  of  the  course. 

"Throughout  the  year  the  student  is  held  responsible  for  the  meanings  of  all  words  in  the 
works  or  pieces  assigned  for  study.    .    .    . 

"During  the  second  semester  part  of  every  recitation— say  one-tenth  to  one-fifth  of  the 
period, — is  given  to  the  definition  of  words." 

In  one  section  of  26  persons  in  this  course  only  one  defined  as  many  as  15  of  the  20  words 
correctly;  7  others  had  more  than  one-half  correctly  defined;  3  others  had  just  half  correct; 
15  other  had  fewer  than  half  of  the  words  correctly  defined.  The  three  students  in  this 
division  who  received  the  grade  of  excellent  ("A")  in  this  examination  defined  incorrectly, 
6,  6,  8  of  20  words  respectively. 

In  a  second  section  of  24  persons  in  this  course  only  one  student  had  as  many  as  15  words 
defined  correctly;  7  others  had  more  than  half;  1  had  just  half;  16  had  fewer  than  half 
correct.  The  two  students  in  this  division  who  were  marked  excellent  defined  incorrectly  9 
and  13  of  the  20  words  respectively. 

Although  these  facts  indicate  that  something  is  wanting  in  the  way  in  which  vocabulary- 
drill  is  conducted  in  these  two  divisions  of  the  course,  the  professor  in  charge  did  not  receive 
this  information.  Nor  did  members  of  the  departmental  committee  which  makes  recom- 
mendations to  the  dean,  president  and  regents  as  to  promotions,  budget,  etc.,  and  which 
decides  on  the  character  of  work  which  shall  be  done  in  freshman  English. 

13.  Should  four  answers  count  for  as  much  as  five? 

In  different  English  courses  it  was  ound  that  where  five  questions  had  been  given  each 
question  was  marked  on  the  basis  of  20%  if  the  student  answered  five  questions,  and  each 
counted  for  25%  if  the  student  answered  but  four  questions. 

These  were  not  cases  where  students  were  given  an  option  of  four  out  of  five  questions. 
On  the  contrary,  students  were  confronted  with  five  questions  which  presumably  must  be 
answered,  and  omitted  one  of  the  five,  as  several  said,  because  they  had  forgotten,  or  "used 
to  know"  or  did  not  have  time  to  answer,  etc.  The  question  omitted  was  a  different  question 
in  different  cases — apparently  it  was  the  hardest  question  for  the  individual.  Some  students 
taking  the  same  course  who  did  not  try  to  answer  the  question  about  which  they  were 
"shaky"  were  marked  on  a  basis  of  25%  on  the  four  remaining  questions,  while  others  answer- 
ing only  four  questions  were  marked  on  a  basis  of  20%. 

A  student  who  tried  to  answer  all  questions  was  marked  on  a  basis  of  20%. 

The  department  has  no  uniform  standard  for  such  cases. 

14.  What  is  the  effect  upon  students  of  having  incorrect  work  graded  as  correct? 

Three  term  papers  in  education  for  one  of  the  mixed  courses  of  graduates  and  undergrad- 
uates were  marked  "A-."  These  are  the  papeis  referred  to  in  an  earlier  section  (exhibit  4) 
in  a  statement  of  work  required  of  graduate  students  and  upperclassmen  which  was  done  for 
the  survey  by  a  clerk  without  college  or  high  school  education. 

The  survey  has  compiled  on  sheets  sent  as  exhibits  to  the  university  with  this  section  and 
on  file  among  the  survey's  working  papers,  lists  for  each  of  the  three  papers  showing  points 
noted  by  the  assistant  as  incorrect,  together  with  the  assistant's  comments;  and  secondly 
additional  points  found  by  the  survey  to  be  incorrect. 

The  exercise  consisted  of  three  parts — a  written  description  and  two  different  charts.^ 

Regarding  the  first  paper's  description  the  assistant  wrote,  inter  alia:  "A  clear  and  definite 
piece  of  work."  The  survey's  sheet  shows  13  different  omissions  or  errors  not  noted  by  the 
assistant. 

479 


University  Survey  Report 

In  the  second  paper  the  description  was  marked,  inter  alia;  "Ground  well  covered.''  The 
survey  sheet  shows  21  different  omissions  or  errors  not  noted  by  the  assistant. 

On  the  third  paper  is  written  "Ground  thoroughly  covered."  Here  20  additional  omissions 
or  errors  were  noted  by  the  survey. 

In  the  six 'charts  submitted  with  these  three  papers  over  50  errors  appear,  not  including 
errors  in  the  model  chart  handed  to  the  class  for  use  in  preparing  their  term  papers. 

15.   What  should  he  expected  of  entrance  examinations? 

That  the  accredited  high  school  in  Wisconsin  does  not  enjoy  any  more  exemption  from  ex- 
amination for  its  students  than  the  non-accredited  high  school  is  shown  in  exhibit  21. 

To  see  what  if  any  difference  there  is  between  students  admitted  without  examination 
and  students  required  to  take  entrance  examinations,  the  survey  asked  that  certain  ele- 
mentary courses  give  to  students  who  entered  without  examination  on  presentation  of  credit 
in  those  subjects  the  same  questions  that  had  been  given  to  others  applying  for  entrance 
through  examination. 

Comparable  results  in  solid  geometry  and  history  were  obtained: 

Of  32  history  papers  written  by  students  admitted  without  examination,  31  failed  to  pass 
the  examination  which  had  been  required  of  students  entering  from  non-accredited  schools. 
(The  department  noted  on  the  package  of  papers  sent  to  the  survey  that  these  questions 
were  those  adopted  by  the  College  Entrance  Examination  Board,  and  published  in  the 
History  Teachers  Magazine.) 

Of  16  solid  geometry  papers,  the  highest  mark  given  was  42;  the  next  highest  30;  the  third 
highest  28.    In  all  there  were  5  marked  20  or  above;  4  between  10  and  19;  7  marked  0. 

For  the  7  marked  0,  notes  appeared  on  the  books  as  follows: 

"I  only  had  solid  geometry  a  little  over  a  month." 
"High  school  graduate  1909." 

"Had  half  a  year  solid  geometry  several  years  ago." 
"A  year's  solid  geometry  5  years  ago." 

"I  took  solid  geometry  at  a  summer  session  at  the high  school  two  years 

ago." 
"Had  geometry  so  long  ago  I  do  not  remember  it." 
"I  finished  H.  S.  in  1908." 

These  comments  are  given  for  the  question  they  raise  as  to  whether  entrance,  promotion, 
graduation  and  advanced  degree  requirements  should  be  based  upon  quantity  of  work  already 
done  with  a  passing  mark  or  better  rather  than  upon  ability  to  do  work. 

Studies  of  grading  that  have  been  made  hy  one  college  of  the  University  of  Wis- 
consin 

For  several  years  the  dean  of  one  college  has  reported  to  the  faculty  each  fall  tabulations 
showing  grades  given  during  the  first  semesters  of  the  preceding  years. 

Results  were  distributed  among  the  faculty  and  briefly  reported  at  the  meetings.  How 
far  they  were  discussed  is  not  recorded. 

For  omitting  these  reports  from  the  list  of  educational  subjects  before  the  faculty  of  this 
college,  mentioned  by  the  survey  in  exhibit  24,  the  survey  was  criticised  by  the  university 
committee.  The  reason  cited  by  the  survey  for  not  including  these  reports  was  that  they  had 
to  do  with  administration  and  not  with  education. 

Taken  in  connection  with  the  two  university  bulletins  on  school  grades,  one  of  which  the 
survey  later  describes,  and  in  connection  with  the  foregoing  conditions  disclosed  by  a  reading 
of  examination  papers,  these  reports  are  of  great  importance.  They  are  of  educational 
importance,  not  because  they  are  educational  but  because  they  have  missed  the  educational 
mark.  They  are  of  administrative  importance  because  they  show  how  in  this  one  division  of 
the  university,  marking  and  not  instructional  efficiency  has  been  analyzed. 

For  the  1912  summary  of  the  four  preceding  years,  results  are  given  for  four  years  in  13 
elementary  and  15  advanced  courses. 

The  percentages  for  each  year  are  given;  the  total  number  of  grades  in  each  group  of 
courses;  the  percentage  of  "conned"  or  "failed,"  of  "incomplete,"  "poor,"  "fair,"  "good," 
and  "excellent." 

For  some  years  only  students  from  one  college  were  considered.  In  other  years  students 
from  other  colleges  were  considered  but  not  equally  in  all  departments. 

The  total  number  of  grades  does  not  always  agree  with  the  number  registered  in  the  de- 
partment, as  the  report  states. 

Because  only  totals  are  given  for  a  department,  different  bases  used  within  departments  are 
"ironed  out"  or  lost  sight  of;  because  these  facts  are  given  in  unanalyzed  totals,  no  adminis- 
trative use  could  be  made  of  them,  even  if  they  were  complete. 

No  facts  are  given  for  students  who  drop  out,  as  many  do  early  enough  during  the  course 
so  that  they  receive  no  mark. 

That  any  lesson  was  drawn  from  these  figures  or  any  recommendations  made  because  of 
them  is  not  recorded.  No  lesson  or  recommendation  appears  in  the  letter  of  transmittal  to 
voting  members  of  the  faculty. 

480 


Exhibit  13 

Altnougn  the  larger  pari  of  the  work  reported  upon  was  done  by  non-voting  members  of 
the  faculty  the  results  were  not  sent  to  them.  One  of  these  non-voting  faculty  members  to 
whom  a  copy  of  the  report  had  not  been  officially  sent,  had  however  studied  the  report  and  in 
his  questionnaire  to  the  survey  pointed  out  the  inequalities  in  distribution  of  marks  as  shown 
by  this  report,  and  deplored  the  lack  of  standardization. 

Although  the  report  showed  lack  of  standard,  department  with  department,  or  year  with 
year,  no  appreciable  change  was  efYccted  up  to  June,  191  1.  according  to  the  results  reported 
upon  earlier  in  this  section. 

This  report  is  considered  at  this  iioint  to  emphasize  the  fact  that  analysis  of  grading  that 
does  not  include  analysis  of  the  written  and  oral  work  graded,  and  analysis  of  the  methods 
employed  for  grading  and  for  instructing  must  be  mechanical  and  must  foster  mechanical 
relations  between  instructors  and  students. 

This  fact  faculty  members  have  shown  that  they  appreciate.  They — .'300  of  them — have 
written  that  they  feel  the  need  of  uniformity  in  the  meaning  of  "excellent,"  "poor,"  etc. 
They  want  a  system  devised  which  will  make  it  impossible  for  a  man  to  be  failed  in  one  course 
for  the  same  quality  of  work  which  will  earn  a  "pass"  or  a  "poor"  in  another  course,  or  in  the 
same  course  under  a  different  instructor. 


The  cost  of  examinations. 

To  formal  examinations  of  students  at  mid-semester  and  final  examinations  (not  including 
entrance  examinations  or  examinations  during  the  summer  session),  the  university  gives  17 
days  each  year.  That  is,  Ih  per  cent  of  the  total  time  of  each  school  year,  exclusive  of  the  two 
days  given  to  mid-semester,  to  summer  session  examinations  and  to  entrance  examinations, 
is  given  to  examination. 

The  dollar  cost  in  salaries  of  instructors  will  be  at  least  $75,000  for  the  school  year  1911-15. 

To  this  must  be  added  $50,000  more  to  cover  the  cost  of  living  of  students  while  taking 
examinations  and  waiting  for  examinations,  during  the  examination  period,  living  at  Madison 
while  examination  papers  are  being  marked.  This  §50,000  is  based  upon  an  estimate  of  SI. 00 
a  day  per  student  for  living;  4,800  students  spending  five  of  the  10  examination  days  in  resi- 
dence; 2,400  spending  the  full  10  days  at  the  end  of  the  first  semester;  4,800  spending  3  days 
at  the  end  of  the  first  semester. 

A  total  cost  therefore  of  $125,000,  not  including  any  overhead  costs,  is  thus  chargeable  to 
cost  of  giving  examinations.  This  is  more  than  enough  to  cover  all  the  expenses  of  a  college 
like  Beloit. 

The  facts  show  clearly  that  adequate  steps  to  protect  this  investment  have  not  as  yet  been 
taken.  To  produce  $125,000  through  state  taxes  requires  all  the  state  tax  on  $9,000,000  of 
assessed  valuation. 


Are  examinations  at  best  worth  what  they  eost? 

At  this  point  it  will  probably  be  suggested  that  instead  of  trying  to  improve  the  system  of 
examinations  the  university  would  better  abolish  them,  and  that  instead  of  trying  to  get  better 
results  from  grading  it  would  be  better  to  give  up  trying  to  get  any  results  from  grading. 

Important  as  these  suggestions  may  be  for  some  other  time  and  place,  they  are  not  as  im- 
portant for  a  next  step  as  to  face  frankly  the  fact  that  the  university  has  not  been  trying  to 
do  enough  for  the  student  through  examinations;  has  not  known  what  is  and  what  is  not 
accomplished;  has  not  learned  what  might  be  learned  about  the  strong  and  weak  points  of 
instruction,  w^hich  are  refiected  in  examination  questions  and  answers. 

Examinations  and  tests  are  here.  The  examinations  are  costing  a  small  fortune  every  year. 
They  cost  worry  and  earnest  effort.  Before  they  are  abolished,  or  lengthened,  or  shortened, 
or  otherwise  changed,  they  need  themselves  to  be  examined  by  administrative  ofiicers  and 
faculty  members  in  the  light  of  such  facts  as  are  above  reported  and  as  are  disclosed  at  every 
examination. 

The  usual  complaint  against  examinations,  tests,  and  grading  refer  more  to  purpose  than 
to  method  or  tests  of  grading.  Both  purpose  and  method  are  challenged  by  iirosent  condi- 
tions at  the  University  of  Wisconsin. 

A  study  of  grades  given  on  8.783  blue  books  written  in  .Tune,  1911.  was  made  by  the  survey 
for  the  purpose  of  comparing  actual  results  with  the  standards  set  uji  in  a  university  publica- 
tion on  the  distribution  of  grades.  .\  brief  description  of  this  bulletin  and  of  the  results  of 
the  survey's  study  is  here  given.  The  survey's  tabulation  of  marks,  if  studied  by  the  uni- 
versity, will  point  the  way  to  weaknesses  and  need  for  improvement  in  the  present  marking 
system. 


481 

SuR— 31 


University  Survey  Report 

UNIVERSITY    COMMENT    ON    ALLEN    EXHIBIT    13,    SECTION    1,    ENTITLED 
'18;}  DIFFERENT  BASES  FOR  GRADING  STUDENTS'  WORK  NOW 
USED  BY  FACULTY  MEMBERS" 

The  '•'diftVmil  bases"  for  grading 

The  analysis  of  the  "(liffcrcnt  combinations,  numbering  1<S3,"  reported  l)y  faculty  members, 
which  is  given  in  this  section,  shows  on  its  face  that  the  first  two  categories,  embracing  112 
(24+88)  answers,  refer  to  numerical  factors,  and  therefore  should  not  be  regarded  as  inde- 
pendent; categories  3,  4,  and  5  offer  the  onlv  data  worthy  of  consideration,  and  they  total, 
not  183,  but  71. 

However,  this  point  is  of  importance  only  as  a  hint  regarding  the  statistical  methods  of 
Dr.  Allen  and  his  stafl".  Let  us  suppose  that  there  are,  as  there  might  well  be,  283  or  383 
combinations.     What  of  it? 

The  183  or  383  "different  bases  for  grading  students'  work"  are  neither  more  nor  less  than 
so  many  different  ways  of  stating  how  the  instructors  have  arrived  at  their  personal  judgment 
on  the  value  of  the  work  done  by  their  students  in  different  courses. 

The  teachers  signing  this  '"comment"  have  used  dozens  of  "bases,"  and  will  continue  to 
vary  the  "bases"  they  employ,  according  to  the  course,  the  emphasis  placed  upon  different 
parts  of  it,  and  the  maturity  (or  the  reverse)  of  the  students.  These  factors  vary  from  semes- 
ter to  semester  in  the  same  course,  and  in  the  same  semester  in  different  courses. 

You  might  devise  all  the  schemes  in  the  world  which  would  have  any  apparent  relevancy 
and  you  would  at  the  end  be  where  you  were  at  the  start:  the  instructor  must  decide  what 
grade  should  be  given  to  the  student  for  his  work. 

The  actual  "base"  for  grading  at  the  university 

The  different  grades  of  excellent,  good,  fair,  etc.,  used  by  the  University  have  within  reason- 
able limits  the  same  meanmg. 

The  tabulation  of  grades  prepared  by  one  of  the  deans  and  referred  to  in  this  section  of  Dr. 
Allen's  report  shows  that  last  year  in  elementary  courses  the  average  percentage  of  students 
receiving  the  grade  of  excellent  was  8.9  with  an  average  deviation  for  the  various  depart- 
ments of  3.8,  and  the  average  percentage  of  students  receiving  the  grade  of  conditioned  or 
failed  was  10.5  with  an  average  deviation  of  4.(3.  Only  the  highest  and  the  lowest  grades  are 
mentioned  because  these  are  the  ones  in  which  the  most  significant  differences  would  occur. 

Contrary  to  the  statement  made  by  Dr.  Allen,  this  tabulation  shows  that  there  has  been 
an  "appreciable  change"  effected  by  the  preparation  and  distribution  of  these  figures.  The 
highest  and  the  lowest  percentage  of  students  receiving  the  various  grades  in  the  different 
departments  were  as  follows: 

Conditioned 
Excellent  Good  Fair  Poor  and  Failed 

In  1913 21-1.8  40-'20  44-19  2'2-8  20-3.8 

In  previous  years 28-1.9  52-15  47-17  22-5  23-0 

The  range  in  every  instance  is  smaller  in  1913  than  in  previous  years. 

Comparison  of  grading  at  Wisconsin  and  elsewhere 

In  the  published  studies  of  the  marking  systems  in  other  universities  (with  which  this 
section  of  Dr.  Allen's  shows  no  familiarity)  it  was  found  that  at  Harvard  the  highest  and  the 
lowest  percentages  of  students  receiving  the  various  grades  in  different  departments  were  as 
follows: 

A  B  CD  E 

Harvard 35-1  33-11  52-18  32-0  21-0 

Corresponding  figures  for  Missouri  are  as  follows: 

A  B  C  Fail 

Missouri 52-1  42-11  60-6  28-0 

At  Cornell  it  was  found  that  one  professor  assigned  In  51.3  per  cent  of  his  students  a  grade 
of  90  or  above  and  to  none  a  grade  of  64  or  less,  while  another  professor  assigned  to  none  a 
grade  of  90  or  above  and  to  34.1  per  cent  of  his  students  a  grade  of  64  or  less. 

By  comparing  the  Wisconsin  figures  with  those  of  these  other  institutions,  it  is  clear  that 
the  grading  at  Wisconsin  is  very  creditable. 

On  the  possii>ilily  of  scientific  accuracy  in  grading 

Extensive  scientific  investigations  have  demonstrated  that  competent  teachers  applying 
their  very  best  judgment  in  marking  the  same  work  of  students  will  vary  from  the  ideal  mark 
on  an  average  by  5  to  7  points  on  a  100  percentage  scale. 

It  is  therefore  quite  possible  that  Dr.  Allen's  examiners  of  university  blue  books  belong  to 
the  group  of  "pessimistic  examiners,"  and  that  their  strictures  are  not  deserved. 

482 


Exhibit  13 


The  use  of  examinations 


It  is  often  enlightening  to  supplement  the  statements  of  one  of  Dr.  Allen's  installments  with 
relevant  words  from  another. 

"Too  much  time  at  too  great  cost  is  given  to  examinations — not  including  overhead  costs, 
over  S125,000  a  year;  (by  university,  S7o,(KK);  by  students,  $50,000).  The  other  side  of  this 
disproportion  is  that  too  little  attention  is  given  to  the  purpose,  method  and  results  of  exami- 
nations. Too  little  eilective  testing  is  done  during  the  term  (no  testing  in  some  courses,  only 
5  per  cent  allowance  given  in  others)  such  as  might  make  it  unnecessary  to  spend  1')  days  out 
of  the  tow  regular  semesters  in  final  examinations."     (Allen  Report,  Part  IV.) 

This  extract  suggests  (it  is  cautiously  worded)  that  Dr.  Allen  does  not  appreciate  the 
great  importance  which  w'ise  teachers  attach  to  the  final  examination.  The  final  examina- 
tion, among  other  benefits: 

1.  Leads  the  student  to  correlate  the  different  parts  of  the  course. 

2.  Enables  him  to  realize  the  course  as  a  "whole." 

3.  Gives  him  a  sense  of  mastery. 

4.  Prepares  him  for  other  strenuous  seasons  in  after  life. 

It  is  rather  significant  that  at  a  time  when  educational  leaders  in  the  state  are  still  striving 
to  show  short-sighted  schools  that  they  wrong  the  capable  student  by  excusing  him  from  final 
examinations.  Dr.  Allen  should  broadly  hint  at  the  wisdom  of  introducing  this  demoralizing 
system  into  the  university. 

Does  Dr.  Allen  know  what  use  the  university  makes  of  examination  results? 

Dr.  Allen  is  doubtful  as  to  our  use  of  examination  results  in  finding  out  "what  is  and  what  is 
not  accomplished"  or  "what  might  be  learned  about  the  strong  and  weak  points  of  instruc- 
tion." Apart  from  the  statistical  use  of  these  results,  by  college  officers,  faculties,  and  de- 
partments, it  may  be  pointed  out  that  it  is  quite  the  general  practice  to  discuss  with  the 
students  the  results  of  ten-minute  tests,  term  examinations,  and  finals,  as  to  indicate  the  good 
good  and  weak  points  revealed  thereby,  and  that  thousands  of  individual  conferences  with 
students,  on  examination  papers,  are  doubtless  held  in  the  course  of  a  year. 

Some  alleged  examination  results  in  department  of  education 

Professor  E.  C.  Elliott,  director  of  the  course  for  the  training  of  teachers,  and  chairman  of 
the  department  of  education,  has  pointed  out  to  us  certain  curious  misrepresentations  in  this 
section  of  Dr.  Allen's  report.  P'or  instance,  under  the  heading  "Students  are  sometimes  held 
strictly  to  account  for  using  only  their  own  work;  sometimes  not,"  critical  reference  is  made 
to  the  grading  of  certain  "term  papers"  in  courses  in  education.  (Since  this  criticism  was  first 
presented  to  Dr.  Allen  and  the  Board  of  Public  AfTairs  he  has  eliminated  the  word  "term" 
from  "term  papers,"  so  that  the  reader  of  the  section,  as  it  now  appears  in  its  printed  form, 
must  bear  in  mind  that  Dr.  Allen  is  not  talking  about  final  j^apcrs.)  The  pa|)ers  referred  to 
were  not  term  ]>apers  but  notes  on  assigned  readings,  which  naturally  accounts  for  the  prin- 
cipal criticism  of  quotation.  Dr.  Allen  although  definitely  informed  upon  this  j^oint,  suppresses 
the  fact  that  these  readings  are  in  all  cases  reviewed  in  person  with  the  student  concerned. 
Again,  answers  to  "examination  questions"  discussed  under  heading  No.  .')  are  not  answers 
to  examination  questions  at  all,  but  parts  of  daily  written  work  of  stuclents.  "Other  sections," 
he  says,  "show  this  same  error." 

The  use  of  entrance  examinations 

The  data  employed  by  Dr.  Allen  for  his  suggestion  that  "entrance,  promotion,  graduation 
and  advanced  degree  requirements"  should  not  be  based  "upon  quantity  of  work  already 
done  with  a  passing  mark  or  better"  will  by  no  means  bear  the  weight  he  has  placed  upon 
them.  The  examinations  he  rests  his  argument  upon  were  not  real  entrance  examinations  at 
all.  He  examined  32  history  students,  many  of  whom  had  taken  the  work  covered  by  the 
examination  questions  several  years  before  (the  facts  for  each  student  were  given  to  Dr. 
Allen);  no  one  of  them  had  any  chance  for  reviewing  the  work;  it  was  "sjiruug"  on  them.  The 
result  of  the  examination  was  what  any  experienced  teacher  would  expect;  the  members  of 
the  history  dejjartment  anticipated  that  none  of  the  students  would  pass  the  examination. 
The  situation  with  regard  to  the  examination  in  solid  geomelery  was  the  same.  Yet  Dr. 
Allen  expresses  sur])rise  at  the  outcome,  and  makes  far  reaching  deductions  therefrom. 

The  data  used  by  Dr.  Allen,  as  the  reader  can  see,  have  no  bearing  on  "What  Should  be 
Expected  of  Entrance  Examinations?"  No  experienced  teacher,  with  any  regard  for  his  repu- 
tation, would  use  such  data  in  such  a  fashion. 

General  and  concIudin<i  ohservations 

No  research  results  with  which  we  are  familiar  show  "the  futility  of  numerical  grades." 
Certainly  original  work  may  in  some  cases  be  insisted  on,  and  in  others  not  insisted  on. 

483 


University  Survey  Report 

AVe  would  increase  and  have  increased  grades  on  review  for  good  reasons.  There  are  a' 
number  of  reasons  justifying  this,  quite  apart  from  the  correctness  of  the  grade  on  each  ques- 
tion. 

We  would,  this  section  to  the  contrary,  "commend  poor  work"  in  certain  cases.  Any  com- 
petent teacher  of  English  composition,  for  example,  knows  that  the  important  matter  is  to 
keep  the  student  WTiting  courageously.  Teachers  will  understand  this  point  without  further 
elaboration. 

We  would,  in  certain  cases,  grade  a  five  question  paper  on  a  basis  of  20  for  each  of  live 
answers,  and  on  a  basis  of  25  for  each  of  four  answers. 

•Dr.  Allen  confuses  final  and  term  examinations  and  even  weekly  tests  in  one  mass. 

We  might  continue  at  length  in  illustrating  the  mechanical  conception  of  examinations 
which  dominates  this  section. 

But  this  seems  to  us  to  be  sufficient  for  the  purpose.  If  detailed  criticism  of  each  statement 
were  regarded  as  worth  while,  we  would  undertake  to  furnish  it. 

(Signed)  G.  C.  SELLERY, 

D.  STARCH. 

Section   2 

A  UNIVERISTY  PUBLICATION  ON  SCHOOL  AND  UNIVERSITY  GRADES 

In  a  series  of  bulletins  issued  by  the  university  for  special  distribution  among  high  schools 
of  the  state  is  one  entitled  "School  and  University  Grades"  (universitv  bulletin  No.  368; 
high  school  series  No.  9,  1910). 

A  companion  bulletin,  high  school  series  No.  6,  by  the  same  author  and  issued  a  year 
earlier,  1909,  discusses  the  relative  standings  of  pupils  in  the  high  school  and  in  the  university. 

Of  each  bulletin  2,000  copies  were  published. 

"In  general  the  plan  has  been  to  put  these  bulletins  in  the  hands  of  all  high  school 
teachers  and  of  students  at  the  university  preparing  to  teach.  The  distribution  to 
students  in  the  university  has  been  made  by  the  professor  giving  the  teachers' 
courses." 

The  purpose  of  the  first  mentioned  bulletin  is  to  "supply  certain  standards  which  will 
make  for  uniformity  and  equality  where  these  are  too  frequently  wanting"  (page  7). 

Concretely  and  briefly  stated,  the  purpose  of  the  bulletin  is  to  convince  high  school  teachers 
that  year  in  and  year  out,  with  students  as  they  come,  proper  marking  will  result  in  2  per 
cent  excellent  and  2  per  cent  fail.  23  per  cent  good  and  23  per  cent  poor,  and  50  per  cent  fair. 

For  four  full  years  this  bulletin  w'ith  its  proposals  has  been  not  only  available  to  the  uni- 
versity, but  has  been  in  circulation  by  action  of  the  university. 

If  it  is  right  for  the  university  to  commend  this  document  and  its  proposals  to  its  own  stu- 
dents and  teachers  in  the  state,  then  the  university  may  reasonably  be  expected  either  to 
mark  according  to  its  proposals  or  to  require  explanation  of  all  deviations. 

If  the  bulletin's  proposals  are  not  sound  enough  to  justify  the  university  in  using  them, 
question  is  raised  whether  the  university  is  justified  in  commending  the  proposals  to  its  own 
students  and  to  high  school  teachers. 

That  the  university  was  not  working  according  to  the  principles  laid  down  in  this  bulletin 
at  the  time  the  bulletin  was  published,  is  shown  by  pages  54-59,  which  give  the  marks  by 
departments  and  by  classes  within  departments  for  a  total  of  over  12,000  students  of  all 
classes,  where  instead  of  2  per  cent  excellent  15.9  per  cent  were  excellent;  instead  of  23  per 
cent  good  39.5  per  cent  were  good;  instead  of  50  per  cent  fair  26.4  per  cent  were  marked  fair, 
instead  of  23  per  cent  poor  13.3  per  cent  were  found  poor;  instead  of  2  per  cent  failed  4.9  per 
cent  failed. 

Between  the  appearance  of  the  bulletin  in  1910  and  the  survey  report  in  1914,  the  subject 
of  marks  has  several  times  been  presented  to  the  College  of  Letters  and  Science  by  its  dean. 
The  survey  has  read  all  that  has  appeared  in  the  minutes,  and  has  reviewed  the  mimeographed 
statements  prepared  for  distribution  at  meetings;  and  to  test  the  extent  to  which  actual  results 
vary  from  the  standards  set  up  in  this  bulletin,  that  "will  make  for  uniformity  and  equality," 
has  examined  nearly  9, .500  blue  books  for  the  final  examinations  of  June,  1914. 

Results  show  that  the  university  has  neither  adopted  nor  been  appreciably  influenced  by 
the  standards  set  up  in  "School  and  University  Grades;"  nor  has  the  College  of  Letters  and 
Science,  which  prepared  and  issued  the  bulletm,  and  which  has  had  the  question  of  marks 
presented  to  it  repeatedly  from  the  standpoint  of  marks  rather  than  the  quality  of  work 
done,  been  discoverably  influenced  by  these  standards  in  its  marking. 

Of  9,491  blue  books  sent  to  the  survey,  it  was  possible  to  use  for  tabulation  8,783;  the 
remaining  708  could  not  be  used  because  543  were  unmarked,  80  had  more  than  one  mark,  2 
were  incomplete,  and  83  were  indefinitely  marked. 

Of  8,783  definitely  marked  books,  10.8  per  cent  w'ere  marked  excellent  (instead  of  2  per 
cent);  6.7  per  cent  were  marked  failed  (instead  of  2  per  cent);  29.4  per  cent  were  marked 
good  and  16.6  per  cent  poor  (instead  of  23  per  cent);  26  per  cent  were  marked  fair  (instead  of 
50  per  cent). 

484 


Exhibit  13 

In  absolute  numbers  953  books  were  marked  excellent  where  the  standard  would  have 
given  176;  1,458  were  marked  failed  (including  ""conned")  where  the  standard  (which  com- 
bines failed  and  "conned")  would  have  given  175;  2,584  were  marked  good,  where  the  stan- 
dard would  have  given  2,020;  2,;J30  were  marked  fair  where  the  standard  would  have  given 
4,392;  1,458  were  marked  poor  where  the  standard  would  have  given  2,020. 

In  English  114,  instead  of  23,  were  marked  excellent;  106,  instead  of  23,  failed;  355,  instead 
of  260,  were  marked  good;  375,  instead  of  588,  were  marked  fair. 

In  engineering  28,  instead  of  5,  were  marked  excellent;  27,  instead  ol  5,  failed;  85,  instead  of 
51,  were  marked  good;  50,  instead  of  llii,  were  marked  fair. 

In  chemistry  45,  instead  o  16,  were  marked  excellent;  213,  instead  of  16,  failed;  182 
instead  of  410,  were  marked  fair. 

Of  6,977  letters  and  science  books  733,  instead  of  140,  were  marked  excellent;  1,954, 
instead  of  1,605,  were  marked  good;  1,823,  instead  of  3,489,  were  marked  fair;  1,203,  instead 
of  1,605,  were  marked  poor;  1,264,  instead  of  139,  failed. 

In  one  section  of  geology,  of  154  marks  the  highest  was  71;  25  were  marked  poor  and  129 
failed. 

Of  1,580  agricultural  papers  191,  instead  of  32,  were  marked  excellent;  545,  instead  of  363, 
were  marked  good;  457,  instead  of  790,  were  marked  fair;  220,  instead  of  363,  were  marked 
poor;  167,  instead  of  32,  failed. 

Whether  these  percentages  have  any  meaning  or  not  is  not  the  point  here.  The  point  is  in 
the  comparison  between  the  standards  commended  to  others,  including  Wisconsin's  own 
students  who  are  presumably  going  out  into  high  schools  as  teachers,  and  the  standards 
actually  found  in  university  classes. 

So  far  as  this  study  of  grades  raises  questions  as  to  quality  of  classroom  instruction  and 
character  and  degree  of  supervision  exercised  over  classroom  instruction  including  supervision 
over  grading,  these  questions  will  be  found  in  exhibit  3. 

Enough  has  been  stated  to  show  that  the  bulletin  on  "School  and  University  Grades"  is 
not  being  seriously  considered  at  the  university  itself. 

Defects  of  the  bulletin. 

The  bulletin  deals  in  averages  and  norms.  It  is  just  as  serviceable  in  helping  a  teacher 
mark  a  child's  book  or  term's  work  as  would  be  a  percentage  chart  showing  the  distribution  of 
children's  diseases  as  a  guide  to  a  school  nurse  in  reporting  whether  a  particular  child  has  had 
adenoids,  enlarged  tonsils,  defective  eyesight  or  anaemia. 

Interest  is  diverted  from  the  work  the  child  does  to  the  marks  which  other  children  have 
received. 

Instead  of  convincing  a  teacher  that  the  percentage  of  failures  and  of  poors  in  her  subject 
should  disappear  as  the  quality  of  her  teaching  increases  and  the  size  of  her  classes  decreases, 
the  bulletin  declares:  "If  the  teacher  has  to  do  only  with  sma'l  classes  the  results  of  several 
years  marking  or  of  several  classes  in  the  same  subject  in  the  same  year  should,  when  put 
together,  be  similar  to  the  marks  of  a  larger  group  given  at  one  time."    (page  10.) 

Instead  of  holding  out  the  hope  that  with  improved  teaching,  improved  equipment,  im- 
proved attendance,  and  reduction  in  size  of  class,  the  percentage  of  failures  and  poors  and 
fairs  will  decrease,  the  bulletin  declares,  page  23:  "In  the  long  run  there  should  not  be  any 
difference  at  all  in  the  percentage  of  pupils  who  receive  the  same  grades." 

Instead  of  saying  to  teachers  that  every  child's  mark  in  arithmetic  should  fit  the  work 
done  in  arithmetic  by  that  child,  the  bulletin,  page  24,  declares:  "We  wish  to  make  (it)  the 
general  practice"  that  1  per  cent  or  2  per  cent  will  fail  and  about  10  per  cent  will  be  marked 
poor,  etc. 

Instead  of  emphasizing  what  the  child  does  and  how  he  grows,  the  bulletin  suggests  that 
marks  do  and  should  represent  "the  teacher's  estimate  of  mental  abilities."    (page  10.) 

Instead  of  demonstrating  untrustworthiness  of  past  and  present  methods  of  marking,  the 
bulletin  says  that  the  proposed  distribution  of  marks  "finds,  therefore,  justification  both  from 
theoretical  considerations  and  from  the  fact  that  it  is  used  in  actual  practice."    (page   17.) 

Instead  of  the  university  exposing  the  fallacies  of  averages,  means,  medians,  norms,  and 
curves  of  error  so  far  as  these  relate  to  an  individual  teacher's  relation  with  an  individual 
child,  through  this  bulletin  the  university  commends  disserviceable,  unserviceable  and 
misleading  averages,  based  upon  unjustifiable  practices. 

Without  asking  a  fact  about  the  quality  of  work  done,  the  bulletin  says  in  elTect,  page  37, 
that  a  marking  which  approximates  theoretical  percentages  or  typical  distribution  .hould  be 
considered  a  fairer  marking  than  one  which  departs  from  it,  regardless  of  efiiciency  of  instruc- 
tion or  quality  of  pupils  marked. 

This  bulletfn  is  out  of  date  as  a  guide  to  grading  because  it  totally  disregards  the  objective 
standard  in  rating  accomplishment  and  progress. 

It  advocates  the  assignment  of  grades  in  high  schools  according  to  a  plan  to  which  the 
university  itself  refuses  to  conform. 

The  pessimism  of  the  proposals  is  not  only  unfair  to  individual  children  but  inhibits,  where 
the  university  should  stimulate,  the  determination  of  teachers  to  produce  excellent  results 
out  of  seemingly  difficult  or  even  seemingly  hopeless  material.  It  leaves  no  hope  that  a  whole 
class  mav  be  brought  nearer  to  a  standard  of  excellence  than  was  ever  done  before. 

Where"^  attention  of  supervisors  should  be  directed  to  quality  of  instruction,  this  bulletin 
directs  it  to  distribution  of  marks. 

485 


University  Survey  Report 

Finally,  where  the  university  should  suggest  means  of  discovering  and  recording  improve- 
ment in  individuals  and  in  classes  as  a  whole  through  this  bulletin  the  university  has  attempted 
to  prove  that  such  improvement  may  not  reasonably  be  expected. 


UNIVERSITY  COMMENT  ON  SECTION  2,  ENTITLED  "A  UNIVERSITY  PUBLI- 
CATION ON  SCHOOL  AND  UNIVERSITY  GRADES" 

This  section  of  exhibit  13  deals  with  a  university  bulletin  of  the  high  school  series,  entitled: 
"School  and  University  Grades."  It  was  published  in  1910  l)ut  the  studies  on  which  it  is 
based  were  made  several  years  earlier.  The  author  is  \V.  F.  Dearborn,  then  assistant  professor 
of  education  at  the  University  of  Wisconsin;  now  assistant  professor  of  education  at  Harvard 
Universitv. 

This  brief  section  falls  into  three  main  divisions:  (I)  the  purpose  of  the  bulletin;  (II)  the 
use  (or  non-use)  of  the  bulletin  by  the  university;  (III)  the  defects  found  by  Dr.  Allen  in  the 
bulletin.  Each  of  these  divisions  contains  many  misstatements  or  misrepresentations.  They 
are,  in  many  cases,  so  llagrant  that  it  is  hard  to  believe  that  they  are  due  to  accident  or 
ignorance.  Yet  Dr.  Allen  retains  all  of  them,  even  after  they  were  pointed  out  to  him.  Thus 
this  exhibit  shows  unmistakably,  though  in  a  relatively  small  matter,  more  than  one  of  the 
more  common  and  more  vicious  faults  of  Dr.  Allen's  reports.  The  subject  is  such  that  the 
correctness  or  incorrectness  of  the  Allen  report  can  easily  be  tested.  Any  one  who  will  read 
the  bulletin  can  make  the  test,  and  copies  of  it  are  still  to  be  had  from  the  university. 

In  the  following  comments  "page"  and  "paragraph"  refer  to  the  bulletin  under  discussion. 

I.   The  purpose  of  the  bulletin 

Allen  report:  "Concretely  and  briefly  stated,  the  purpose  of  the  bulletin  is  to  convince 
high  school  teachers  that  year  in  and  year  out,  with  students  as  they  come,  proper 
marking  will  result  in  2  per  cent  excellent  and  2  per  cent  fail,  23  per  cent  good  and 
23  per  cent  poor,  and  50  per  cent  fair." 

Comment:     This  is  the  central  statement  of  Dr.  Allen's  report  and  all  of  his  criticisms 
turn  upon  it.    It  is  wholly  wrong.    The  bulletin  has  no  such  "purpose."    No  such  "proposal" 
is  made  or  "commended."    No  such  "standard"  is  set  up  by  the  bulletin. 
..  .No  evidence  is  presented  by  Dr.  Allen  in  behalf  of  his  statement.  Against  his  bare  assertion 
'may  be  stated : 

A.  The  bulletin  states  its  "general  thesis"  on  page  10,  as  follows:  "In  so  far  as  the  teacher's 
judgment  is  correct  and  is  made  of  a  sufhciently  large  number  of  pupilsN  the  frequency  of  the 
different  marks  given  should  be  the  same  as  in  a  'normal'  distribution  curve."  This  "general 
thesis"  is  said  to  be  "subjected  to  some  modification."  These  modifications  are  discussed 
elsewhere,  for  example,  page  47.  The  thesis  is  repeated  in  general  terms  on  page  17,  as  follows: 
"It  is  fair  to  assume  that  marks  may  properly  be  distributed  according  to  the  frequency  of 
the  probability  integral."  Other  quotations  of  similar  purport  could  be  made  from  the 
bulletin. 

B.  No  statement  is  made  in  the  bulletin  which  advocates,  or  even  hints  at,  the  use  of  the 
formula  quoted  by  Dr.  Allen  as  the  standard.    On  the  contrary: 

1.  The  formula  quoted  by  Dr.  Allen  is  stated  in  the  bulletin  to  be  reached  by  dividing 
"the  base  line  of  a  theoretical  curve  into  five  equal  parts"  (p.  17,  italics  not  in  original). 

2.  On  pages  18  and  19  of  the  bulletin,  which  immediately  follow  the  passage  used  by  Dr. 
Allen,  is  presented  Professor  Cattell's  very  different  assignment  of  grades,  given  in  Cattell's 
own  words.  On  page  20  it  is  stated  that  Professor  Meyer  of  the  University  of  Missouri 
"argues  for  the  use  of  the  theoretical  distribution,"  which  argument,  it  should  be  noted,  is 
that  attributed  bv  Dr.  Allen  to  the  bulletin.  This  argument  is  given  in  Meyer's  own  words; 
Cattell's  and  Meyer's  assignments  of  grades  are  both  illustrated  by  diagrams  (p.  18).  Neither 
one  is  accepted  by  Dearborn;  nor  is  any  numerical  method  of  assigning  students  to  the  several 
grades  advocated  in  the  bulletin,  either  here  or  elsewhere. 

3.  The  bulletin  criticizes  many  results  of  grading.  In  none  of  these  cases  is  the  want  of 
conformity  to  the  alleged  "standard"  mentioned  as  a  ground  of  criticism.  See  for  examples: 
page  28,  par.  3:  "In  this  case  the  relatively  large  number  who  received  the  grade  of  70,  tends 
to  make  the  distribution  of  marks  in  the  other  grades  very  unequal." 

Page  31,  par.  3:  "The  large  percentage  of  failures  and  conditions  given  in  the  freshman 
engineering  mathematics,  is  apparently  a  conscious  attempt  at  the  elimination  of  the  poorer 
students  on  the  basis  of  the  standings  in  mathematics." 

Page  32,  par.  1:  "In  mathematics  there  is  a  clear  tendency  to  group  students  as  either 
'good'  or  'poor'  with  relatively  few  of  'average'  ability.  This,  as  pointed  out  elsewhere,  is 
probably  not  a  true  representation  of  the  facts." 

4.  Manv  grades  are  mentioned  by  the  bulletin  with  approval.  In  none  of  these  cases  is 
there  any  approximation  to  the  theoretical  division  which  Dr.  Allen  states  is  the  standard  of 
the  bulletin.   They  do  not  approach  any  different  standard  of  the  sort,  and  they  do  not  agree 

486 


Exhibit  13 

among  themselves  in  this  division.  See  for  examples:  Page  12,  par.  2:  "The  distrilmtion  in 
P'igure  f)  fits  very  closely  indeed,  into  the  theoretical  curve.  In  the  freshman  year,  the  chief 
dilTerence  is  in  the  assignment  of  relatively  too  many  ranks  of  'good'  and  too  few  of  'fairs' 
and  'poors'  to  agree  with  the  theoretical  curve." 

Page  32,  bottom:  "The  average  [of  the  advanced  students]  is,  as  may  readily  be  seen, 
much  higher  than  in  the  case  of  th&freshman  class  just  cited.  There  is  no  reason,  as  it  seems 
to  the  writer,  why  this  should  not  be  the  case,  but  it  not  infrequently  leads  to  inequality 
chiefly  l^ecause  individual  instructors  do  not  realize  that  this  is  the  general  practice." 

Page  48,  par.  3:  "In  the  university  more  grades  of  'good'  are  given  than  of  'fair.'  There 
can  be  no  important  objection  to  this  i)ractice  provided  it  is  somewhat  uniformly  followed; 
...  In  the  case  of  the  university  grades,  it  has  already  been  noted  that  the  students  in  the 
last  two  years  are  as  a  general  rule,  graded  considerably  higher  than  those  in  the  first  two 
years  of  the  university  course.  This  is  largely  a  dilTerence  between  'advanced'  and  'element- 
ary' classes." 

5.  The  alleged  "standard"  is  never  referred  to,  or  used  as  a  standarrl,  directly  or  indirectly, 
anywhere  in  the  bulletin.  It  is  not  referred  to  in  any  way  in  the  discussion  of  grades,  or  out- 
side of  the  section  of  the  bulletin  where  it  is  presented. 

6.  No  standard  of  any  kind  (in  Dr.  Allen's  sense  of  the  word)  is  urged,  or  "set  uj)"  by  the 
bulletin.  Its  practical  |)urposc  is  to  help  eliminate  unreasonable  inequalities  in  grading  stu- 
dents (see  Section  III,  p.  22,  IT.). 

C.  More  space  than  is  olherwise  worth  while  has  been  given  to  this  paragraph  of  Dr. 
Allen's  exhibit  because  this  definition  of  the  purpose  of  the  bulletin  is  fundamental  to  the 
exhibit.    The  whole  criticism  becomes  worthless  if  this  single  projiosition  is  incorrect. 

No  competent  person  can  read  the  bulletin  and  fail  to  see  not  only  that  Dr.  Allen's  assertion, 
quoted  above,  is  incorrect  but  also  that  it  betrays  a  complete  misunderstanding  of  the  pur- 
pose of  the  bulletin.  Such  a  misunderstanding  or  misrepresentation  is  pardonable  when  it 
occurs  in  the  press  of  work  hastily  or  carelessly  done.  But  it  becomes  a  very  different  matter 
when  it  is  perpetuated  in  print  long  after  the  error  has  been  pointed  out. 

II.   The  use  (or  non-use)  of  the  hulletin  by  the  University 

In  general,  this  part  of  the  exhibit  consists  of  a:i  elaborate  statistical  criticism  of  University 
grades  of  blue  books  as  not  conforming  to  the  "standard"  alleged  to  be  set  up  by  the  bulletin 
discussed.    This  criticism  of  University  grades  falls  with  the  section  already  disposed  of. 

In  this  matter  the  truth  is: 

1.  The  University  does  not  have,  and  never  has  had,  the  alleged  "standard."  There  is 
no  reason  why  its  practice  should  conform  to  a  "standard"  which  does  not  exist,  and  never 
did  exist,  either  in  the  bulletin  or  in  the  University. 

2.  It  has  never  "adopted"  or  "commended"  the  alleged  "standard"  either  for  itself  or 
for  others. 

3.  The  alleged  "standard"  has  never  been  mentioned  in  the  University — at  least  in  the 
faculty  of  Letters  and  Science — except  with  disapproval. 

4.  If  Dr.  Allen  will  plat  the  8,783  grades  which  he  obtained  from  University  blue  books, 
he  will  find  that  they  conform  to  the  probability  curve  about  a.'^  closely  as  do  the  12,278 
University  grades  discussed  by  Professor  Dearborn  (pp.  4'2-46).  The  bulletin  makes  no  ad- 
verse comment  on  the  general  results  of  this  grading  in  the  University,  and  the  results  of  the 
grades  discussed  by  Dr.  Allen  would  doubtless  also  meet  its  approval. 

5.  Dr.  Allen  states:  "Enough  has  been  stated  to  show  that  the  bulletin  on  "School  and 
University  Grades"  is  not  being  "seriously  considered  at  the  University  itself." 

Comment:  The  studies  made  inthe  bulletin  have  been  and  are  "seriously  considered  at  the 
University."  They  have  underlain  all  of  the  subsequent  studies  made  in  the  College  of 
Letters  and  Science.  These  in  turn  have  formed  the  occasion  for  annual  comment  and 
discussion  on  the  practice  and  princijjlcs  of  university  grading.  The  bulletin  was  designed  to 
offer  such  a  basis  for  discussion.  It  was  not  designed  to  set  up  arbitrary,  or  other  standards 
to  which  the  individual  teacher  or  school  must  conform. 

6.  Dr.  Allen  uses  the  following  words:  "The  college  of  letters  and  science,  which  prepared 
and  issued  the  bullet  in.'' 

Comment:  The  assertion  contained  in  the  italicized  words  is  wholly  incorrect.  There 
is  no  evidence  to  sup|)orl  it.  There  is  obvious  and  sullicienl  evidence  against  it.  and  this 
evidence  would  have  been  known  to  Dr.  Allen,  if  the  bulletin  had  been  read  with  ordinary 
care.  The  title  page  of  the  bulletin  names  its  author,  and  the  bulletin  contains  no  reference 
to  the  College  of  Letters  and  Science  as  preparing  or  issuing  it.  The  College  of  Letters  and 
Science  had  nothing  to  do  with  preparing  or  issuing  the  bulletin.  The  University  assumes  full 
responsibility  for  the  publication  and  distribution  of  the  bulletin. 

in.    ''Defects  of  the  hulletin" 

This  title  is  a  misnomer.  Many  of  the  criticisms  do  not  even  hint  at  "defects"  in  the 
bulletin  but  indicate  other  educational  problems  than  those  which  the  bulletin  considered. 
It  cannot  justly  be  called  a  "defect"  that  a  bulletin  does  not  consider  topics  which  do  not 
l>e  within  the  scope  of  its  subject. 

•187 


University  Survey  Report 

Those  criticisms  vvhicli  are  directed  specifically  to  the  bulletin  are  in  part  based  on  mis- 
quotations and  misrepresentations;  in  part  on  the  reflection  of  Dr.  Allen's  own  peculiar 
theories  regarding  grades. 

The  criticisms  are  taken  up  in  order  with  comment  on  each. 

1.  Dr.  Allen:  The  bulletin  "deals  in  averages  and  norms"  and  will  not  be  serviceable  in 
helping  the  teacher  mark  a  child's  book. 

Comment:  This  cr  ticism  is  not  to  the  point.  The  bulletin  nowhere  pretends  to  help 
"a  teacher  mark  a  child's  book  or  term's  work."  It  shows  the  teacher  how  by  a  study  of 
the  general  results  of  his  grading  he  may  find  means  of  correcting  his  standards. 

2.  Dr.  Allen:  "Interest  is  diverted  from  th  work  the  child  does  to  the  marks  which  other 
children  have  received." 

Comment:  This  is  a  curious  misinterpretation  of  the  bulletin.  The  purpose  of  assigning 
marks  is  to  give  a  relative  rating,  or  measure,  to  the  "work  the  child  does." 

3.  Dr.  Allen's  criticisms  in  the  two  following  paragraphs  are  underlain  by  the  doctrine 
that  with  better  teaching  and  diminished  size  of  classes  failures  and  poors  will  disappear. 
The  bulletin  is  attacked  for  not  maintaining  this  belief. 

The  bulletin  and  the  writers  of  this  comment  agree  in  rejecting  it,  since  it  means  that 
when  teaching,  equipment,  etc.,  are  improved,  no  better  work  should  be  demanded  or  ex- 
pected of  the  student  than  when  teaching,  equipment,  etc.,  are  bad  or  inadequate.  Such  a 
doctrine,  if  put  into  practice,  would  be  destructive  of  educational  progress,  since  progress 
depends  not  only  on  improved  educational  opportunities  but  equally  on  standards  of  work 
by  the  student  which  advance  as  opportunity  enlarges. 

4.  Dr.  Allen,  in  this  connection,  practically  misquotes  from  two  passages  of  the  bulletin 
in  a  particularly  mischievous  way,  viz.:  by  taking  part  of  a  passage  and  interpreting  it  in  a 
sense  difYerent  from  that  which  it  plainly  bore  in  its  proper  place. 

(a).  Dr.  Allen  states:  "Instead  of  holding  out  the  hope  that  with  improved  teaching, 
improved  equipment  and  improved  attendance,  the  percentage  of  failure  and  poors  and 
fairs  will  decrease,  the  bulletin  declares,  page  23  "...  In  the  long  run  there  should  not 
be  any  difference  at  all  in  the  percentage  of  pupils  who  receive  the  same  grades." 

Comment:  The  full  statement  of  the  bulletin  (p.  23)  is:  "If  we  are  considering  one 
hundred  pupils  in  each  of  two  high  school  subjects,  e.g.,  English  and  History,  we  may  antici- 
pate some  slight  difference  from  year  to  year,  but  in  the  long  run  there  should  not  be  any 
difference  at  all  in  the  percentage  of  pupils  who  receive  the  same  grades.  For  every  pupil 
who  excels  in  English  there  will  be  one  who  excels  in  History,  or  in  mathematics  or  in  any 
other  school  subject."  The  full  statement  shows  that  the  words  of  the  bulletin  have  a  mean- 
ing entirely  different  from  that  given  to  them  by  Dr.  Allen.  He  claims,  in  substance,  that  the 
bulletin  "declares"  that  the  percentage  of  pupils  receiving  certain  grades  will  not  change 
from  year  to  year  no  matter  how  greatly  teaching  may  be  improved.  But  the  full  quotation 
from  the  bulletin  shows  plainly  that  it  is  not  considering,  either  here  or  anywhere  in  this  sec- 
tion, the  effect  of  "improved  teaching,"  etc.,  in  changing  the  standard  of  grading  as  years 
pass.  It  is  discussing  grades  received  by  the  same  pupils  in  the  same  school  at  the  same  time, 
in  different  departments  which  presumably  have  equally  good  teaching  and  equipment.  The 
bulletin,  therefore,  makes  no  such  declaration  as  that  attributed  to  it  by  Dr.  Allen. 

(b).  Dr.  Allen's  second  case  of  misquotation  is  as  follows:  ".  .  .  the  bulletin,  page  24, 
declares:  'We  wish  to  make  [it]  the  general  practice'  that  1  %  or  2%  will  fail  and  about  10% 
will  be  marked  poor,  etc." 

Comment:  The  passage  of  the  bulletin  from  which  these  words  com  is  as  follows:  "If 
the  superintendent,  instead  of  adopting  standards  somewhat  in  accord  with  the  theoretical 
requirements,  wishes  simply  to  maintain  more  uniformly  the  standard  actually  prevailing 
in  his  school  and  not  attempt  any  great  change  in  the  system  as  he  finds  it,  it  is  more  likely 
that  his  statement  will  need  to  be:  'In  this  school  we  find  that  taking  into  consideration  the 
grading  of  all  the  teachers,  and  about  60  per  cent  of  the  pupils  secure  grades  of  "good"  or 
above.  About  20%  secure  the  rank  for  "excellent,"  about  40%the  rank  of  "fair"  or  below, 
and  about  10%  the  grade  of  '"poor"  and  one  or  two%  fail.  We  wish  to  make  this  the  general 
practice'  "  (page  24). 

It  is  plain  that  the  bulletin  does  not  "declare"  what  Dr.  Allen  says  it  does.  The  reader  of 
Exhibit  13  is  led  to  believe  that  the  words  "we  wish"  refer  to  the  author  of  the  bulletin.  The 
full  quotation  from  the  bulletin  shows  that  these  words  are  not  those  of  the  author  of  the 
bulletin  but  are  words  contained  in  a  supposed  address  of  the  school  superintendent.  The 
"practice"  referred  to  in  this  address — so  far  as  concerns  its  numerical  results — is  neither 
approved  nor  condemned  anywhere  in  the  bulletin.  The  general  practice  which  the  super- 
intendent is  supposed  to  speak  of  is  that  which  results  from  "taking  into  consideration  the 
grading  of  all  the  teachers"  in  the  school.  The  remainder  of  the  paragraph  (bulletin,  p.  24) 
from  which  the  quotation  comes  shows  that  the  supposed  superintendent  is  not  trying  to 
secure  grades  according  to  any  cast-iron  system,  but  is  endeavoring  to  lessen  evils  due  to 
inequalities  of  grading.  He  does  not  wish  the  teacher  to  determine  "that  no  pupil  in  her 
classes,  however  good,  shall  receive  a  grade  higher  than  95  when  the  teacher  in  the  next 

488 


Exhibit  13 

room  employs  the  grade  of  99  and  100,  or  to  give  the  poorest  pupil  a  rank  of  10  when  another 
teacher  would  use  60,  or  to  grade  half  of  her  class  'good'  when  another  teacher  having  the 
same  pupil    to  deal  with  assigns  to  half  of  them  the  grade  of  'fair.'  " 

Thus  Dr.  Allen  again  misrepresents  the  passage  which  he  has  quoted  and  equally  mis- 
represents the  meaning  and  purpose  of  the  bulletin. 

5.  Dr.  Allen  condemns  the  bulletin  for  not  "emphasizing  what  the  child  does  and  how  he 
grows." 

Comment:  This  statement  is  not  relevant.  The  bulletin  is  not  concerned  "with  what  the 
child  does  and  how  he  grows."  Its  problem  is  the  method  of  measuring  or  estimating  what 
the  child  does  in  school  subjects. 

6.  Dr.  Allen  criticizes  the  bulletin  for  not  "demonstrating  untrustworthiness  of  past  and 
present  methods  of  marking." 

Comment:  This  statement  is  wrong.  The  bulletin  docs  demonstrate  by  numerous 
tables  the  "untrustworthiness  of  past  and  present  methods  of  marking."  Its  results  have  been 
widely  quoted  to  show  this  very  fact.  Dr.  Allen's  conce[)tion  of  the  proposed  distribution 
of  marks  has  already  been  shown  to  be  fundamentally  erroneous. 

7.  Dr.  Allen  states  that  "through  this  bulletin  the  university  commends  disserviceable, 
unserviceable  and  misleading  averages,  based  upon  unjustifiable  practices." 

Comment:  The  committee  absolutely  deny  the  validity  of  this  general  statement.  The 
subject  is,  however,  too  large  for  discussion  here. 

8.  Dr.  Allen  states  that  "without  asking  a  fact  about  the  quality  of  work  done,  the  bulletin 
says  in  effect,  page  37:  That  a  marking  which  approximates  theoretical  percentages  or 
typical  distribution  should  be  considered  a  fairer  marking  than  one  which  departs  from  it, 
regardless  of  efTiciency  of  instruction  or  quality  of  pupils  marked." 

Comment:  The  bulletin  makes  no  such  statement  as  that  attributed  to  it.  On  the  page 
quoted  (bulletin,  p.  37)  the  bulletin  specifically  refers  to  diflerences  in  grading  pupils  in 
history  and  German.  These  are  not  adversely  critisized  but  are  explained  by  causes  which 
come  under  the  head  of  "efficiency  of  instruction  or  quality  of  pupils." 

9.  Dr.  Allen  states:  "This  bulletin  is  out  of  date  as  a  guide  to  grading  because  it  totally 
disregards  the  objective  standard  in  rating  accomplishment  and  progress." 

Comment:  The  committee  does  not  discuss  in  this  place  the  "objective  standard,"  or 
any  other  educational  theory.  Dr.  Allen  has  a  right  to  his  own  ideas  on  this  subject.  He  has 
no  right  to  call  disregard  of  the  "objective  standard"  a  "defect"  of  the  bulletin  since:  (1) 
No  "objective  standard"  was  in  use  in  schools,  or  proposed  for  them  when  the  bulletin  was 
written.  ('2)  No  "objective  standard"  is  now  in  use  in  high  school  or  college,  and  none  has 
been  even  proposed  for  more  than  an  insignificant  part  of  the  work  of  those  grades.  (3)  An 
"objective  standard"  is  made  by  means  of  "averages,  medians,  norms,  and  curves  of  error" 
and,  therefore,  by  averages  which  Dr.  Allen  calls  "disserviceable,  unserviceable,  and  mis- 
leading." It  is  hard  to  see  why,  on  Dr.  Allen's  principles,  standards  so  derived  should  be 
commended,  even  by  inference,  or  why  it  should  be  called  a  "defect"  that  the  bulletin  omits 
them.  (1)  If  students  were  rightly  graded  by  "objective  standards"  the  results  would  in- 
evitably be  the  same  as  those  condemned  by  Dr.  Allen. 

10.  Dr.  Allen  states  that  the  bulletin  "advocates  the  assignment  of  grades  in  high  schools 
according  to  a  plan  to  which  the  university  itself  refuses  to  conform." 

Comment:  This  statement  has  already  been  shown  to  be  false. 

11.  Dr.  Allen  finds  the  bulletin  "pessimistic." 

Comment:  The  bulletin  has  no  "pessimism."    Its    one  is  scientific. 

12.  Dr.  Allen  thinks  that  the  bulletin  directs  the  attention  of  supervisors  "to  distribution 
of  marks,"  where  it  "should  be  directed  to  quality  of  instruction." 

Comment:  The  author  of  the  bulletin  was  well  aware  that  the  "attention  of  supervisors 
should  be  directed  to  quality  of  instruction."  His  bulletin,  however,  was  designed  to  deal 
with  a  different  problem. 

13.  Dr.  Allen:  "Finally,  where  the  University  should  suggest  means  of  discovering  and 
recording  improvement  in  individuals  and  in  classes  as  a  whole  through  this  bulletin  the 
University  has  attempted  to  prove  that  such  improvement  may  not  reasonably  be  expected."' 

Comment:  This  statement  has  been  disposed  of  already.  It  has  been  shown  above  (see 
4,  a,  b)  that  Dr.  Allen  has  wholly  misrepresented  the  meaning  of  the  words  of  the  bulletin 
which  he  quoted  in  attempting  to  prove  this  point.  Neither  the  statement  quoted,  nor  any 
other  in  the  bulletin,  even  hints  at,  or  suggests,  the  purpose  attributed  by  Dr.  .Mien  to  the 
University. 

The  'after  part  of  exhibit  13,  sec  2,  is  rhetorical  rather  than  critical.  It  is,  therefor,  dilli- 
cult  to  disentangle  the  theories  which  underlie  the  rhetoric  so  that  answer  may  be  given  to 
them.  The  committee  regards  it  as  not  im])ossible  that  the  author  is  opposed  to  all  grading 
of  high  school  and  university  students,  but  since  this  theory  is  not  directly  stated,  it  is  not 
willing  to  assume  that  such  is  the  case. 

489 


University  Survey  Report 

Finally  (1)  no  evidence  is  presented  by  Dr.  Allen  to  show  that  the  bulletin  has  not  been 
suggestive  or  helpful  to  teachers,  both  in  the  University  and  in  high  schools.  (2)  No  evidence 
is  presented  by  Dr.  Allen  (and  none  exists)  to  show  either  that:  (a)  the  alleged  "standard" 
of  the  bulletin  has  ever  been  urged,  or  even  presented  to  high  schools  by  representatives  of 
the  University,  either  before  1910  or  since  that  date;  or  (b)  that  the  alleged  "standard" 
has  been  commended  to  students  of  the  University  by  their  teachers. 

IV.   (General  statement  regarding  the  high  school  series  and  bulletin  No.  9  in  par- 
ticular 

The  purpose  of  each  of  the  bulletins  of  the  high  school  series  is  to  be  judged  from  its  own 
contents  and  its  own  statements.  Each  deals  with  a  subject  thought  by  the  University  to  be 
of  importance  to  high  school  teachers  and  of  sufficient  importance  to  warrant  serious  consider- 
ation by  them.  Such  a  bulletin  may  discuss  the  high  school  course  in  a  given  subject  and 
offer  suggestions  regarding  it.  Such  is  Bulletin  4:  The  High  School  Course  in  Latin.  It 
may  discuss  problems  not  ordinarily  the  subject  of  formal  courses  of  instruction  (Bulletin  7: 
A  Course  in  floral  Instruction  for  the  High  School).  It  may  present  facts  deemed  of  interest 
or  importance  without  making  any  recommendations  (Bulletin  6:  The  Relative  Standing 
of  Pupils  in  the  High  School  and  in  the  University).  Or,  like  the  bulletin  adversely  criticized 
by  Dr.  Allen,  it  may  present  the  results  of  (then)  recent  discussions  and  show  how  they  may 
be  used  to  the  advantage  of  the  high  school. 

This  bulletin  on  School  and  University  Grades  discusses  a  duty  assigned  to  every  teacher 
in  high  schools  and  colleges,  viz. :  the  grading  of  students.  It  aims  to  help  to  reduce  one  great 
and  notorious  fault  in  the  performance  of  this  duty,  viz.:  the  inequalities  of  grading,  due  to 
arbitrary  and  often  unconscious  differences  of  standard  on  the  part  of  individual  teachers. 
It  discusses  the  question  of  grades  on  the  basis  of  the  present  general  practices  of  school  and 
college.  It  does  not  advocate  radical  changes,  or,  indeed,  any  changes  in  the  standard  of  the 
school,  but  shows  how  greater  fairness  and  equality  may  be  secured  between  the  several 
departments  of  the  same  school.  Its  method  of  criticism  is  fairly  illustrated  by  the  following 
passage:  "As  noted  above,  it  would  appear  that  there  was  a  tendency  in  the  case  of  the 
classes  in  mathematics  to  consider  pupils  as  either  good  or  bad;  there  is  less  halfway  ground, 
or  in  other  words,  fewer  medium  or  mediocre  students  than  in  other  subjects.  It  is  hard, 
however,  to  believe,  as  said  above,  that,  as  a  matter  of  fact,  the  mathematical  abilities  are 
distributed  any  differently  than  others.  These  apparent  differences  must,  as  it  seems  to  the 
writer,  be  largely  attributed  to  artificial  methods  of  grading."    (Bull.  p.  42.) 

In  all  of  its  assertions  and  criticisms  the  bulletin  is  characterized  by  a  scrupulous  regard  for 
accuracy,  fairness,  and  moderation,  such  as  is  shown  in  the  sentences  quoted  above.  It  is 
not  the  work  of  the  advocate  of  a  theory,  nor  does  it  contain  the  eloquence  of  the  educational 
exhorter. 

(Signed)   E.  A.  BIRGE,  Chairman. 

V.  A.  C.  HENMON. 


490 


EXHIHIT  14 

ELEMENTARY  CHEMISTRY;    I.IO  BLUE  BOOKS;  GRADIXG;     COMMENTS  BY 
STUDENTS;     SUGGESTED  INCREASE  IN  USE  OE  LABORATOm'  SPACE 

One  of  the  special  courses  offered  by  the  university  is  the  ('ourse  in  chemistry. 
Its  purpose,  as  stated  in  the  catalogue,  is 

"To  offer  facilities  for  the  training  of  those  who  desire  to  become  chemists.  The 
demand  for  competent  chemists  has  very  greatly  increased  in  recent  years.  Not 
only  has  there  been  a  greater  call  for  able'teachers  of  chemistry  for  high  schools, 
colleges,  and  universities,  but  an  unusual  demand  has  arisen  for  chemists  of  ability 
for  agricultural  experiment  stations,  hygienic  laboratories,  health  and  sanitary 
departments  of  municipalities,  food  testing  laboratories,  and  industries  engaged 
in  the  preparation  of  foods  and  other  articles  of  consumption,  textile  and  other 
fabrics,  metallurgical  products,  and  building  materials." 

Proficiency  in  any  particular  line  of  work  is  not  promised  by  the  chemistry  course.  "The 
aim  is  rather  to  give  the  student  a  training  in  the  fundamental  principles  of  chemistry  and 
the  cognate  sciences." 

Although  the  number  of  students  who  are  devoting  themselves  to  the  study  of  chemistry 
has  steadily  increased  since  the  special  course  was  established,  the  catalogue  slates:  "Never- 
theless the  University  has  thus  far  been  utterly  unable  to  sui)ply  a  sufficient  number  of 
chemists  to  colleges,  universities,  experiment  stations,  and  various  industrial  firms  that 
have  applied  for  persons  of  thorough  chemical  training." 


Numbers    in    chemistry    classes. 

In  the  second  semester  of  1913-14  there  were  19  classes  having  1,030  students.  Classes 
were  divided  as  follows:  elementary  chemistry  505,  freshmen  engineering  chemistry  201; 
total  706;  second  year,  72;  junior,  2  of  50  and  41;  advanced,  7;  graduate,  7;  7  advanced 
classes  had  1  to  14  in  class,  and  7  graduate  classes  2  to  30  in  class.  The  7  graduate  classes 
have  respectively  30,  20,  11,  10,  9,  7,  2.  Of  the  7  graduate  classes  1  only  includes  under- 
graduates, i.  e.;  20  undergraduates  and  10  graduates. 

Of  the  7  advanced  courses  1  has  30  students,  1  has  20  students;  1  has  11;  1  lias  9;  1  has 
10;  1  has  7;  and  1  has  2. 

Of  the  7  advanced  courses  primarily  for  undergraduates,  3  had  graduates  also.  There 
were  also  students  enrolled  as  graduate  students  in  the  elementary  course  besides  41  upjier- 
classmen. 

Of  the  1,030  registrations  in  chemistry.  93  were  graduates,  209  upperclassmen.  700  under- 
classmen and  28  students  whose  classification  was  not  known.  Bachelor  degrees  were 
given  in  June  1914  to  9  students  in  the  course  in  chemistry  and  4  degrees  earlier  in  the 
year,  making  13  bachelor  degrees  given  the  last  university  year  for  special  work  in  chemistrv. 
Four  doctor's  degrees  and  4  master's  degrees  were  given  in  chemistry. 

The  catalogue  advertisement  of  the  chemistry  course. 

In  the  statement  of  the  purpose  of  the  course,  of  the  fields  that  require  training,  which 
this  course  alone  can  offer,  of  the  opportunities  for  men  trained  in  chemistry,  of  the  special 
need  for  women  "not  only  in  teaching  chemistry  in  high  schools  and  colleges,  but  also  in 
lines  like  analytical,  physiological,  sanitary,  and  food  chemistry",  the  announcement  of 
the  course  in  chemistry  is  to  be  specially  commended.  I"or  outiining  six  distinct  courses 
of  study  and  explaining  the  direction  and  purpose  of  each,  the  announcement  is  also  to 
be  commended. 

In  view  of  the  small  number  of  chemistry  students  who  go  on  from  elementary  into  ad- 
vanced work  and  graduate  work,  cpiestion  is  raised  whether  the  announccmenl  of  the  course, 
as  above  quoted,  does  not  give  an  erroneous  imi)ression  as  to  the  number  of  students  who 
may  fairly  be  said  "to  be  devoting  themselves  to  the  study  of  chemistry",  and  the  number 
who  have  obtained  j)ositions  in  "colleges,  universities,  experiment  stations  and  various 
industrial  firms  that  have  apjilied  for  i)ersons  of  thorough  {4iemical  training." 

Why  a  department  for  which  such  ami)le  provisions  have  been  made  in  buildings,  equip- 
ment and  staff  should  have  but  13  bachelors  in  the  chemistry  course  in  the  same  year  when 
it  had  over  700  elementary  students,  only  I  masters  and  4  doctors,  and  such  small  classes 
in  advanced  courses  as  are  noted  above,  is  a  subject  which  merits  investigation  by  adminis- 
trative officers  and  regents. 

491 


University  Survey  Report 

828  blue  books — ^final  examinations,  in  1914. 

Among  the  over  9,500  final  examination  books  which  were  sent  to  the  survey  for  analysis 
were  635  examination  papers  or  blue  books  in  elementary  chemistry,  54  in  the  second  year 
course,  43  in  organic  chemistry,  10  in  physical  chemistry,  and  56  others. 

Of  1,030  students  taking  the  various  19  chemistry  courses,  52  were  marked  "failed" 
and  36  were  conditioned. 

31.5%  of  459  in  elementary  chemistry  were  marked  below  70. 

21  %  of  176  in  engineering  elementary  chemistry  were  below  70. 

26%  of  43  in  organic  chemistry,  were  marked  below  70. 

20%  of  40  in  physical  chemistry,  were  marked  below  70. 
Of  828  chemistry  blue  books  in  9  courses,  or  all  chemistry  blue  books  which  were  sent  to 
the  survey 

3%  of  459  elementary  papers  were  marked  90  or  more. 

12.5%  in  engineering  elementary  chemistry   were  marked  90  or  more. 

14%  in  organic  chemistry  were  marked  90  or  more. 

31  %  in  physical  chemistry  were  marked  90  or  more. 

Term  marks  in  chemistry  courses. 

On  page  three  of  the  survey  questionnaire,  the  director  of  the  course  in  chemistry  re- 
ported for  the  elementary  course  505  taking  the  course,  444  receiving  credit,  20  conditioned 
and  24  failed.  The  difl'erence  between  44  receiving  less  than  70,  or  a  passing  mark,  in 
the  grading  for  the  term,  and  122  receiving  less  than  70  in  the  final  examination  led  to  the 
study  of  the  basis  of  grading  in  the  chemistry  course. 

For  courses  other  than  the  elementary  course,  10  answers  reported  9  different  bases  as 
follows: 

1.  5  for  oral  recitation  and  quizzes,  plus  written  work  during  term. 
5  for  written  tests. 

5  for  laboratory  work. 

2.  Same  as  No  1,  except  that  from  ^  to  5  is  given  to  laboratory  work. 

3.  A  basis  that  totals  more  than  100%: 

^  oral  recitation  and  quizzes. 
^  written  work  during  term. 
^  final  examination. 
^  to  ^  laboratory. 

4.  "We  use  our  best  judgment,  recognizing  all  the  student's  errors  and  accomplish- 

ments that  have  come  to  our  attention  in  his  laboratory,  classroom,  and  quiz 
work." 

5.  "No  definite  rule  is  followed  in  our  course,  but  the  final  examination,  laboratory 

work  done  during  the  semester  and  class  work  receive  about  the  same  relative 
weight  in  determining  the  final  grade." 

6.  "No  rule  is  followed,  general  consideration  of  character  of  work." 

7.  "Marking-  depends  upon  the  character  of  the  course.     No  hard  and  fast  rule  can 

be  given  for  determining  the  grade  in  such  widely  different  subjects.  Laboratory 
work  and  general  reliability  of  the  student  are  taken  into  account.  This  last  is 
especially  important  in  the prospective chemist." 

8.  "Knowing  my  students  individually,  I  have  always  avoided  the  purely  mathematical 

basis  of  final  grades  as  much  as  possible.  Possibly  no  two  courses  are  handled 
alike  in   all   particulars." 

9.  "We  use  our  best  judgment  on  the  lecture,  quiz  and  laboratory  work  and  expect 

that  for  a  mere  passing  grade  at  least  satisfactory  work  must  be  done  in  all  of  the 
above." 

For  the  elementary  course  5  different  standards  are  given: 

1.  By  four  assistants. 

^  oral  recitation  and  quizzes,  jilus  written  work  during  term. 
5  to  final  written  tests. 
5  to  laboratory  work. 

2.  J  to  oral  recitation  and  quizzes. 
3  to  written  work  during  term. 
J  to  laboratory. 

;  to  final  test. 

3.  "An  average  of  the  above  points  considered  in  view  of  the  ability  and    general   atti- 

tude of  the  students." 

4.  "Of  greatest  importance  oral  recitation  and  quizzes,  and  written  work  during  term; 

of  secondary  importance,  final  written  tests;  of  great  importance,  laboratory 
work." 

492 


Exhibit  M 

o.     The  director  of  the  department  and  professor  in  charge  of  chemistry  I,  writes: 
"About  equal  weight  is  given  to  oral  recitations  and   quizzes,  written  work  during 
the  term,  and  final  written  report.     Hut  I  also  consider  whether  the  student  is 
trying  hard  or  loafing,  also  whether  he  is  doing  as  well  as  his  natural  ability  and 
energy  permits." 

From  the  foregoing  statement,  it  appears  that  much  is  left  to  the  judgment  of  the  person 
responsible  for  giving  the  mark,  and  that  little  similarity  of  general  qualifications  or  scope 
of  judgment  is  employed.  While  the  professors  and  assistant  professors  take  a  broad  and 
elastic  view  regarding  the  basis  on  which  to  issue  grades,  the  majority  of  assistants  state 
that  the  one-third  rule  is  followed  closely. 

Upon  the  basis  used  by  assistants,  a  student  who  receives  a  mark  of  50  on  his  final  exam- 
ination must  have  a  standing  of  80  in  his  other  work  in  order  to  receive  a  passing  mark  of  70. 

Adjustment  of  final  jirades   tested. 

The  semester  marks  of  37  students  in  the  elementary  course  out  of  those  who  received 
grades  of  70  or  less  in  the  final  examination  were  secured  from  the  chairman  of  the  depart- 
ment and  director  of  the  course,  together  with  "an  exact  copy  of  what  is  entered  for  each 
of  the  students  on  our  record." 

Explaining  the  department's  principle  of  marking  students  in  the  elementary  course, 
the  director  wrote: 

"The  mid-semester  rating  is  based  on  the  first  figures  of  oral,  written,  quiz  and  labora- 
tory work.  In  fixing  the  mid-semester  rating  and  also  in  determining  the  final 
grade,  the  professor  and  the  individual  instructor  of  the  student  decide  what  the 
mark  is  to  be;  in  doing  so  they  have  the  complete  record  before  them,  and  they 
also  take  into  consideration  the  attitude  which  the  student  has  shown  toward 
the  work  during  the  semester." 

To  apply  the  method  above  described,  it  is  necessary  to  average  the  two  figures  for  oral 
work  with  the  three  figures  for  written  quizzes,  and  to  average  separately  the  two  figures 
for  laboratory  work.  The  averages  of  these  two  sets  of  figures  are  each  supposed  to  carry 
one-third  weight  and  the  final  examination  one-third.  The  average  of  these  three  modified 
according  to  "the  attitude  which  the  student  has  shown  toward  the  work  during  the  semes- 
ter" is  the  final  grade. 

The  gap  between  the  final  grade,  based  upon  averages  reached  as  per  the  department's 
own  description,  and  the  final  grade  is  illustrated  by  six  examples. 

If  it  be  suggested  that  marks  are  deadening  and  mechanical  and  have  no  significance,  it 
should  be  remembered  that  the  basis  of  marking  is  that  defined  by  the  dei)artment  itself 
and  that  the  degree  of  allowance  which  should  be  made,  because  of  student's  attitude,  is 
indicated  by  comments. 


GRADES  OF  SIX  STUDENTS  IN  ELEMENTARY  CHEMISTRY. 


Oral 

Written 
Quiz 

Lab. 

Mid- 
Seni. 

Final 
Exam. 

Final 
.\verage 

Grade 
Given. 

1.  70,  80 

84,  75,  81 

78,  75 

78 

70  • 

75 

80 

2.  78,  78 

75,  70,  40 

83,  75 

-- 

65 

71 

73 

Remarks:     Poor  written  work.     Hurries  with  work  and  is  not  thorough. 


3.  80,  80 

75,  SO,  78 

78,  85 

78 

70 

/  / 

83 

4.  88,  77 

80,  65,  88 

85,  75 

85 

70 

77 

80 

Remarks:     Absent  from  8  lectures,  a  quiz  and  a  laboratory  period. 

493 


University  Survey  Report 


5.  75,  80 


72,  80,  85 


80,  85 


64 


Remarks:     1  unexcused  absence,  2  excused  absences.     Poor  written  work  (from  Dec. 
to  April). 


G.  70.  80 


83,  60,  90 


85,  78 


81 


58 


72 


Remarks:     Slow  to  get  started  in  the  subject. 


A  seventh  case  might  be  cited  of  a  student  whose  average  was  76  and  who  received  a 
term  mark  of  83,  which  w^as  above  the  average  of  any  of  the  tests  used  to  make  up  the  mark. 
Yet  it  was  recorded  that  he  was  absent  from  four  lectures  and  one  laboratory  period  and 
did  not  apply  himself.      (His  final  examination  was  graded  70). 

An  eighth  student  had  an  average  of  71,  was  recorded  as  "sleepy  and  very  slow,  lacks 
energy — too  slow",  was  absent  from  one  lecture,  a  quiz  and  three  laboratory  periods,  obtained 
58  on  his  final  examination  and  a  term  grade  of  73. 

A  ninth  student  received  a  final  examination  mark  of  70  and  a  term  grade  of  81,  was 
absent  from  four  lectures,  one  quiz,  two  laboratory  periods,  and  is  described  as  follows: 
"Lacks  ability  (this  was  impression  of  instructor  in  the  first  semester  when  the  work  was 
much  poorer)".  The  final  term  average  of  81  was  six  points  above  the  mid-semester  mark, 
three  points  above  the  oral  work  average,  five  points  above  the  written  work  average  and 
14  points  above  the  final  examination. 

A  tenth  student  received  a  final  grade  of  78,  8  points  above  the  final  examination,  13 
points  above  the  mid-semester  grade,  3  points  above  the  oral  work  average,  1  point  above 
written  work  average  and  within  1  point  of  the  laboratory  average.  On  the  record  is  the 
comment  "lack  of  application  and  interest." 


Instances  of  marks  too  high  for  answer. 

The  attitude  of  the  student  toward  his  work  is  officially  recognized  by  the  chemistry 
course  as  a  factor  which  should  be  taken  into  consideration  when  giving  a  final  grade. 

No  one  has  officially  stated,  however,  that  a  student's  attitude  should  be  taken  into 
account  when  grading  a  particular  question  in  an  examination  paper. 

The  papers  selected  at  random  from  the  blue  books  in  elementary  chemistry  were  analyzed 
in  detail  to  see  whether  a  mark  of  10  meant  a  satisfactory  answer  or  a  mark  of  8  meant 
four-fifths  of  the  recjuired  answer. 

The  element  of  judgment  which  enters  into  many  subjects  may  not  be  cited  as  a  reason 
for  marks  not  fitted  to  answers  for  chemistry  questions.  Chemistry  is  among  the  exact 
sciences.  When  a  chemist  mixes  up  his  elements,  either  in  offering  to  do  a  piece  of  w'ork 
or  in  telling  an  employer  what  is  in  this  candy  or  that  ore  "a  miss  is  as  good  as  a  mile". 

In  a  large  number  of  instances  marks  are  given  to  answers  which  in  being  wrong  at  all 
w-ere,  according  to  the  world's  test,  entirely  wrong  and  which  in  any  case  were  wrong  to  a 
degree  not  indicated  by  the  mark  given. 

One  possible  injurv  to  students  from  these  marks  that  do  not  fit  the  answer  is  avoided 
by  not  returning  to  (he  student  his  final  examination  papers.  If  the  same  method  is  used, 
however,  in  written  papers  during  the  term — and  whether  the  same  method  is  used  or 
not  is  a  matter  which  should  be  ascertained  by  the  university — it  is  clear  that  a  harm  is 
'done  to  students  in  elementary  chemistry  corresponding  to  a  harm  that  is  done  to  an  ele- 
mentary school  pupil  who  is  marked  8  when  he  says  that  3  x  2  is  5,  or  that  the  capital  of 
Minnesota  is  Minneapolis  or  that  Wisconsin  is  bounded  on  the  west  by  Minnesota,  Iowa 
and  Missouri. 

Typical  of  ill-adjusted  or  "lenient"  marking  may  be  cited  the  following: 

Paper  6 — Full  credit  of  10  points  is  given  -in  spite  of  omitting  sulphur  from  the  con- 
stituents of  gun  powder,  including  sodium  chloride  among  the  constituents  of 
baking  powder,  and  omitting  the  final  test  by  which  a  student  would  show  the 
presence  of  carbon. 

Paper  2 — Four  credits  are  given  for  a  part  entitled  to  a  total  of  five  credits  when  im- 
purities called  for  are  not  named  and  when  it  states  that  iron  is  reduced  by  car- 
bon, which  is  not  true. 

Paper  8 — Four  credits  are  given  for  a  part  entitled  to  five,  calling  for  the  names 
of  elements  necessary  for  the  growth  of  plants,  although  the  paper  mentions 
carbon  dioxide,  ammonium  and  phosphates  as  elements,  when  they  are  not  ele- 
ments, but  are  compounds.  Among  the  compounds  mentioned  through  which 
the  proper  elements  are  added  to  soil,  are  several  which  have  only  a  theoretical 
value  and  are  not  used  commercially. 

494 


Exhibit  14 

Paper  10 — When  asked  to  give  one  "reaction  that  can  be  brought  about  by  elec- 
tricity" the  student  answers:  "Electricity  gives  olT  heat  and  is  used  for  cooking 
purposes,  such  as  making  toast."  While  making  toast  has  a  commercial  value, 
the  service  of  electricity  in  this  commercial  |)roduction  is  not  known  to  chemists 
as  a  chemical  reaction.     The  answer  is  marked  95. 

Paper  19 — The  welding  of  iron  is  cited  as  one  chemical  reaction  of  commercial  im- 
portance that  can  be  brought  about  by  heat.  Here  again  the  welding  of  iron 
is  a  matter  of  great  commercial  importance.  It  is  not  known  to  the  field  of  chem- 
istry as  a  chemical  reaction.  Other  mistakes  on  the  same  question  of  |)aper  19 
make  the  8  credits  given  disproportionate. 

The  above  illustrations  were  not  found  after  an  exhaustive  search,  but  are  ly!)ical.     I  lardly 
a  single  blue  book  lacks  such  illustrations. 
There  are  four  possible  explanations: 

1.  A  defective  standard  is  used  for  grading  and  the  supervision  of  grading. 

2.  There  is  carelessness  in  marking  papers. 

3.  Leniency  is  invoked  because  students  are  known  to  be  unable  to  answer  examination 

questions. 

4.  Students  are  not  held  responsible  for  showing  in  examination  their  knowledge  of 

chemistry. 

Any  or  all  of  the  above  explanations,  however,  would  obviously  contradict  the  depart- 
ment's own  statements  as  to  the  value  attributed  to  the  examination. 

Raising  of  marks   upon   re-reading. 

Of  459  examination  papers  in  elementary  chemistry  that  were  sent  to  the  survey,  90, 
or  about  20%,  were  given  final  grades  that  had  been  raised  above  the  first  marks  given 
them. 

Of  90  papers  raised,  33  were  raised  from  grades  below  70  to  70  or  more. 

This  raising  was  explained  by  the  director  of  the  course  in  chemistry  as  follows: 

"In  marking  examination  papers  for  our  large  classes,  one  instructor  marks  one  and 
the  same  question  for  all  papers.  The  papers  are  thus  examined  by  as  many  in- 
structors as  there  are  questions.  We  do  this  in  order  to  secure  uniformity  and 
impartiality  in  marking.  F'inally  all  of  the  papers  that  are  below  grade  are  ex- 
amined by  the  professor  in  charge,  personally,  to  make  doubly  sure  that  no  injustice 
will  be  done  to  the  students.  The  professor  frequently  alters  the  marks  on  such 
papers,  raising  or  lowering  them  as  he  deems  proper.  It  is  our  custom  in  all  cases 
to  give  the  student  the  benefit  of  any  doubt  that  may  exist.  This  custom  has 
prevailed  in  this  department  for  years." 

Among  90  papers  re-graded,  none  received  a  lower  mark  when  re-graded;  all,  or  20% 
of  the  total  papers  marked,  were  given  a  higher  mark. 

Of  17  books  taken  at  random  from  90  which  had  been  raised,  the  raising  seems  not  to  be 
justified  on  the  merits  of  the  papers.  Numerous  instances  might  be  cited.  The  blue 
books  are  available  for  examination  among  the  survey's  working  papers. 

What  mark  a  student  receives  is  of  no  interest  whatever,  unless  the  mark  is  an  expression 
of  a  department's  judgment  as  to  the  correctness  of  statements  which  are  not  at  all  correct 
unless  entirely  correct,  or  the  relative  completeness  of  statements  which  may  be  headed 
in  the  right  d'irection,  even  if  not  complete.  If  a  mark  of  8  for  a  10  point  question  is  an 
expression  not  only  of  an  answer's  adequateness  but  of  the  instructor's  judgment  regarding 
a  student's  possibilities  or  industry,  the  raising  of  a  mark  need  have  no  relation  whatever 
to  the  written  answer. 

From  the  stand])oinl  of  universitv  supervision,  or  departmental  supervision,  these  facts 
as  to  grades  which  do  not  seem  to  fit  the  answers,  and  the  raising  of  grades  above  the 
answers'  merits,  raise  a  question  whether  students  receive  what  they  are  entitled  to  from 
individual  instructors  when  things  are  called  right  which  are  not  right  and  when  a  paper 
thr  t  does  not  deserve  passing  mark  is  given  a  passing  mark. 

How    181    students   regard   elementary   cheniislry. 

In  testing  the  efficiencv  of  courses,  the  chief  test  used  by  the  university  has  been  student 
judgment.  '  In  another  connection  (exhibits  3,  23),  the  survey  has  questioned  this  test, 
especially  for  elementary  courses.  In  asking  about  half  of  the  students  in  last  year's  ele- 
mentary chemistrv  course,  a  course  embracing  3  lectures,  1  quiz  and  (i  hours  of  laboratory 
work  a  wTek,  to  answer  questions  regarding  their  work  in  that  subject,  the  survey  was  using 
a  method  which  the  universitv  itself  considers  effective.  A  copy  of  the  questions  which 
were  sent  to  the  students  was  sent  at  the  same  time  to  the  director  of  the  course  in  chem- 
istrv, who  is  also  the  professor  in  charge  of  elementary  chemistry.  The  nine  questions 
in  this  blank  are  re-stated  as  propositions,  together  with  a  summary  of  the  answers  received 
from  181  students,  of  whom  120  were  freshmen,  28  sophomores.  19  upi^erclassmen  and 
14  medical  students. 

49;-) 


University  Survey  Report 

1.  Of  177  answering  the  question  as  to  what  future  use  they  had  intended  to  make  of 

chemistry  when  they  entered  the  elementary  course: 

33  studied  it  for  culture. 

96  for  preparation  for  professions. 

16  for  preparation  for  majoring  in  chemistry. 
27  because  it  was  required. 

15  for  no  purpose  whatever. 

1  to  see  if  he  liked  it. 

2.  Of  172  who  stated  whether  they  received  most  help  from  the  lecture,  weekly  quiz, 

or  laboratory: 

50  accented  lecture. 

43  accented  quiz  work. 

60  claimed  that  the  greatest  benefit  came  from  laboratory  work. 

19  answered  indefinitely. 

3.  Of  170  who  estimated  the  value  of  each  of  the  three  phases  of  work  in  terms  of  100%, 

these  estimates  were  as  follows: 

20  gave  equal  weight  to  lecture,  quiz  and  laboratory  work. 

12  gave  most  weight  to  lecture  and  least  to  laboratory. 

34  gave  most  weight  to  lecture  and  least  to  quiz. 

13  gave  most  weight  to  quiz  and  least  to  laboratory. 
26  gave  most  weight  to  quiz  and  least  to  lecture. 

34  gave  most  weight  to  laboratory  and  least  to  quiz. 
31  gave  most  weight  to  laboratory  and  least  to  lecture. 

4.  Of  176  students  who  wrote  how  they  would  divide  100  points  between  lecture  work 

at  its  best  and  weekly  quiz  at  its  best: 

17  laid  equal  stress  on  lecture  and  quiz. 
83  gave  quiz  the  preference. 

76  gave  lecture  the  preference. 

The  details  of  the  answers  to  this  question  deserve  study  and  emphasize  the  importance 
of  ascertaining  not  averages,  but  individual  results  wherever  instructional  methods  are 
considered.  The  following  examples  give  comparable  remarks  and  will  not  in  all  cases. 
total  the  number  cited  as  a  base: 

Of  14  freshmen  engineers,  3  ranked  lecture  at  25  and  quiz  at  75;  1  ranked  lecture  at 
75  and  quiz  at  25;  6  ranked  lecture  at  60  and  quiz  at  40.     Of  7  junior  engineers 

2  ranked  the  lecture  above  quiz;  2  gave  them  equal  rank,  and  3  ranked  quiz  above 
lecture. 

Of  13  first  year  medical  students,  6  ranked  lecture  above  quiz,  giving  lecture  out  of 
100  points  respectively  80,  70,  70,  60,  60,  60;  1  gave  them  equal  rank,  while  6 
consider  quiz  more  important,  ranging  for  quiz  out  of  100  points  respectively, 
90,  85,  75,  70,  60,  55. 

Of  letters  and  science  students  6  of  7  upperclassmen  ranked  the  quiz  above  lecture 
and  1  gave  them  equal  rank,  1  giving  lecture  but  20  and  quiz  80  points. 

Of  15  sophomores,  7  consider  lecture  more  important  and  7  consider  quiz  more  im- 
portant. 

Similar  difference  exists  among  33  freshmen,  1  gave  lecture  95  points  and  quiz  5;  2 
gave  lecture  90  points  and  quiz  10,  while  others  gave  lecture  25,  30.  33  and  40 
points  out  of  100. 

Among  agricultural  students  similar  differences  of  judgment  exist,  2  of  14  sophomores, 
juniors  and  seniors  giving  lecture  90  and  quiz  10  points  out  of  100;  3  giving  lec- 
ture 25  points  out  of  100.  Of  the  70  freshmen  in  agriculture,  37  gave  lecture 
less  than  quiz;  9  gave  them  equal  rank;  24  gave  lecture  more  than  quiz,  1  student 
giving  quiz  but  5  points  out  of  100;  another,  the  lecture  but  10  points  out  of  100. 

Such  variations  raised  the  question  whether  those  who  preferred  lectures  are  those  who 
expect  to  make  vocational  use  of  chemistry,  or  those  who  are  taking  the  course  for  culture, 
or  because  required.  No  appreciable  difference  was  found.  Of  31  taking  the  course  for 
culture  5  gave  the  same  weight  to  lecture  and  quiz,  13  gave  preference  to  lecture  and  13 
to  quiz.  Of  103  answering  who  are  taking  the  course  for  professional  purposes,  11  con- 
sider lecture  and  quiz  of  equal  value,  44  prefer  the  lecture,  48  the  quiz. 

5.  Of  179  who  stated  whether  they  had  been  advantageously  or  disadvantageously 

or  negligibly  influenced  in  the  attention  they  gave  to  the  lectures  because  the 

class  was  of  500  students  rather  than  of  either  50  or  100: 

120  believe  the  large  class  neither  an  advantage  nor  disadvantage. 

34  believe  it  a  disadvantage,  due  to  the  noise  and  confusion  of  500  people  in  one 
class,  the  distance  of  the  rear  seats  from  the  demonstration  desk  and  lecturer, 
poor  ventilation  and  impossibility  of  personal  contact  with  the  teacher. 
25  consider  the  large  class  an  advantage  and  attributed  to  its  largeness  the  ex- 
cellence of  demonstrations  and  of  lecture  and  the  enthusiasm  of  the  student 
body. 

496 


Exhibit  14 

6.  Of  180  who  answered  whether  Ihey  look  complete,  or  partial  or  no  notes  in  class: 
10  took  complete  notes. 
94  took  partial  notes. 
76  took  no  notes  at  all. 
The  majority  of  this  last  class  stated  that  the  lecturer  had  requested  that  no  notes  be 
taken. 

Of  those  who  did  not  take  notes,  the  majority  explained  that  they  retained  and  assimi- 
lated the  substance  matter  ot  the  lectures  by  usini^  a  textbook  outside  of  the  class;  as  some 
wrote,  "by  reviewing  the  lecture  at  home  in  the  textbook",  "by  reviewing  the  subject 
matter  of  the  lectures  with  the  textbook",  etc. 

7.  Of  176  who  stated  whether  the  lectures  were  sufficiently  correlated  with  quiz  work: 
99  believe  correlations  satisfactory. 
62  stated  that  there  was  little  correlation. 

15  stated  that  the  quiz  and  lectures  were  correlated  the  first  semester,  but  not  the 
second. 

8.  Of  173  who  stated  whether  the  lectures  were  sufliciently  correlated  with  the  laboratory 

work : 

103  regard  the  correlation  as  satisfactory. 
56  regard  it  as  unsatisfactory. 

14  stated  that  the  lectures  were  correlated  with  laboratory  work  the  first  semester 
and  not  the  second. 
About  50  commented  upon  the  difficulty  which  they  had  experienced  in  doing 
laboratory  work  on  qualitative  analysis  in  the  second  semester,   while  the 
lectures  continued  on  general  chemistry. 

9.  Digressions  were  the  subject  of  the  ninth  question,  which  consisted  of  three  parts: 

The  estimate  by  118  students  of  time  spent  by  the  lecturer  in  digressions  varies 

from  a  few  minutes  to  a  half  hour  with  an  average  estimate  of  one-ninth  the 

time. 
Of  127  students  who  comment  upon  the  frequency  of  digressions  84  claimed  -that 

they  were  of  frequent  occurrence. 
43  that  they  were  infrequent. 
Of  143  answers  all  but  19,  or  124,  expressed  the  belief  that  the  digressions  were 

valuable. 

Digressions   in   elementary   chemistry   lectures. 

During  the  summer  session,  the  survey  observer,  himself  a  teacher  of  chemistry,  noted 
many  digressions  and  was  told  that  during  the  regular  year  digressions  were  more  numerous 
and  more  extended.  One  student,  who  asked  the  privilege  of  reporting  confidentially 
to  the  survey,  complained  that  much  time  was  wasted  by  digressions.  For  these  reasons 
the  following  questions  were  asked  last  year's  students  in  elementary  chemistry,  as  coverea 
in  the  summary  of  answers  to  question  9  above: 

In  your  experience,  about  what  il  any  percentage  of  lecture  time  was  given  to  digres- 
sions, analogies,  general  applications  which  neither  the  lecture  itself  nor  your 
other  work  in  chemistry  enabled  you  to  relate  intelligibly  to  the  main  subject  of 
the  lecture?  Were  such  digressions  frequent  or  infrequent?  If  there  were  such 
digressions  but  involving  widely  differing  amounts  of  time  in  dilTerent  lectures, 
W'ill  you  please  indicate  the  range  of  variation  and  if  |K)ssible  cite  particular  lec- 
tures which  you  remember.  If  you  feel  that  the  digression  was  worth  while  to 
you,  although  seemingly  more  applicable  to  other  courses  than  chemistry,  will 
you  frankly  indicate  that  fact  also? 

Students'  judgment  as  to  digressions  varied  as  much  as  their  judgment  as  to  the  relative 
value  of  lecture,  quiz,  and  laboratory.  These  differences  again  emphasize  the  importance 
of  an  administrative  method  which  will  ascertain  in  the  progress  of  courses  which  if  any 
students  are  not  profiting  from  laboratory  work,  or  enjoy  so  much  the  lecture  work  that 
they  are  under  the  impression  that  it  is  of  vastly  greater  importance  to  them  than  either 
quiz  or  laboratory  work. 

These  differences  raise  also  the  question  whether  the  university,  especially  a  division 
of  the  university  such  as  the  course  in  chemistry  or  the  course  in  commerce  or  the  course 
in  journalism,  should  take  steps  to  ascertain  why  students  are  taking  courses,  which  if 
any  students  are  out  of  sympathy  with  the  manner  in  which  any  part  of  a  course  is  given, 
and  whether  lack  of  sympathy  is  the  student's  fault  or  the  fault  of  the  course. 

Ten    students'    comments    upon    digression. 

Among  the  topics  listed  under  digressions  by  the  students  are: 

green  caps  bathing  dissipation 

sail  boats  hazing  needs  of  the  university 

patriotism  politics  women's  dress 

symbolism  of  Christmas 
497 

SuH.— 32 


University  Survey  Report 

Ten  typical  comments  are  quoted: 

1.  I  would  estimate  that  in  the  lectures  about  ten  percent  of  the  time  was  spent  in 

digressions.  These  digressions  were  in  the  nature  of  discussions  on  industrial 
enterprises  (closely  related  to  principles  of  chemistry  involved)  and  opinions  on 
matters  of  student  life,  student  conduct,  and  talks  on  morals  and  sometimes 
religion.  Personally  I  consider  that  I  have  derived  more  benefit  from  these  fre- 
quent digressions  than  from  the  technical  information  in  chemistry  (all  of  which 
could  be  studied  direct  from  the  textbook).  I  think  that  I  shall  always  remember 
the  hours  spent  in  Prof.  's  lecture  room  as  among  the  pleasantest  and 

most   profitable   in   my   college   years. 

2.  Little  time  was  given  to  digressions  except  when  practical  hints  about  the  appli- 

cation of  the  chemical  principle  under  discussion  were  thrown  out.  These  sug- 
gestions led  us  to  feel  that  chemistry  was  more  to  us  than  just  a  study  for  chemists 
in  a  laboratory,  that  our  whole  environment  was  one  huge  chemical  laboratory. 
In  not  more. than  ten  lectures  during  the  year,  digressions  entered  not  connected 
with  chemistry.  The  time  was  ripe  for  these  talks  and  they  came  in  a  way  that 
made  those  concerned  think.  In  some  cases  the  lack  of  the  talk  would  never  have 
been  felt.  In  some  cases  the  talks  were  much  needed  little  sermons,  not  supplied 
by  any  agent  in  the  university. 

3.  I  want  to  say  that  I  got  more  material  and  moral  benefit  "out  of  those  digressions 

than  all  the  chemistry  you  could  stuff  into  me  in  double  the  time.  I  never  re- 
ceived any  such  digressions  in  any  of  the  other  departments  of  the  university, 
but  I  think  that  some  of  these  talks  sink  deeper  than  most  of  the  lectures.  All 
I  say  is  that  a  little  of  it  helps. 

4.  All  the  digressions  that  I  remember  seemed  to  me  to  be  worth  while,  because  they 

either  added  interest  to  the  lectures — thus  helping  us  to  keep  closer  attention 
and  remember  more — or  they  were  in  the  form  of  good,  sound  advice. 

5.  The  infrequent  digressions  were  justifiable  and  meant  more  to  me  than  much  of 

the  subject  matter  itself.  Personally  I  feel  that  chemistry  was  the  most  useless 
and  the  most  expensive  study  of  the  year.  And  even  now  I  am  not  rid  of  the 
subject,  but  must  work  over  some  qualitative  analysis,  which  by  the  way  will 
be  as  useful  to  me  as  Chinese  slang.  I  do  not  need  it  and  do  not  want  it,  yet  it 
is  made  a  compulsory  subject  so  I  must  take  it  irrespective  of  the  time  w'asled,  etc. 

6.  It  is  common  talk  and  knowledge  among  my  classmates,  among  older  students  and 

among  younger  ones  that  's  lectures  are  about  two-thirds  waste  of  time. 

When  he  talks  chemistry  it  is  usually  helpful.  The  digressions  in  chemistry 
I  lectures  were  often  valuable  as  well  as  amusing.  Many  fellows  needed  lectures 
on  dissipation,  on  smoking  cigarettes,  and  boozing  so  much;  they  needed  a  few  ideas 
on  how  to  dress,  so  did  the  girls;  they  needed  some  good  ideas  on  politics,  a  sermon 
from  the  Bible;  the  medics  needed  advice  on  how  to  treat  a  dead  body;  and  I 
will  say  that  knowledge  we  received  on  management  of  the  university,  the  need 
of  boys'  dormitories,  and  decent  eating  quarters  for  the  common  student,   and 

's  earnest   and  fearless  fight  for   these   things  were   good  and   heartily 

agreed  to,  especially  by  those  of  us  who  suffered  for  real  food  and  homelike  lodging 
while  struggling  for  an  education. 

7.  Such  digressions  were  frequent.     They  were  not  of  value  to  me,  though  I'll  admit 

they  were  amusing.  They  no  doubt  were  of  value  as  well  as  highly  amusing 
to  a  large  part  of  the  class,  but  to  me,  who  am  older — 28 — they  were  valueless 
digressions. 

8.  Too  much  time  is  wasted  urging  young  men  towards  higher  politics  and  in  talking 

of  religion. 

9.  About  60%  of  the  lectures  were  given  to  these  things.     The  digressions  were  fre- 

quent— were  chiefly  on  socialistic  subjects  and  were  more  applicable  to  a  course 
in  economics.  Examples  of  digressions  follow^:  evils  of  the  bar  room,  evils  of 
fussing,  etc. 

10.  I  think  that  some  of  the  digressions  w^ere  well  worth  while,  and  I  am  sure  that 
most  of  them  were  amusing,  but  the  greater  percentage  had  no  bearing  on  chem- 
istry, but  were  supposed  to  be  talks  such  as  a  university  student  should  have 
received  at  home  before  coming  to  Wisconsin.  I  do  not  believe  that  a  university 
professor  should  place  the  value  of  an  entire  half  of  one  period  in  order  to  tell 
his  students  that  smoking  is  injurious     ...     I  have  heard  my  classmates  say 

very  often,  "We  will  go  to 's  lecture  not  because  we  get  anything  out 

of  it,  but  because  we  like  to  hear  him  talk" 

The  questions  here  raised  and  the  suggestions  found  in  the  above  summary  of  181  students' 
answers,  are  fundamental  and  worthy  of  consideration,  no  matter  how  few  make  the  same 
suggestion. 

Faculty   comment    on    elementary    chemistry    course. 

Criticism  of  the  elementary  chemistry  course  has  come  to  the  survey  from  the  medical 
department  and  from  the  chemistry  department.  From  within  the  chemistry  faculty 
itself,    came    the    following   statement: 

498 


Exhibit  14 

1  am  very  murh  interested  in  the  teaching  of  elementary  chemistry.  For  one  thing 
I  have  to  depend  on  the  eflicacy  of  that  teac-hing  for  the  ground  work  of  my  own 
course.  The  men  do  not  seem  to  me  to  l^e  so  well  prei)ared  as  they  should  be. 
I  believe  they  could  be  better  prepared  in  the  same  time  and  with  the  same  efTort. 
The  course  in  general  chemistry  consists  of  laboratory  and  lectures.  I  have 
nothing  but  praise  for  the  laboratory  instruction.  The  lectures  I  believe  are 
almost  worthless  to  the  majority  of  the  class.  They  are  not  correlated  with  the 
laboratory  work,  they  are  given  to  classes  so  large  that  those  in  the  rear  cannot 
begin  to  see  and  understand  the  demonstrations,  and  they  are  frequently  on  sub- 
jects very  far  afield  from  chemistry.  From  information  from  a  great  many  sources 
I  feel  confident  in  saying  that  nearly  a  quarter  of  the  time  of  the  class  is  spent  on 
foreign  subjects — ethics,  morals,  manners,  music  and  poetry,  etc.  The  big  lecture 
course  should  be  either  abolished  or  cut  down  to  twice  a  week — the  less  the  better. 
A  lecture  course  is  seldom  of  value  in  teaching  the  elements  of  a  subject: — at 
least  that  is  my  opinion  and  in  it  I  know  I  am  in  agreement  with  those  members 
of  the  chemistry  staff  who  are  doing  the  real  instruction,  men  like  Dr.  A,  B,  C. 
D,  etc. 

As  some  of  these  men  have  suggested,  break  up  the  big  lecture  grou|)  into  smaller 
groups  of  twenty-five  or  thirty  men.  Spend  the  hour  now  devoted  to  chemistry 
lecture  in  a  mixture  of  lecture,  conference,  quiz;  more  informal,  more  intimately 
in  touch  with  the  subject;  less  distracted  by  outside  subjects  and  their  consequent 
trains  of  thought.  The  essential  experiments  could  be  performed  by  the  instructor 
on  a  smaller  scale,  explaining,  quizzing,  repeating  during  the  performance.  The 
point  could  be  made  perfectly  clear  to  every  one  before  the  next  step  was  taken 
up.  It  is  vastly  different  holding  the  close  attention  of  2,")  men  and  oOO.  It  is 
even  more  dif!lcult  to  instruct  500  men  by  lecture  and  demonstration.  A  general 
lecture  course  such  as  is  given  by  the  director  has  its  place  in  a  university.  It 
should  be  elective,  taken  by  those  who  want  a  taste  of  the  subject  for  general 
culture,  and  who  do  not  object  to  time  taken  from  the  subject  at  hand  for  excur- 
sions into  other  fields.  These  lectures  are  interesting  and  valuable  without  a 
doubt.  But  they  should  not  be  given  to  students  who  need  chemical  training 
for  their  future  work.  For  such  men  a  more  rigorous  type  of  instruction  is  neces- 
sary. They  are  expected  to  have  some  considerable  chemical  knowledge  as  a 
tool  for  more  advanced  work.  It  is  my  contention  that  these  lectures  cannot 
supply  such  tools  to  the  average  freshman. 

The  contention  of  this  faculty  member  that  the  colleagues  specified  in  his  letter  agree 
with  the  position  above  stated  as  to  the  elementary  course  as  now  given,  the  surs-ey  has 
not  tested  by  interviews  with  these  other  faculty  members. 

Examination  of  the  blue  books,  however,  has  shown  that  large  numbers  of  students 
have  not  made  the  thorough  digest  of  information  given  during  their  course  which  may 
reasonably  be  expected  from  a  course  like  chemistry  in  which  students  receive  not  only 
three  lectures  a  w-eek  but  in  addition  a  supposedly  great  amount  of  personal  attention 
through  quiz  and  lecture,  besides  their  own  study  of  a  textbook.  Principles,  methods 
and  processes  have  not  been  mastered  sufficiently  by  many  of  the  students  who  receive 
the  highest  marks,  when  measured  by  the  textbook  they  study,  the  lectures  they  hear, 
the  quizzes  they  attend  and  the  examinations  they  are  given. 


Is  too  much  ground  covered  in  elementary  chemistry? 

Where  31.5%  of  a  class  fail  in  a  final  examination,  as  they  did  in  .lune  191  1.  (not  including 
17  who  dropped  out  during  the  second  semester)  there  may  be  several  reasons. 
The  reason  should  be  investigated  to  determine  whether  it  is: 

1.  Low  mentality  among  students  or  inadequate  preparation  for  study.^ 

2.  Low  degree  of  application  among  students. 

3.  Inadequate  laboratory  and  lecture  room  equipment. 

4.  Inefficient  teaching. 

5.  Pace  set  for  students  of  high  ability  beyond  students  of  medium  ability. 

6.  Attempt  made  to  cover  too  much  ground. 

That  the  reason  for  a  high  proportion  of  failures  in  elementary  chemistry  is  neither  low 
mentality  among  students  nor  inadequate  equipment,  the  university  would  probably  main- 
tain. Any  student  who  is  able  to  prove  to  the  university  that  he  can  take  any  course  has 
presumably  mentality  equal  to  a  course  in  elementary  chemistry.  The  equipment  and 
facilities  of  the  chemistry  laboratories  are  unquestionably   excellent. 

Of  the  six  possible  causes  of  the  high  projiorlion  of  failures — over  12  times  that  of  the 
Dearborn  standard,  which  has  been  circulated  by  the  university  as  representing  the  normal 
proportion  of  failures  (Exhibit  13) — failure  of  students  to  apply  themselves  is  mentioned 
by  the  department  itself  as  one  cause;  that  inefficient  teaching  is  partly  responsible, 
the  department  itself  has  suggested;  that  loo  fast  a  pace  is  set  and  that  too  much  is 
attempted  are  two  other  contributary  causes. 

499 


University  Survkv  Report 

Qualitative  analysis  occupies  laboratory  time  during  the  second  semester.  At  the  same 
time  the  lectures  in  general  chemistry  continue  three  times  a  week.  A  divided  interest 
thus  confuses  the  student.  All  his  laboratory  time  and  all  his  quiz  time  must  go  to  qualita- 
tive analysis,  while  all  his  lecture  time  goes  to  general  chemistry. 

The  result  is  one  of  the  three  following  or  a  combination: 

1.  The  student  neglects  to  study  his  general  chemistry  and  thus  loses  ground. 

2.  The  student  tries  to  study  general  chemistry  and  takes  more  time  than  he  is  given 

credit  for,  which  time  must  come  either  from  the  laboratory  and  quiz  work  in  quali- 
tative analysis  or  from  other  subjects. 

3.  The  student  tries  to  straddle  and  does  unsatisfactory  and  superficial  work  in  both 

fields. 

Students  who  are  slow  in  their  laboratory  work  maintain  that  they  are  unable  to  com- 
plete the  work  in  qualitative  analysis  early  enough  before  the  end  of  the  second  semester 
to  have  time  for  the  complete  analysis  of  a  sufficient  number  of  samples  of  chemical  com- 
pounds, although  the  actual  analysis  is  what  really  fixes  the  method  of  analysis  and  is  in- 
dispensable to  thorough  knowledge. 

Alternative  suggestions   for  elementary   chemistry. 

1.  That  if  lectures  are  to  continue  in  elementary  chemistry  during  the  second  semester, 

the  laboratory  and  quiz  work  also  continue  in  general  chemistry,  thus  contributing 
to  a  broad  foundation. 

2.  That  if  qualitative  analysis  be  retained  for  laboratory  and  quiz  work  during  the 

second  semester  at  least  one  hour  be  taken  from  the  present  three  hours  of  lecture 
and  added  to  the  present  one  hour  of  quiz  work. 

3.  That  if  only  two  hours  of  lectures  be  given,  one-half  the  time  be  given  to  elaboration 

of  some  of  the  present  digressions,  such  as  industrial  chemistry  or  chemistry  as 
used  by  health  departments  and  hospitals,  so  as  to  qive  to  qualitative  analysis 
work  an  illumination  by  the  professor  in  charge  in  addition  to  cjuiz  and  laboratory 
attention  of  assistants. 

4.  That  whether  or  not  qualitative  analysis  is  eliminated  from  the  general  chemistry 

course,  the  number  of  lecture  hours  be  reduced  from  three  to  two,  and  time  taken 
from  lectures  be  given  through  quiz  to  insuring  a  firm  grip  by  students  on  the 
elements   of   the  subject. 

5.  That  for  students  who  are  planning  to  make  vocational  use  of  chemistry  the  uni- 

versity consider  substituting  small  classes  and  the  combination  of  lecture,  recita- 
tion, quiz  for  the  present  class  of  over  500. 

6.  That    for    students    who  want  what  the  above  quoted  member  of  the  chemistry 

department  speaks  of  as  "a  taste  of  the  subject  for  general  culture",  a  special 
course  of  general  lectures  be  given,  similar  to  the  general  information  courses 
now  given  by  other  departments  of  letters  and  science. 

7.  That  of  all  students  who  wish  to  make  vocational  use  of  chemistry  a  rigid  standard 

be  recjuired,  such  as  is  recjuired  in  the  business  world,  and  that  instead  of  a  passing 
mark  of  70,  a  passing  mark  of  correct  be  required  before  they  are  permitted  to 
go  on  with  the  laboratory  work,  and  certainly  before  they  are  given  the  certificate 
of  the  course  in  chemistry. 

A  suggestion  for  more  efficient  use  of  laboratory  space. 

So  far  as  chemistry  work  is  concerned  there  is  as  yet  no  pressing  need  for  economy  in  the 
use   of  laboratory   space. 

If,  however,  the  freshmen  classes  in  elementary  chemistry  continue  to  grow  at  their 
present  rate,  and  if  laboratory  space  is  allotted  as  it  is  now  allotted,  the  legislature  of  1917, 
or  certainly  the  legislature  of  1919,  will  be  asked  to  provide  an  addition  to  the  chemistry 
building  or  a  new  building. 

When  such  request  comes,  the  question  of  the  most  economical  way  to  allot  laboratory 
space  will  be  a  question  not  of  a  few  dollars  but  of  $50,000  to  $150,000. 

Such  question  has  already  come  to  the  university  and  has  been  answered  by  the  erection 
of  a  chemical  laboratory  for  the  agricultural  college  without  effort  to  see  whether  the  chemi- 
cal work  lor  the  agricultural  college    could  have  been  done  in  the  chemistry  building. 

A  method  for  increasing  the  useof  floor  space  was  submitted  to  the  university  in  August, 
and  is  here  appended  as  supplement  to  this  section.  This  plan  if  sound  would  increase 
the  use  of  floor  space  in  laboratories  two  and  a  half  times  their  present  use. 

Before  submitting  the  proposal  to  the  university,  the  survey  secured  the  judgment  and 
approval  of  distinguished  administrators  of  chemical  and  physical  laboratories. 

A  chemical  laboratory  very  similar  in  construction  to  the  one  suggested  by  the  survey 
is  in  use  at  the  Municipal  University  of  Akron,  Ohio.  When  this  university  found  itself 
unable  to  provide  space  needed  to  increase  the  laboratory  facilities,  it  placed  a  row  of  lockers 
about  two  feet  wide  between  the  original  desks  which  had  previously  been  placed  about 
eight  feet  apart.     By  this  arrangement  the  original  number  of  lockers  (48)  was  increased 

500 


Exhibit  14 

to  112,  or  133Vo;  and  whereas  originally  18  students  were  using  the  laboratory,  the  head  of 
the  department  states  that  111  students  are  at  present  accommodated.  He  further  told 
the  survey  representative  that  the  plan  is  such  a  success  that  he  proposes  to  equip  all  the 
other  laboratories  in  the  department  in  the  same  way  as  soon  as  more  space  is  needed. 

Summary  of  the   proposal. 

The  proposal  to  economize  in  use  of  space  has  several  i)hases  which  it  is  felt  merit  atten- 
tion: 

1.  The  multiplication  of  the  number  of  lockers  in  the  laboratory. 

2.  Common  use  of  certain  apparatus  by  all  students,  with  either  several  students  using 

one  locker  and  set  of  equipment,  or  a  method  similar  to  that  used  in  advanced 
chemistry  laboratories  or  physics  laboratories  where  the  student  must  obtain 
his  apparatus  at  the  beginning  of  the  period  from  a  supply  table  and  return  the 
same  at  the  end  of  the  period,  or  where  the  apparatus  is  placed  on  the  desks  by 
janitors  before  each  period.  The  essence  of  these  proposals  is  that  locker  facilities 
be  multiplied  by  "cubicles"  stored  around  the  room  at  the  sides,  by  locker  cabinets 
between  rows  oi  desks,  or  by  reducing  the  size  of  the  present  lockers. 
In  support  of  the  first  suggestion  of  cubicles  stored  around  the  room  at  the  sides  is 
cited  an  eastern  college  which  provides  each  student  with  a  light-weight  fibre 
tray  in  which  to  store  apparatus.  These  trays  may  be  carried  from  the  wall 
lockers  to  the  desks  and  deposited  while  in  use  on  shelves  beneath  the  desks.  If 
lined  with  a  thin  sheet  of  lead  they  may  be  rendered  acid-proof,  and  provision 
may  be  easily  made  in  their  construction  for  storing  breakable  glassware  in  such 
a  manner  that  it  will  be  safe.  The  objection  that  such  trays  "cannot  be  used 
by  women  students  because  of  their  weight"  may  be  overcome  by  leaving  out 
of  the  individual  apparatus  set  such  heavy  pieces  as  burners,  stands,  mortars, 
etc.,  equipment  which  may  be  kept  at  all  times  on  the  desks  without  danger  of 
theft  or  breakage.  Or,  again,  the  laboratory  janitor  might  be  employed  to  place 
the  trays  at  their  proper  places  before  the  beginning  of  each  period. 

3.  The  use  of  locker  cabinets,  alternating  with  chemical  desks,  may  serve  as  another 

means  of  increasing  the  locker  capacity  of  the  laboratory.  The  objection  to  the 
height  of  these  on  the  ground  that  it  interferes  with  supervision  may  be  met  by 
reducing  this  dimension  or  by  making  the  cabinet  serve  as  a  skeleton  rack  for 
holding  the  trays  as  mentioned  above. 

4.  The  third  means  is  to  limit  the  amount  of  apparatus  the  student  considers  his  own 

to  those  breakables  that  are  in  constant  use.  As  mentioned  above,  much  of  the 
apparatus  may  be  considered  common  property  of  the  desk  on  which  it  is  always 
left.  If,  then,  special  apparatus  such  as  retorts,  etc.,  are  not  given  to  the  students 
until  the  day  he  needs  them,  his  own  apparatus  can  be  stored  in  a  locker  much 
smaller  than  those  now  used,  so  that  more  lockers  can  be  placed  under  each  desk 
than  at  present. 

5.  The  system  of  requiring  two  students  to  use  the  same  locker  and  contents  has  been 

opposed  by  many  people  having  charge  of  laboratories,  on  the  ground  that  trouble 
arises  between  locker  partners  in  adjusting  damages  and  keeping  apparatus  clean. 
Whether  or  not  a  trifling  matter  like  this  should  require  the  university  to  double 
its  equipment  is  a  matter  that  should  receive  careful  attention.  The  survey 
recommends  that  a  few  minutes' instruction  be  given  to  the  students  in  the  ethics 
of  joint  usage  of  equipment  before  each  laboratory  period  if  necessary,  or  that 
a  system  of  fines  be  used  to  regulate  student  difficulties. 

6.  A  method  used  by  another  eastern  university  eliminates  the  laboratory  problem 

in  another  manner.  Here  the  apparatus  is  stored  in  quantities  on  side  tables. 
When  a  student  needs  a  certain  piece  he  helps  himself,  breiikage  being  covered 
by  a  blanket  laboratory  fee.  A  suggestion  along  the  same  line  is  to  enlarge  the 
present  laboratory  table  top  somewhat,  even  at  the  expense  of  putting  fewer 
tables  in  the  room.  On  the  increased  table  area  could  be  continuously  stored 
all  apparatus  used. 

How    the    proposal    was    received. 

Although  the  suggestions  were  presented  at  the  time  tentatively;  although  it  was  made 
clear  that  an  amount  of  money  was  at  stake  equivalent  to  two  and  one-half  times  the  value 
of  space  now  reserved  for  chemical  laboratories;  although  the  present  use  of  laboratory 
space  is  extremely  expensive  and  admittedly  expensive,  the  suggestion  was  received  as 
follows : 

1.  The  director  of  the  course  of  chemistry  first  wrote  that  the  department's  experience 
with  the  method  suggested  "has  not  been  such  as  to  make  it  desirable  to  adopt 
it  to  the  exclusion  of  what  they  consider  somethimj  belter."  The  method  pre- 
sented had  never  been  tried  by  the  Department  of  Chemistry  at  the  University 
of  Wisconsin.  Upon  investigation  the  survey  was  unable  to  find  that  the  method 
suggested  had  ever  been  tried  in  the  other  places  mentioned  by  the  director. 

r)01 


University  Survey  Report 

2.  The  director  of  the  course  in  chemistry  wrote  to  the  business  manager  of  the  uni- 
versity that  the  proposal  had  emanated  from  an  engineering  student  who  grad- 
uatedin  1914  and  that  "it  is  a  pity"  that  the  matter  "be  permitted  to  take  up 
the  time"  of  the  business  manager  of  the  uni\ersity  and  the  members  of  the  in- 
structional force. 

As  already  noted  a  very  similar  plan  is  in  successful  operation  at  the  Municipal  Uni- 
versity of  Akron,  Ohio.     Akron  was  not  among  the  places  mentioned  by  the  director. 

It  is  recommended  that  the  Board  of  Regents  call  for  a  thorough  investigation  not  of 
what  this  or  that  instructor  may  think  or  may  feel  or  may  want,  but  of  what  the  actual 
measurements  and  tests  show  as  to  the  feasibility  of  securing  from  laboratory  space  from 
two  to  two  and  a  half  times  the  present  rate  of  use,  by  the  adoption  of  suggestions  in  the 
general  direction  of  those  above  summarized  and  of  the  laboratory  plan  explained  in  detail 
in  the  supplement  to  this  section. 

SUPPLEMENT  TO  EXHIBIT  14. 

Because  two  or  more  students  working  at  different  times  can  without  inconvenience 
use  the  same  chemistry  laboratory  table,  one  obvious  way  to  increase  the  use  of  laboratory 
space  is  to  increase  the  locker  facilities.  This  has  been  accomplished  in  some  instances 
by  placing  small  box  lockers  along  the  sides  of  the  laboratory,  which  may  be  carried  by 
the  student  to  his  table.  The  objections  to  thrs  arrangement  are  the  increased  liability 
of  spilling  liquids  and  of  breaking  apparatus,  and  the  fact  that  the  weight  of  the  boxes 
forbids  their  use  by  women  students.  Another  plan  is  to  provide  stationary  lockers  around 
the  walls  of  the  laboratory.  This  presents  the  inconvenience  and  loss  of  time  occasioned 
by  carrying  apparatus  to  and  from  the  lockers. 

The  plan  here  proposed  presents  none  of  these  disadvantages.  A  laboratory  room  (42'x34') 
is  represented  in  figure  1,  holding  96  lockers  accommodating  two  sections  of  482students. 


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each.  The  tables  in  this  room  are  of  popular  dimensions — four  feet  wide,  spaced  at  con- 
venient working  distance  from  walls  and  other  tables,  containing  lockers  that  are  two  feet 
square  and  22  inches  deep.  Over  each  locker  are  two  drawers,  each  six  inches  deep.  Assum- 
ing (1)  that  each  student  is  required  to  take  eight  hours  of  laboratory  work  a  week,  and  (2) 
that  the  week  is  made  up  of  five  eight  hour  days  and  a  four  hour  Saturday  (44  hours),  the 
maximum  use  of  this  laboratory  is  16  hours  a  week,  or  36.4%  of  the  week's  time. 

Figure  2  shows  a  chemical  laboratory  provided  with  a  series  of  lockers  alternating  with 
tables.  Using  these  locker  cabinets  with  two  or  three  lockers  per  single  locker  frontage 
of  table  would  greatly  increase  the  possible  number  of  students  who  can  use  the  laboratory. 
Figure  2  should  be  considered  in  connection  with  Fiaure  3. 

502 


P2XH1BIT  14 


Fic?  Z^ 


The  room  here  sketched  is  of  the  same  size  as  thai  shown  in  figure  1,  and  the  tables  are 
of  the  same  dimensions.  TheU)cker  cabinets  (figure  4)  are  four  feel  wide  and.  as  here  pic- 
tured, are  five  feet  high  with  Iwo  rows  of  lockers  and  two  rows  of  six  inch  drawers.  The 
lockers  are  two  feet  in  each  dimension.  The  distance  between  table  and  cabinet  is  three 
feet,  allowing  ample  aisle  space,  not  too  wide  for  convenience  in  carrying  apparatus  from 
table  to  locker. 

In  the  laboratory  room  in  figure  3  there  can  now  be  only  three  tables  instead  of  four 
(figure  1).     The  locker  accommodations  have  been  increased  from  96  to  216,  while  the 


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University  Survey  Report 

capacity  at  any  given  lime  has  been  reduced  from  48  to  i56.  But  instead  of  accommodating 
two  sections  of  students  the  laboratory  can  now  accommodate  six,  or  it  can  be  used  every 
hour  of  the  day  during  the  entire  week.  The  use  efficiency,  then,  leased  on  its  former  capa- 
city is  75%.  While  its  capacity  has  dropped  to  75%  of  what  it  was  before,  actual  use  of 
the  room  has  increased  from  36.4%  to  100%  due  the  increased  number  of  lockers. 

On  a  basis  of  eight  hours  per  week  per  section,  five  different  sections  would  use  up  40 
out  of  the  possible  41  hours  weekly  use  of  the  laboratory — the  sixth  section  would  have 
to  be  in  some  shorter  laboratory  course  in  order  to  obtain  maximum  efficiency  out  of  the 
laboratory  here  described. 


F/9r     ^ 


If  such  a  laboratory  were  used  for  a  course  in  elementary  chemistry  the  increase  in  eff- 
riency  would  be  much  greater  for  such  a  course  usually  requires  six,  instead  of  eight,  hours 
work  per  week  per  section.  On  the  basis  of  six  hours  of  laboratory  work  a  week  and  of  a 
44  hour  week,  a  laboratory  of  the  type  of  figure  1  accommodating  96  students  in  two  sections 
of  48  students  each,  would  be  used  only  27.3%  of  the  time.  For  this  elementary  work 
the  cabinets  might  be  made  six  feet  high,  contain  three  rows  of  lockers,  the  drawers  dispensed 
with  and  the  shelf  space  inside  the  lockers  used  as  a  substitute. 

The  reconstructed  laboratory  will  now  accommodate  eight  sections.  A  six  hour  labora- 
tory basis  would  call  for  48  hours  a  week,  so  that  the  time  limit  of  44  hours  would  reduce 
the  number  of  sections  to  seven,  where  before  the  room  acommodated  only  twou  i.  e., 
while  the  sections  are  reduced  in  size,  because  of  the  increased  number  of  sections  the  re- 
constructed laboratory  will  accommodate  252  students  a  week,  whereas  only  96  are  accom- 
modated in  the  original  plan.  In  other  words,  the  possible  number  of  students  using  the  labor- 
atory has  been  increased  2.73  times — to  take  care  of  the  work  of  these  252  students  under 
the  old  plan  would  require  a  room  2.73  times  as  large  as  the  one  here  considered. 

There  are  other  advantages  in  the  plan  here  described.  Cost  of  equipment  could  be 
reduced:  laboratory  tables  fitted  with  hoods,  gas,  water  and  drain  connections  together 
with  the  shelf  of  chemical  reagents  are  costly.  By  fitting  a  laboratory  with  additional 
lockers  in  the  manner  described,  calculations  show  that  by  the  addition  of  three  cabinets 
comparatively  inexpensive,  three  tables  may  be  made  to  do  the  work  of  10. 

Another  advantage  is  the  comparative  isolation  of  groups  of  students.  This  would  lessen 
the  opportunities  for  conversation  and  thus  reduce  the  noise  and  confusion  in  the  room. 

Many  other  modifications  will  suggest  themselves  when  the  plan  here  outlined  is  adapted 
to  individual  working  conditions — such,  for  example,  as  using  every  fourth  or  sixth  locker 
space  for  a  set  of  drawers,  providing  drawers  for  condensers  that  run  the  full  width  of  the 
cabinet,  increasing  the  aisle  space  and  decreasing  the  height  of  cabinets  to  the  same  level 
as  the  table  or  in  other  ways  changing  tbe  dimensions  set  up  in  the  examples  given.  This 
plan  may  also  be  combined  to  advantage  with  the  other  suggestions  in  this  exhibit. 


504 


ExiilBIT    14 

UNIVERSITY     COMMENT     ON     ALLEN     EXHIBir     11     (AND    SUPPLEMENT). 

ENTITLED 

"ELEMENTARY   CHEMISTRY;    IM  BLUE  BOOKS;  GI^\D1NG;  COMMENTS  BY 
STUDENTS;  SUGGESTED  INCREASE  IN  USE  OE  LABORATORY  SPACE" 

Course  in  Chemistry  and   Depajt  nienl   of  Chemistry. 

The  first  two  pages  of  "Flxhiljit  M"  show  that  Mr.  Allen  does  not  understand  the  funda- 
mental difference  that  exists  between  the  course  in  chemistry  and  the  department  of  chemistry 
as  at  present  organized,  for  he  quotes  from  the  University  catalogue  what  relates  to  the 
course  in  chemistry  and  then  applies  it  to  the  department  of  chemistry. 

The  course  in  chemistry  was  organized  in  1908  for  the  sole  purjjose  of  training  professional 
ch<;mists.  Since  its  organization,  this  course  has  enjoyed  a  steady  growth.  The  catalogue 
of  1913-1 1  shows  that  there  were  73  students  in  this  course,  and  that  15  graduated  from 
the  course,  receiving  the  bachelor  of  science  degree.  This  is  a  good  showing.  In  fact  the 
number  of  students  in  this  course  and  the  number  graduated  from  it  have  exceeded  the 
sanguine  expectations  entertained  by  the  faculty  and  the  regents  when  they  established 
the  course.  That  the  graduates  of  the  course  have  readily  secured  positions,  and  that 
the  demand  for  these  graduates  has  up  to  the  time  of  the  recent  general  business  depression 
exceeded  the  supply,  speaks  well  for  the  work  of  the  University,  for  it  should  be  observed 
in  this  connection  that  only  a  portion  of  the  work  of  the  course  in  chemistry  is  done  in  the 
department  of  chemistry,  as  a  reference  to  pages  302-307  of  the  catalogue  of  1913-1 1  will 
show. 

The  department  of  chemistry  is  indeed  one  of  the  largest  in  the  University  (see  catalogue 
pages  115-159).  The  reason  is  that  chemistry  is  a  basal  science,  and  that  students  of  agri- 
culture, engineering,  medicine,  pharmacy,  and  the  natural  sciences  and  their  various  ajjpii- 
cations,  as  well  as  the  special  students  in  the  course  in  chemistry,  must  necessarily  have  a 
fundamental  knowledge  of  chemistry.  This  is  given  primarily  in  the  work  of  the  first 
year  of  the  department  of  chemistry.  For  most  of  the  students,  a  year  of  chemistry  suffices. 
Others  need  a  year  and  a  half  or  two  years  of  chemistry;  but  only  those  that  require  more 
highly  specialized  knowledge  of  the  subject  go  on  with  the  work  of  the  third  and  fourth 
years  or  with  graduate  work.  This  readily  accounts  for  the  fact  that  though  the  depart- 
ment of  chemistry  has  a  large  number  of  students,  the  numbers  in  the  upper  classes  and 
also  the  number  of  higher  degrees  granted  appear  relatively  small.  Moreover,  it  should 
be  kept  in  mind  that  by  no  means  all  of  the  higher  work  in  chemistry  is  done  in  the  depart- 
ment of  chemistr>%  for  the  department  of  chemical  engineering,  the  department  of  agri- 
cultural chemistry,  the  department  of  soils,  the  department  of  pharmacy,  and  the  depart- 
ment of  physiological  chemistry  also  give  higher  courses  in  chemistry,  for  which  the  pre- 
liminary basal  work  is  done  in  the  department  of  chemistry.  These  facts  have  long  been 
known  to  the  administrative  officers  and  regents  of  the  University,  and  hence  scarcely 
merit  investigation  by  them  as  Mr.  Allen  suggests. 

Term  marks  in  chemistry  courses 

Each  course  in  the  department  of  chemistry  is  in  charge  of  a  man  of  i)rofessorial  rank, 
who  chooses  his  own  method  of  marking.  Hence  the  divergence  noted  by  Mr.  .Mien  in 
the  difTerent  courses.  Assistants  do  not  fix  term  marks,  hence  the  opinions  they  gave  in 
answer  to  the  Allen  questionnaire  must  be  weighed  accordingly.  That  the  personal  judg- 
ment of  the  professor  enters  into  the  final  mark  given  the  student  for  the  term's  work  is 
true,  and  every  experienced  teacher  will  recognize  that  this  is  as  it  should  be. 

.4<ljustnient  of  final  <irades  tested 

The  quotation  made  under  this  ca{)tion  from  a  communication  of  the  director  ()f  the 
course  in  chemistry  relates  simply  to  the  courses  of  the  first  year,  and  does  not  explain  "the 
department's  principle  of  marking."  At  the  request  of  Mr.  Allen  the  director  of  the  course 
in  chemistry  furnished  the  complete  records  of  a  submitted  list  of  students  as  entered  on 
the  records  "of  the  department  of  chemistry.  Of  these  Mr.  .Mien  cites  six  cases  in  full,  and 
ofTers  comments  on  four  additional  ones.  Before  entering  u|)on  this.  Mr.  .Mien  says:  "If 
it  be  suggested  that  marks  are  deadening  and  mechanical  and  have  no  significance,  it  should 
be  remembered  that  the  basis  of  marking  is  that  defined  by  the  department  itself  and  that 
the  degree  of  allowance  which  should  be  made  because  of  student's  attitude,  is  indicated 
by  comments."  Now  in  transmitting  these  marks  to  Mr.  .\llen,  the  director  of  the  course 
in  chemistry  states  as  follows  (and  this  is  quoted  verbatim  in  Exhibit  1  I  of  the  .\llen  Report) : 
"The  mid-semester  rating  is  based  on  the  first  figures  of  oral,  written,  quiz  and  laboratory 

505 


University  Survey  Report 

work.  In  fixing  the  mid-semester  rating  and  also  in  determining  the  final  grade,  the  pro- 
lessor  and  the  individnal  instructor  of  the  student  decide  what  the  mark  is  to  be;  in  doing 
so  they  have  the  complete  record  before  them,  and  they  also  take  into  consideration  the 
attitude  which  the  student  has  shown  toward  the  work  during  the  semester." 

The  "comments"  transcribed  from  the  records  generally  relate  to  the  work  of  the  student 
in  the  early  part  of  the  semester,  and  these  by  no  means  form  the  only  or  even  the  major 
part  of  what  enters  into  consideration  in  determining  the  student's  attitude  toward  his 
work.  As  just  stated,  the  student's  individual  instructor,  who  knows  him  well  personally, 
is  the  vital  factor  in  determining  tliis  altitude  in  consultation  with  the  professor.  Taking 
this  into  consideration,  the  fact  that  some  students  who  are  backward  because  of  lack  of 
ability  or  lack  of  application,  and  who  are  at  a  disadvantage  in  an  examination  (which 
means  work  under  pressure)  are  yet,  through  the  efficient  pedagogical  work  of  the  depart- 
ment, brought  to  the  point  where  they  can  conscientiously  be  given  a  fair  passing  grade, 
speaks  well  for  the  work  of  the  department  and  not  otherwise,  as  Mr.  Allen  seeks  to  intimate. 

In  fixing  the  final  grade  of  a  student,  the  latter  is  always  given  the  benefit  of  any  doubt 
that  may  exist  concerning  his  work.  This  is  an  unvarying  rule,  which  was  also  brought 
to  the  attention  of  Mr.  Allen.  It  furthermore  accounts  for  the  fact  that  the  final  grades 
given  to  the  ten  students  cited  by  Mr.  Allen  lie  somewhat  above  the  regular  mathematical 
averages  computed  from  their  marks,  including  the  examination. 

The  records  of  Chemistry  I  are  more  complete  than  records  of  this  kind  usually  are.  These 
records  have  frequently  been  inspected  by  members  of  the  Board  of  Visitors  of  the  University 
as  well  as  by  parents  of  members  of  the  class.  In  all  cases  they  have  given  nothing  but 
favorable  comment  on  the  method  adopted  in  keeping  such  records  and  grading  the  students. 
Mr.  Allen,  on  the  other  hand,  has  not  inspected  the  records  or  the  manner  in  which  they  are 
kept,  neither  have  any  of  his  assistants  done  so;  nevertheless  he  presumes  to  offer  comments 
on  how  the  work  ought  to  be  done. 

Instances  of  marks  too  high  for  answer 

Mr.  Allen  states  in  effect  that  answers  to  questions  in  chemistry  are  either  entirely  right 
or  entirely  wrong.  This  is  by  no  means  always  the  case,  as  every  one  who  is  really  conver- 
sant with  the  subject  of  chemistry  will  recognize.  It  is  not  the  purpose  to  take  up  here  the 
facetious  remarks  in  which  Mr.  Allen  indulges  under  this  heading.  Suffice  it  to  say  that 
even  if  the  four  cases  cited  by  Mr.  Allen  as  instances  in  which  the  paper  was  marked  too 
high  were  conceded  they  would  represent  four  cases  out  of  over  4000  answers  that  wefe 
looked  over  and  gradcci,  which  is  one-tenth  of  one  per  cent  of  the  whole.  The  chemistry 
department  does  not  claim  to  be  infallible  in  marking  examination  papers,  but  it  does  insist 
that  it  always  aims  to  give  the  student  the  benefit  of  the  doubt  in  marking  papers  and  fixing 
grades.  Moreover,  a  careful  study  of  the  examination  papers  will  show  that  the  work  of 
grading  has  been  done  as  carefully  and  conscientiously  as  could  be  expected,  considering 
the  number  of  answers  to  be  graded  and  the  fact  that  the  returns  must  be  in  the  registrar's 
office  within  forty-eight  hours  after  the  examination.  Final  examination  papers  are  not 
returned  to  the  student,  for  this  has  not  been  found  to  be  feasible.  Papers  of  all  other 
written  tests  during  the  semester  are,  however,  returned  to  the  student  together  with  cor- 
rections. Such  papers  are  made  a  special  topic  for  discussion  in  quizzes  and  personal  con- 
ferences with  students. 

Raising  of  marks  upon*  re-reading 

In  accordance  with  the  custom  of  making  sure  that  no  injustice  is  done  a  student  in  grading 
him,  all  examination  papers  marked  below  70  are  re-read  by  the  professor,  and  if  any  paper 
merits  it,  the  mark  is  raised,  so  as  to  give  the  student  the  benefit  of  any  doubt  that  may 
exist.  This  explains  the  facts  which  the  exhibit  points  out  under  the  above  caption.  As 
to  the  merits  of  the  comments  which  Mr.  Allen  makes  under  this  head,  the  reader  may  well  • 
be  left  to  judge. 

How  IRl  students  regarti  «'lementary  ehemistry 

Concerning  this  topic  it  is  to  be  said  that  this  represents  only  about  one-fourth  of  those 
taking  the  subject,  the  total  number  being  706.  No  evidence  has  been  gathered  from  the 
thousands  of  students  who  have  been  members  of  the  class  in  elementary  chemistry  in  recent 
years.  Aside  from  this  observation,  the  replies  gathered  and  arranged  by  Mr.  Allen  may 
speak  for  themselves. 

As  to  the  arrangement  and  correlation  of  lecture,  (}uiz,  and  laboratory  work,  it  should  be 
stated  that  the  lectures  are  given  by  the  professor,  the  class  being  divided  into  two  sections 
for  this  purpose.  For  laboratory  and  quiz  work,  the  entire  class  is  divided  into  sections  of 
about  twenty-five  students  each.'  Each  of  these  sections  is  in  charge  of  an  instructor,  who  has 
immediate  siapervision  of  both  the  laboratory  work  and  the  recitations  of  the  students  in  his 
section.  Weekly  conferences  of  the  instructors  and  the  professor,  together  with  daily  contact 
of  the  professor  with  both  students  and  instructor  in  the  laboratory  insures  close  connection 

506 


I 


Exhibit  14 

and  proper  correlation  of  the  entire  work.  The  quiz  and  laboratory  work  is  also  outlined  and 
directed  by  the  professor  in  charge.  .\s  to  the  work  of  the  second  semester,  it  is  to  be  observed 
that  it  consists  of  lectures  on  the  chemistry  of  the  metals  and  on  qualitative  analysis  also. 
The  laboratory'  work  consists  of  ((ualitalive  analysis,  through  which  the  chemistr>'  of  the 
metals  is  studied  to  best  advantage.  Thus  the  laboratory,  quiz,  and  lecture  work  of  the 
second  semester  are  in  fact  quite  well  correlated,  which  seems  to  have  escaped  Mr.  Allen. 
The  practice  pursued  by  the  department  of  chemistry  in  this  respect  is  not  at  all  unusual, 
being  quite  frequently  that  adopted  by  university  teachers  of  chemistry  in  this  country  and 
abroad. 

As  to  whether  two  or  three  lectures  a  week  are  best  may  well  be  questioned.  As  a  matter  of 
fact,  both  plans  are  actually  in  use  in  the  elementary  work  at  this  time.  The  agricultural 
students  who  take  two  lectures  per  week,  take  two  quizzes  instead  of  one  j)er  week,  the 
laboratory  work  consisting  of  six  hours  per  week  as  before.  This  seems  to  have  been  over- 
looked by  Mr.  Allen.  The  lectures  are  designed  to  give  the  student  general  orientation,  in- 
spiration, and  method  of  approach  and  study  of  the  subject.  To  this  end,  they  are  illustrated 
by  experiments.  The  student  is  asked  to  pay  attention  to  what  is  presented  and  not  to 
write  voluminous  notes.  He  is  directed  to  read  in  connection  with  each  lecture  a  specific 
assignnient  in  the  text-book,  which  is  so  designed  as  to  review  the  subject  matter  of  the 
lecture  and  also  inculcate  additional  matters  of  detail  which  can  best  be  studied  at  home. 


"Digressions" 

The  lecturer  has  always  considered  it  his  duty  as  a  university  teacher  to  develop  the  per- 
sonal character  of  his  students.  To  this  end,  he  has  at  times  indulged  in  what  Mr.  .\llen  calls 
"digressions,"  which  have  generally  been  suggested  by  the  subject  in  hand  or  by  the  char- 
acter of  the  great  scientists  who  developed  chemistry  and  allied  sciences.  .\t  other  times  he 
has  remarked  on  subjects  of  student  interest  and  welfare,  but  that  such  "digressions"  have 
taken  up  much  time  and  have  interfered  in  any  way  with  his  teaching  of  chemistry  is  not 
true.  Indeed,  they  have  greatly  aided  his  work  as  a  teacher,  and  many  students,  and  their 
parents  as  well,  have  personally  thanked  the  lecturer  for  precisely  this  service  in  character 
building. 

The  value  of  the  elementary  course 

Concerning  the  opinions  of  the  individual  faculty  members  cited  in  the  exhibit  as  to  the 
value  of  elementary  chemistry  course,  it  is  to  be  said  that  in  weighing  these  opinions  the 
individuals  from  whom  they  come  must  be  considered.  From  the  remarks  of  Mr.  .\llen  one 
might  be  led  to  think  that  the  work  in  elementary  chemistry  is  grossly  faulty  and  inadequate 
for  the  work  of  the  succeeding  years  in  the  department  of  chemistry  or  in  chemical  engineer- 
ing, medicine,  pharmacy,  agriculture,  etc.  The  fact  is,  however,  that  such  is  not  the  case. 
No  complaints  have  in  recent  years  come  to  the  attention  of  the  department  of  chemistry 
that  the  work  of  the  first  year  is  insufficient  as  to  quantity  or  quality  for  what  is  to  follow. 
On  the  contrary,  the  feeling  prevails  that  elementary  chemistry  is  a  stiff  course  which  re- 
quires earnest  and  steady  work,  and  that,  if  anything,  the  standards  of  the  department  are 
too  high. 

Is  too  much  ground  covered  in  elementary  chemistry? 
"Alternative  suggestions  for  elementary  chemistry" 

The  suggestions  of  Mr.  Allen,  under  these  captions,  contain  nothing  new.  The  present 
plan  of  teaching  elementary  chemistry  is  representative  of  the  best  usage  that  obtains  in 
great  universities.  The  statement  which  Mr.  Allen  makes  in  this  connection,  that  the  lec- 
tures of  the  second  semester  and  the  laboratory  work  "are  not  correlated,  is  founded  upon  a 
misapprehension,  as  has  been  pointed  out  above.  It  should  defmitely  be  stated  here  that  if 
it  be  desired  to  make  suggestions  as  to  the  improvement  of  the  methods  of  leaching  chemistry 
in  the  chemistry  department,  which  has  not  only  a  national  but  also  an  international  repu- 
tation, it  will  clearly  be  necessary  to  get  some  one  who  is  cai)abkMif  making  such  suggestions. 
Mr.  Allen's  "expert"  who  visited  chemistry  chisses  during  the  summer  session,  for  example, 
is  a  man  whose  name  does  not  even  appear  in  "American  Men  of  Science." 


Suggestions  for  the  more  efficient  use  of  laboratory  space 

The  director  of  the  course  in  chemistry  received  Mr.  Allen's  suggestions,  and  after  a 
conference  with  the  professors  of  the  department  and  those  of  the  department  of  agricultural 
chemistry,  Mr.  Allen  was  informed  that  the  proposal  contained  nothing  essentially  new,  pro- 
fessors having  resorted  to  similar  schemes,  which  have  always  proved  unsatisfactory  to 
both  student  and  teacher.    It  was  added  that  the  present  usage  is  the  outcome  of  over  half 

507 


University  Survey  Report 

a  century  of  experience  in  the  best  laijoratories  in  America  and  abroad.  In  reply  Mr.  Allen 
requested  a  statement  as  to  where  such  schemes  had  been  tried,  and  received  a  letter  in  return 
naming  this  university,  the  Massachusetts  Institute  of  Technology,  Northwestern  University, 
Cornell,  and  Leipzig,  Germany.  This  statement  is  based  upon  assertions  of  professors  at  the 
university  who  have  been  at  the  institutions  named. 

Apparently  not  satisfied  with  this,  Mr.  Allen  sent  his  "expert"  to  one  of  the  professors  of 
the  chemistry  department  and  also  to  one  of  the  professors  of  the  department  of  agricultural 
chemistry,  who  had  to  take  their  time  to  explain  to  this  "expert"  (who  was  in  fact  a  graduate 
of  the  chemical  engineering  course  of  this  university  in  .June,  191 1)  that  his  schemes  were  not 
feasible. 

Mr.  Allen  furthermore  wrote  to  the  business  manager  in  the  matter,  and  the  latter  naturally 
referred  the  letter  to  the  director  of  the  course  in  chemistry,  who  replied  that  he  had  already 
written  to  Mr.  Allen,  and  that  the  latter's  "expert"  had  interviewed  professors  in  the  matter. 
It  was  in  this  letter  that  the  director  of  the  course  in  chemistry  stated  concerning  this  "ex- 
pert:"— "I  ought  i^erhaps  to  state  that  Mr. is  a  young  man  who  graduated  from 

this  university  in  .June,  191  1.  He  was  a  good  student  while  here,  but  is  quite  without  ex- 
perience. His  errors  ought,  perhaps,  not  to  be  laid  up  against  him.  On  the  other  hand,  it  is  a 
pity  that  he  should  be  permitted  to  take  up  your  time  and  that  of  members  of  the  instructional 
force  under  the  circumstances."  The  entire  correspondence  and  descriptions  may  be  consulted 
at  the  administration  oflice,  room  l.')3,  of  the  chemistry  building. 

As  at  present  arranged,  there  is  an  aisle  five  feet  wide  between  the  laboratory  tables  in  the 
chemistry  building,  and  the  lockers  for  apparatus  are  built  into  each  table,  forming  an  integral 
part  of  the  latter.  This  plan  insures  (1)  a  maximum  degree  of  personal  safety  to  the  student, 
(2)  convenient  access  to  the  laboratory  apparatus,  and  (3)  an  unimpeded  view  of  the  labora- 
tory, which  enables  the  instructor  to  have  his  entire  class  under  his  eye  all  the  time.  Thus 
the  instructor  can  prevent  accidents  by  at  once  hastening  to  the  aid  ot  a  student  who  has 
endangered  himself  and  his  classmates  by  setting  up  apparatus  improperly,  or  by  careless 
use  of  chemicals.  Moreover,  by  this  arrangement  an  instructor  gives  at  least  a  dozen  students 
an  opportunity  to  hear  and  profit  by  the  informal  discussion  that  he  is  constantly  holding  with 
tho  individual  members  of  the  class.  Thus  greater  interest  in  the  work  is  stimulated,  and  at  the 
same  time  less  instructional  aid  is  required.  When  this  arrangement  was  planned,  all  of 
these  considerations  were  carefully  gone  over  by  the  professors  of  chemistry,  who  also  took 
into  account  the  best  practice  in  other  large  universities.  Moreover,  in  the  interests  of 
economy  of  floor  space,  the  individual  lockers  were  designed  of  minimum  size  consistent 
with  effective  laboratory  work,  and  the  width  of  the  aisles  was  after  very  careful  deliberation 
and  experiment  fixed  at  five  feet,  that  being  considered  the  minimum  allowable  on  account  of 
personal  safety  of  the  students  working  in  the  laboratory. 

The  scheme  advanced  by  Mr.  Allen  proposes  to  make  the  aisles  between  laboratory  tables 
ten  feet  wide  and  then  to  erect  in  the  center  of  each  aisle  a  double  row  of  lockers  four  feet 
deep  and  six  feet  high,  thus  leaving  only  a  three  foot  aisle  between  the  laboratory  table  and 
the  tier  of  lockers.  Thus  the  student  would  have  to  work  in  an  aisle  only  three  feet  wide, 
with  his  back  against  an  immovable  wall,  in  a  situation  which  endangers  personal  safety. 
Indeed,  any  professor  allowing  such  an  arrangement  would  be  guilty  of  almost  criminal 
neglect.  No  intelligent  factory  inspector  would  ever  permit  such  an  arrangement.  Indeed, 
in  a  letter  he  received  from  a  former  president  of  the  American  Electrochemical  Society, 
whom  he  had  asked  to  express  an  opinion  as  to  the  scheme,  it  was  pointed  out  to  Mr.  Allen 
that  the  arrangement  he  proposed  would  endanger  the  lives  of  the  students.  An  exact  copy 
of  this  letter,  furnished  by  its  author,  is  on  file  in  the  office  of  the  department  of  chemistry. 
That  letter  also  points  out  further  disadvantages  of  the  Allen  scheme.  Nevertheless,  the 
Allen  exhibit  contains  nothing  that  would  indicate  that  its  proposed  laboratory  arrangement 
would  endanger  the  lives  of  the  students,  as  well  as  greatly  inconvenience  them  and  their 
instructors  in  their  work.  Moreover,  by  partitioning  off  the  laboratory  by  means  of  walls 
six  feet  high,  the  lighting  of  a  large  room  would  be  seriously  obstructed. 

Akron  University  (Buchtell  College)  which  is  mentioned  by  Mr.  Allen  as  having  installed 
a  scheme  such  as  he  proposes,  has  according  to  its  1914  catalogue  a  total  enrollment  of  198 
students.  Even  here  by  Mr.  Allen's  own  statement, — ^"When  this  university  found  itself 
unable  to  provide  space  needed  to  increase  the  laboratory  facilities,  it  placed  a  row  of  lockers 
about  two  feet  wide  between  the  original  desks  which  had  previously  been  placed  about  eight 
feet  apart." — it  is  clear  that  the  scheme  was  installed  as  a  makeshift.  While  only  a  small 
number  of  students  is  thus  endangered  in  the  laboratory  of  such  a  small  college,  nevertheless 
the  arrangement  can  not  even  here  be  justified.  The  fact  that  the  scheme  proposed  by  Mr. 
Allen  is  dangerous  to  the  lives  of  the  students  is  quite  sufficient  to  condemn  it,  let  alone  the 
otherdisadvantages  already  mentioned.  The  five  large  universities  above  named,  namely, 
W  isconsin,  Cornell,  Northwestern,  Massachusetts  Institute  of  Technology,  and  Leipzig, 
which  when  crowded  used  a  locker  scheme  similar  to  that  advocated  by  Mr.  Allen,  did  not  by 
so  doing  jeopardize  the  lives  of  their  students,  for  they  wisely  placed  those  lockers  against 
side  walls  of  the  room  instead  of  in  the  aisles.  Moreover,  they  found  the  entire  scheme  of 
lockers  independent  of  those  built  into  the  laboratory  table  impractical  and  uneconomical 
for  reasons  already  pointed  out,  and  so  they  eliminated  them  as  soon  as  possible. 

Mr.  Allen  says:  "If,  however,  the  freshman  classes  in  elementary  chemistry  continue  to 
grow  at  their  present  rate,  and  if  laboratory  space  is  allotted  as  it  is  now  allotted,  the  legisla- 
ture of  1917,  or  certainly  the  legislature  of  1919,  will  be  asked  to  provide  an  addition  to  the 
chemistry  building  or  a  new  building. 

508 


Exhibit  14 

"When  such  request  comes,  the  question  of  the  most  economical  way  to  aUot  hiboratory 
space  will  be  a  question  not  of  a  few  dollars  but  of  SoO.OOO  to  SI'jO.OOO." 

This  statement  is  absurd  and  misleading,  for  the  new  wing  of  the  chemistry  building  has 
just  been  completed  and  the  regents  have  planned  so  wisely  that  it  is  not  probable  that  a 
further  addition  to  the  building  will  be  required  within  the  next  five  or  ten  years. 

The  department  of  chemistry  is  always  anxious  to  improve  its  mode  of  leaching  as  well  as 
to  use  its  floor  space  economically.  It  gladly  welcomes  an  inspection  of  its  methods  and  sug- 
gestions as  to  their  improvement,  but  it  respectfully  suggests  that  competent  persons  should 
be  assigned  to  this  task. 

(Signed)  L.   K.M  lI.ENBERG, 

Chairman. 


509 


EXHIBIT  15 

FACTS    AND    QUESTIONS    REGARDING    THE    COLLEGE    OF    ENGINEERING 
FROM  STATEMENTS  OF  STUDENT,  ALUMNI    AND  FACULTY    . 

II  was  the  original  intention  of  the  State  Board  of  Public  Affairs  to  have  a  thorough  study 
made  of  the  College  of  Engineering  by  Dean  Herman  Schneider  of  the  College  (jf  Engineering, 
University  of  Cincinnati.  Dean  Schneider  found  it  impossible  to  make  this  study.  It  was 
hoped  that  before  November  a  partial  study  at  least  of  the  shop  work  and  lecture  work  of 
this  college  could  be  made.     This,  too,  has  proved  impossible. 

For  such  use  as  the  legislature  and  the  university  may  wish  to  make  of  returns  among  the 
working  papers  of  the  survey,  the  present  section  is  submitted. 

^  hat  one  alumnus  wrote. 

This  answer  and  other  statements  from  students  and  alumni  are  given  both  because  of 
their  intrinsic  suggestiveness  and  because  in  the  engineering  college  four  professors,  two 
associate  professors,  four  assistant  professors,  and  seven  instructors  stated  to  the  survey  that 
they  desire  their  work  to  be  judged  by  graduates. 

Among  answers  from  alumni  came  one  from  a  successful  graduate  of  the  College  of 
Engineering,  after  practicing  successfully  his  profession  for  10  years: 

As  our  organization  has  grown  and  expanded  the  proportion  of  non-college  men  in 
responsible  positions  has  increased  until  today  less  than  one-third  of  our  responsible 
employees  are  college  men. 

To  my  mind  there  is  only  one  reason  for  this  and  that  is  the  lack  of  proper  preparation 
on  the  part  of  the  college  man.  .  .  .  Looking  back  to  the  college  course  as  I 
remember  it,  the  average  student  would  attempt  to  hold  in  his  mind  a  vast  jumble 
of  miscellaneous  information  until  after  examinations  were  over  and  then  he 
promptly  forgot  nearly  all  of  it. 

If  I  were  to  offer  a  further  criticism  of  the  usual  college  course,  I  would  say  that  it  was 
unbalanced.  From  my  experience  as  an  engineer  since  I  have  left  school  I  would 
say  that  a  good  education,  be  it  obtained  in  or  out  of  college,  consists  of  three 
essential  parts.  First:  a  knowledge  of  English  and  ability  to  speak  and  write  it. 
Second:  a  working  knowledge  of  common  law  and  legal  practice.  .  .  .  Third: 
A  knowledge  of  mechanics  and  the  theory  of  design. 

Unfortunately  the  university  made  very  little  attempt  to  give  me  any  training  in  the 
first  two  of  these  three  essentials.  ...  As  a  result  of  this  unbalanced  training 
college  graduates  come  to  us  for  employment  as  little  prepared  for  actual  business 
practice  as  the  average  common  laborer.  They  not  only  know  nothing  about 
what  to  do  in  business  life  or  how  to  do  it  but  they  are  handicapped  by  the  theory 
acquired  during  their  college  life  that  their  college  training  has  made  them  better 
than  the  ordinary  man.    .    .    . 

It  lias  been  my  lot  during  the  years  that  I  have  been  out  of  school  to  employ  several 
hundred  college  graduates,  mostly  with  engineering  and  architectural  training  and 
it  has  been  a  great  disappointment  to  me  to  be  forced  to  the  conclusion  that  nine- 
tenths  of  them  would  have  been  better  off  had  they  never  gone  to  college.  They 
try  to  fill  positions  for  which  they  are  not  prepared  and  their  tailure  to  give  results 
in  competition  with  the  men  who  have  been  trained  in  the  hard  school  of  experience 
makes  the  college  graduate  dissatisfied  and  discontented  and  leads  me  to  believe 
that  a  vast  improvement  might  be  made  in  our  college  courses  and  much  better 
results  obtained. 

12  strong  points  in  the  College  of  Engineering  subniitte«i  by  alumni. 

1.  Establishment  of  experiment  station. 

2.  Establishment  of  five  year  courses. 

3.  Courses  in  electrical  engineering  laboratory  work. 

4.  Holding  practical  men  on  the  faculty. 

5.  Engineering  inspection  trips. 

6.  Large  number  of  electives  during  fourth  year. 

7.  Development  of  courses  in  roads  and  pavements. 

8.  Research  work  on  concrete. 

9.  Course  in  hydraulics. 

10.  Combination  of  engineering  and  commerce  course. 

11.  Engineering  library. 

12.  Mathematics  requirements. 

511 


University  Survey  Report 

9  lines  which  hii>»'  hcen  sufjpested  for  investifialion. 

1.  Introduction  of  more  field  work  into  all  courses. 

2.  Introduction  of  more  commercial  subjects  as  electives  in  the  engineering  curriculum. 

3.  Change  of  language  reciuirements   so  as  to  strengthen  English  work  and  reduce 

foreign  language  requirements. 
1.  Readjustment  of  credits  for  work  done  so  as  to  give  more  evenly  balanced  require- 

.  ments  on  students'  time  and  energy  for  each  unit  earned. 
").  Revision  of  "general  survey"  courses  so  thai  they  will  more  adequately  fulfil    their 
purpose. 

6.  Ways  and  means  of  securing  and  holding  more  men  with  practical  experience  on  the 

engineering  faculty. 

7.  Reorganization  of  chemical  engineering  and  mining  engineering  departments,  so  that 

they  will  not  be  separate  departments. 

8.  Opportunities  in  Madison  and  Milwaukee  for  introducing  the  cooperative  system  by 

which  the  university  may  utilize  the  equipment  and  supervision  of  factories  in 
actual  operation,  to  supplement  university  work  with  practical  tests  of  work 
subject  to  the  requirements  of  profit-making  industry. 

9.  The  educational  and  economic  advantages  and  disadvantages  of  the  cooperative  plan. 

Are  present  conditions  as  satisfactory  as  departmental  chairmen  believe? 

Answers  from  chairmen  have  with  one  exception,  which  is  noted  later,  indicated  that  this 
particular  college  of  the  university  is  beyond  the  need  of  any  appreciable  improvement. 

Of  11  chairmen  (one  of  the  12  departments  did  not  answer),  eight  state  that  their  work  is 
not  handicapped  for  lack  of  time;  one  is  unable  to  answer;  one  claims  that  all  his  work  is 
handicapped  for  lack  of  time;  and  another  stated  that  he  would  like  to  give  less  time  to  his 
students  because  of  what  he  frankly  avows  is  his  over-interest  in  his  own  work. 

No  suggestions  were  received  from  chairmen  that  would  help  explain  the  decrease  in  student 
enrollment  from  906  in  1907-08  to  649  in  1912-13,  and  even  to  the  present  register  of  725. 

Nothing  has  appeared  in  the  statements  of  the  faculty  members  to  indicate  that  they  are 
conscious  of  this  striking  decrease  in  this  one  college  during  a  period  when  the  university  has 
grown  in  other  directions,  when  industries  in  the  state  of  Wisconsin  have  steadily  advanced 
with  consequent  increase  in  the  demand  for  trained  engineers. 

No  pressing  need  for  better  equipment  is  felt  by  eight  chairmen;  three  claini  the  need  for 
better  equipment  in  the  shops  and  in  the  mining  and  electrical  laboratories;  one  wants 
another  classroom  in  his  building,  although  one  classroom  in  that  building  was  used  only 
three  hours  a  week  last  year,  the  auditorium  in  the  same  building  was  used  on  an  average  of 
two  hours  a  day  and  a  second  classroom  was  used  eight  hours  a  week  the  first  semester  and 
three  hours  a  week  the  second  semester. 

The  preparation  of  students  is  satisfactory  to  seven  chairmen;  one  asked  for  better  prepared 
students  in  general;  one  emphasizes  poor  training  in  solid  geometry;  another  estimates  10% 
of  the  students  as  "lacking  in  aptitude"  for  his  particular  line  of  work;  and  a  fourth  states: 
"In  my  estimation  university  work  would  be  of  greater  value  to  the  student  if  we  gave  more 
attention  to  the  form  in  which  he  presents  his  thought."  (It  is  in  the  engineering  college 
that  several  instructors  have  recommended  not  only  more  attention  to  English  but  a  definite 
mark  for  form  of  presenting  thought  in  other  than  English  courses). 

Duplication  of  work  in  their  departments  of  the  college  is  disclaimed  by  nine  chairmen; 
a  tenth  says  that  some  duplication  is  unavoidable  but  that  no  serious  duplication  exists. 
One  man  in  this  same  department,  however,  has  protested  that  another  department  in  which 
his  work  is  duplicated  tried  "to  steal"  his  course  from  him  in  order  to  give  its  men  enough 
work  to  do.  Another  chairman  admits  duplication  but  justifies  it  on  the  ground  that  the 
subject  is  treated  from  a  different  point  of  view. 

That  engineering  courses  are  well  balanced  is  believed  by  ten  chairmen.  The  reason  for 
this,  as  stated  by  the  dean,  is  that  "all  the  engineering  courses  were  very  carefully  studied 
and  revised  by  the  faculty  less  than  two  years  ago."  Another  chairman  would  like  "to 
emphasize  all  my  work  more  ...  I  should  like  to  require  more  work  of  my  students  .  .  . 
and  at  the  same  time  give  them  more  optional  privileges."  This  officer,  however,  believes 
that  the  present  engineering  course  represents  "the  most  satisfactory  compromise  that  we 
can  devise  .  .  .  our  courses  as  presented  in  the  engineering  catalogue  represent  the  close 
cooperative  work  and  conference  of  our  various  course  committees  and  departments  con- 
cerned." 

Except  in  two  instances  the  chairmen  feel  that  no  courses  should  be  eliminated,  made 
optional  instead  of  being  required,  or  required  where  now  optional.  The  exception  would 
like  theses  in  electrical  engineering  made  optional  and  metallography  required  of  mechanical 
engineers. 

No  impractical  methods  are  used  and  no  methods  incompatible  with  commercial  practice 
are  employed  according  to  the  department  chairmen. 

The  inadequacy  of  present  machine  shops  is  agreed  to  by  the  six  chairmen  who  comment. 
They  refer  to  the  present  equipment  as  "antiquated  and  inadequate,"  "not  commensurate 
with  our  needs,"  etc.     The  superintendent  of  shops  says:     "Shop  courses  are  handicapped 

512 


Exhibit  15 

by  the  most  inefficient  conditions,  as  regards  suitable  quarters,  of  any  department  of  the 
university.  Equipment  is  much  of  it  old  and  while  usable  should  be  supplemented  by 
additional  machines.     The  shops  have  not  been  altered  in  the  past  nineteen  years." 

The  other  five  chairmen  make  no  statement  regarding  machine  shops,  nor  do  they  make 
complaint  as  to  any  other  equipment.  Regarding  machine  shops  many  complaints  have 
come  from  alumni.     One  wrote: 

I  will  take  this  occasion  to  call  attention  to  the  deplorable  condition  of  the  university 
machine  shops,  where  our  engineering  students  are  supposed  to  get  their  preliminary 
training  in  practical  work. 

Others  have  complained  of  inadequate  tools,  of  machines  kept  in  poor  repair,  of  lack  of 
conveniences  for  doing  efficient  work. 

Field  training  in  the  shops  of  Milwaukee. 

That  students  may  learn  from  practical  work  is  recognized  by  the  university  by  the 
encouragement  given  them  to  take  summer  work  in  shops,  and  by  the  present  practice  of 
visiting  well  known  shops  in  Madison,  Niagara,  Cleveland,  etc. 

A  question  was  asked  of  members  of  the  engineering  faculty  as  to  the  desirability  and 
probable  result  of  establishing  in  Milwaukee  a  nucleus  around  which  to  develop  a  cooperative 
system  of  education  as  part  of  the  university's  training.  Answers  from  twenty-four  men  were 
practically  unanimous  in  disapproving  the  suggestion. 

Regarding  electrical  engineering  one  answer  reads: 

The  Cincinnati  plan  gives  the  students  considerable  experience  in  shop  practice  whereas 
in  electrical  engineering  we  do  not  believe  in  very  much  shop  experience,  at  the 
expense  of  other  studies  which  we  consider  more  important. 

From  the  department  of  mining  and  metallurgy  comes  the  statement: 

I  am  decidedly  opposed  to  the  Cincinnati  cooperative  system  as  operated  at  Cincin- 
nati .  .  .  the  objections  to  using  that  system  at  this  institution  are  much  greater. 
If  we  were  training  mechanicians  or  artisans  there  might  be  some  reason  to  favor  a 
cooperative  system,  but  that  is  not  the  work  of  the  engineering  college.  We  are 
endeavoring  to  educate  and  train  professional  engineers  and  we  require  the  most 
efTicient  use  of  their  time  during  the  four  academic  years  for  this  work  and  I  believe 
that  practical  shop  work  should  be  kept  at  a  minimum  during  their  undergraduate 
work. 

The  only  one  who  took  a  different  attitude  toward  the  Cincinnati  system  wrote  as  follows: 

By  establishing  a  substation  in  Milwaukee  we  will  be  able  to  serve  a  greater  number  of 
students  because  of  location  and  also  because  the  distribution  of  our  students  among 
various  shops  will  act  as  an  incentive  to  other  young  men  in  these  shops  who  would 
not  otherwise  get  an  education.  I  believe  the  addition  to  our  courses  of  this  feature 
will  also  appeal  to  a  great  many  throughout  the  state.  It  will  tend  to  increase 
rather  than  decrease  the  attendance  at  Aladison  in  the  freshman  and  sophomore 
years.  It  will  meet  with  the  approval  of  the  manufacturers  in  Milwaukee,  for  I 
believe  most  of  them  are  already  convinced  of  the  efficiency  of  the  scheme.  It  will 
tend  to  keep  the  university  up  to  date  in  shop  practice,  f  believe  of  necessity  our 
universities  will  always  follow  behind  the  shop  practice  of  the  best  factories,  but  to 
distribute  our  students  among  these  shops  will  tend  to  decrease  this  "angle  of  lag." 
I  believe  the  recognition  of  this  fact  is  important,  tor  wo  of  the  university,  and 
especially  our  students,  sometimes  get  the  idea  that  we  set  the  pace  in  these  matters. 
All  of  my  own  work  could  be  arranged  to  be  done  during  the  first  two  years,  so 
there  need  be  no  interference  as  far  as  I  am  concerned.  I  see  no  insurmountable 
difficulties  in  the  plan.  In  surveying  I  do  not  believe  the  help  to  the  instructor 
would  be  material,  as  we  do  a  considerable  amount  of  outside  work,  but  I  am  sure 
it  would  tend  to  improve  the  present  status  of  the  engineering  school. 


COOPERATIVE  METHOD  NOT  UNDERSTOOD  BY  CHAIRMEN 

The  correspondence  from  the  chairmen  indicates  that  they  do  not  correctly  understand 
either  the  purpose  or  practice  of  the  so-called  Cincinnati  cooperative  method.  This  method 
does  not  include  shop  work  courses  only.  On  the  contrary  a  coojiorative  plan  would  embrace 
all  courses  and  all  departments.     The  principal  changes  that  would  be  required  are  these: 

1.  The  completion  in  the  freshman  and  sophomore  years  of  academic  work  and  required 
subjects  for  general  engineering  such  as  chemistry,  jihysics,  mathematics  would  be 
necessary. 

513 

SuR.— 33 


University  Survey  Report 

2.  The  last  two  years,  or  the  last  year  and  a  half,  would  be  spent  in  factories  where 

university  laboratory  work  would  be  sui){)lemented  by  field  work,  and  the  courses 
in  theory  adapted  to  field  work  rather  than  theoretical  laboratory  work. 

3.  The  factory  and  laboratory  and  field  work  would  be  coordinated  through  a  special 

teacher,  field  supervisor,  or  so-called  coordinator. 

4.  For  the  present  school  year  of  nine  months  would  be  substituted  a  year  of  eleven 

months. 

5.  Students   would    not    merely    observe   chemical,    machinery    and    other   commercial 

l^lants,  but  would  work  their  way  up  in  these  plants,  subject  to  corpmercial  require- 
ments of  promptness  and  efficiency. 

6.  Students  by  their  earnings- would  pay  the  greater  part  of  their  way  through  at  least 

the  last  two  years  of  college. 

7.  Twice  as  many  students  could  be  accommodated  in  the  same  plant  for  one  relay  is 

always  working  in  the  factory  while  the  other  is  at  the  university. 

8.  Much  of  the  expenditure  for  equipment  may  be  avoided  by  the  university  by  utilizing 

commercial  plants. 

That  the  Cincinnati  plan  may  not  advisedly  be  swept  aside  by  any  engineering  faculty — 
least  of  all  by  a  college  wishing  to  lead — is  clear  to  the  survey. 

For  one  hundred  and  fifty  members  in  the  freshman  class  the  Cincinnati  cooperative 
course  has  over  five  thousand  inquiries  each  year.  The  principle  of  cooperation  has  been 
successfully  tried  in  high  schools  and  is  considered  by  the  teachers  and  merchants  of  Cin- 
cinnati alike  to  be  among  Cincinnati's  principal  assets. 

After  careful  and  repeated  examination  of  the  Cincinnati  method  the  public  school  system 
of  New  York  City  has  secured  the  services  of  Dean  Schneider  to  begin  the  installation  of  a 
similar  method  in  the  public  schools  of  New  York  City^ 

In  the  field  of  medicine  the  University  of  Wisconsin  is  committed  to  the  pedagogical 
principle  involved  in  the  cooperative  plan  for  engineering — namely  that  in  vocational  sub- 
jects students  see  better,  correlate  better,  remember  better  and  plan  better  if  they  learn  by 
helping  to  do  work  that  needs  to  be  done  in  objective  tests  where  the  passin*.'  mark  is  not 
70_or  85,  but  correct. 

What  senior  engineers  say  of  field  work  done  by  them  while  at  eollege  during  the 
regular  year  or  during  vacations. 

1.  Have  been  given  ideas  of  how  theory  learned  in  college  may  be  applied. 

2.  General  development  and  insight  into  different  students'  field  work. 

3.  This  work  has  been  of  most  valuable  assistance  in  my  engineering  work. 

4.  Gave  me  idea  of  practical  work  and  also  practice  in  such  work. 

5.  Gave  me  an  idea  of  practical  shop  requirements.    . 

6.  The  work  I  did  was  of  great  value  to  me  in  my  engineering  course. 

7.  The  electrical  work  was  of  immense  value  to  me. 

8.  Gave  me  broader  ideas,  enabled  me  to  better  understand  shop  methods. 

9.  Appreciation  of  what  I  was  gaining. 

10.  This  work  has  aided  me  greatly  in  my  work  at  school.     I  was  better  able  to  choose 

what   I   desired.     I   could  see  the  benefit  in  work  which  otherwise  would  seem 
profitless. 

11.  My  previous  [practical]  work  was  a  great  aid  in  understanding  and  appreciating 

advanced  courses  at  the  university. 

12.  Both  the  railroad  and  surveying  in  practice  gave  me  better  training  than  I  got  in 

the  university  in  theory,  or  perhaps  the  work  here  was  just  going  over  the  same 
thing  I  had  picked  up  in  the  field. 

Alumni  answers  as  to  various  methods  of  instruction. 

Of  alumni  engineers  thirty  three  answered  general  questions  asked  by  the  survey. 
Of  27  answering  definitely 

8  would  have  more  textbook  work. 

7  would  have  more  textbook  and  informal  discussion. 
5  would  have  more  informal  discussion. 

5  would  combine  textbook  and  lecture  courses. 

2  would  combine  textbook,  lecture  and  informal  discussion. 
Of  23  answering  definitely 

13  would  like  more  written  exercises  out  of  class. 

3  w^ould  like  fewer. 

7  would  like  the  same  amount. 
Ot  22  answering  definitely 

9  would  like  more  written  work  in  class. 
7  would  like  less. 

6  would  like  the  same. 

514 


Exhibit  15 

Of  22  answering  definitely 

12  would  like  more  term  papers  or  regular  written  assignments  announced  early  in 

the  term. 
6  would  like  fewer. 
4  would  like  the  same. 

Of  25  answering  definitely 

19  would  like  more  oral  quizzes. 
4  would  like  fewer. 
2  would  like  the  same. 

Of  28  answering  definitely 

18  stated  that  they  had  received  little  help  out  of  class  from  instructors. 
8  stated  that  they  had  received  no  help. 
2  stated  that  they  had  received  much  help. 


Educational  experience  of  instructional  staff. 

Professors 9 

All  work  done  at  Wisconsin 3 

No  work  done  at  Wisconsin 5 

No  complete  data  submitted 1 

Associate  professors 2 

All  work  done  at  Wisconsin 2 

Assistant  professors 1.3 

All  work  done  at  Wisconsin 3 

Advanced  degree  only  at  Wisconsin 6 

No  work  taken  at  Wisconsin 4 

Instructors 29 

All  work  done  at  Wisconsin 10 

Advanced  degree  only  at  Wisconsin 5 

No  work  taken  at  Wisconsin 14 

Total — all   ranks 53 

All  work  done  at  Wisconsin 18 — 34% 

Advanced  degree  only  at  Wisconsin 11 — 21% 

No  work  taken  at  Wisconsin 23 — 43% 

Incomplete  data 1 —  2% 

Teaching  experience  of  instructional  staff. 

The  53  faculty  members  of  the  College  of  Engineering  reporting  to  the  survey  have  teaching 
experience  as  noted  below.  This  experience  ranges  from  one  year  to  24  years.  Of  these  53 
faculty  members  11  have  had  additional  training  in  high  school,  grade  school,  rural  school, 
or  normal  school.     Teaching  experience  by  rank  is  here  given : 


1  professor  reports  24  years 

1           "  "       22  years 

1           "  "       21  years 

1  "  "       13  years 

2  "  "11  years 
1  "  "9  years 
1           "  "      .  8  years 

1  associate  professor  reports  24  years 

1          "  "               ■■        13  years 

1  assistant  professor  reports  21  years 

1          "  "              "17  years 

1  "  "             "       15  years 

2  "  "  "11  years 
1  "  "  "  10  years 
1    "  "      "    9  years 

3  "  "  "  8  years 
1  "  "  "  7  years 
1  "  "  "  3  years 
1    "  "      "    1  year 

515 


University  Survey  Report 


2  instructors  report  10  years 


9  years 
8  years 
7  years 
6  years 
5  years 

1  years 
3  years 

2  years 
1  year 


Practical  field  traininp  of  instructional  staff. 

An  alumnus  of  1911  wrote: 

The  courses  like  engineering  which  are  supposed  to  train  young  men  for  commercial 
pursuits  should,  in  my  estimation,  be  handled  l)y  men  who  have  been  to  some 
degree  at  least  commercially  successful  and  any  other  should  not  be  tolerated  any 
more  than  they  would  be  in  a  commercial  enterprise. 

In  one  department  of  four  instructors  only  two  have  had  practical  training.  One  of  these 
two  had  done  practical  work  for  only  six  weeks.  Does  this  not  explain  the  fact  that  of  seven 
students  who  graduated  in  1914  from  this  department,  only  three  have  remained  in  the 
field  in  which  thej'  were  trained? 

Of  nine  professors  all  report  extensive  practical  work  in  their  special  fields  ranging  from 
two  to  over  twelve  years. 

The  two  associate  professors  report  practical  field  work — one  in  his  specialty;  the  other  in 
various  engineering  fields  but  not  in  his  specialty. 

Of  thirteen  assistant  professors,  two  report  no  practical  training;  six  report  extended 
practical  training  in  their  own  fields;  one  who  has  had  twenty-one  years  of  teaching  experience 
reports  only  six  weeks  work  in  practical  work;  one  states  that  contact  with  men  who  are 
doing  practical  work  has  been  his  practical  training;  another  reports  four  and  one-half  months; 
another  one  year;  and  another  reports  "studies  along  special  lines,  especially  theoretical 
mechanics  and  strength  of  materials." 

Of  twenty-nine  instructors,  six  report  no  practical  training;  nineteen  report  practical 
work  in  their  special  fields  ranging  from  one  year  to  five  years;  one  cites  as  his  special  prepara- 
tion the  correcting  of  laboratory  reports  and  \he  marking  of  quiz  papers;  three  report  summers 
spent  in  practical  work. 

Does   Wisconsin   need   a    mining   school  in   connection   with   the  state   university? 

There  are  listed  in  the  alumni  directory  thirty-eight  graduates  of  the  course  in  mining 
engineering  at  the  University  of  Wisconsin — seven  with  incorriplete  data;  three  are  dead; 
twenty  are  in  mining  occupations;  eight  are  otherwise  employed.  Approximately  72% 
have  remained  in  the  field  for  which  they  were  trained. 

The  enrollment  in  the  mining  engineering  course  has  decreased  from  thirty-eight  in  1910-11 
to  thirty-four  in  1912-13  to  fourteen  in  1914-15.  The  fact  that  there  is  only  one  sophomore 
in  the  mining  engineering  course  this  fall,  as  compared  with  five,  eleven,  twelve  and  twenty 
in  preceding  yea'rs,  raises  the  question  whether  the  demand  for  this  specialty  warrants  a 
separate  department.  No  question  is  here  raised  as  to  the  value  of  the  individual  courses, 
but  merely  whether  they  would  not  be  quite  as  effective  if  they  were  included  in  the  work  of 
one  of  the  other  larger  existing  departments. 

Of  seventeen  classes  in  this  department  last  year,  fourteen  had  less  than  ten  students,  of 
which  twelve  had  less  than  five  students.  These  seventeen  classes  required  the  full  time  of 
two  men  the  first  semester  and  three  men  the  second  semester,  at  an  annual  salary  cost  of 
$7,750.  The  following  table  compares  the  salary  cost  of  these  seventeen  classes  per  student 
per  semester  hour  with  that  of  other  departments  in  the  engineering  college: 

Cost  per  student 
Department  per  semester  hour 

Mining  engineering $28.20 

Shops  (machine) 13.28 

Chemical  engineering 10.88 

Railway  engineering 10.40 

Electrical  engineering 9-11 

Drawing 3.39 

Questions  regarding  chemical  engineering. 

The  present  status  of  the  chemical  engineering  department  is  of  interest  not  only  to  the 
College  of  Engineering  but  to  the  whole  university.  The  survey  believes  that  the  regents 
could  profitably  ask  the  following  questions  in  order  to  ascertain  whether  or  not  the  work 

516 


Exhibit  1") 

now  done  by  the  Department  of  Chemical  luigineering  could  not  be  better  done  and  much 
more  economically  done  by  other  engineering  departments  or  by  the  Department  of  Chemis- 
try in  the  College  of  Letters  and  Science: 

1.  In  view  of  the  nature  of  the  lecture  course  in  industrial  chemistry  and  of  the  large 

number  of  letters  and  science  students  electing  it,  is  there  reason  to  believe  that  this 
course  might  well  be  shifted  to  the  chemistry  department? 

2.  The  same  question  is  raised  with  regard  to  the  courses  in  electro-chemistry,  fuel,  oil 

and  gas  analysis.  Emphasis  on  the  technical  side  of  these  subjects  is  evidently 
not  the  reason  for  teaching  them  in  the  engineering  college,  because  the  men  teach- 
ing these  courses  have  had  no  practical  experience  in  these  fields,  nor  has  the  head 
of  the  department  ever  had  any  appreciable  practical  training  in  these  subjects. 

3.  Could  not  the  Department  of  Mechanical  Engineering  conduct  the  courses  in  metal- 

lography with  equal  success  and  less  expense? 

Should  requirements  of  different  courses  be  more  nearly  equal? 

Many  courses  giving  the  same  per  unit  credit  require  very  diflering  amounts  of  students' 
time.  For  instance,  the  laboratory  courses  in  steam  and  gas  and  electrical  engineering 
require  from  six  to  ten  hours  a  week,  while  the  laboratory  courses  in  chemical  engineering 
or  drawing  giving  the  same  credit  require  only  the  four  hours  a  week  in  the  laboratory. 
Many  other  inequalities  could  be  cited  illustrating  the  same  point. 

Question  is  raised  whether  the  failure  to  require  outside  work  of  engineering  students  in 
many  of  the  courses  does  not  lessen  a  student's  interest  in  his  work  by  not  keeping  him  busy. 

Questions  raised  by  engineering  seniors,  1914. 

Typical  of  suggestions  received  by  the  survey  from  engineering  students  graduating  in 
June,  1914,  were  the  following: 

1.  Do  not  many  instructors,  while  thoroughly  familiar  with  their  subjects  themselves, 

lack  the  ability  to  teach  others? 

2.  Is  not  work  repeated  in  different  courses? 

3.  Some  courses  are  too  heavy,  some  too  light. 

4.  Several  courses  in  the  commerce  school,  such  as  accounting,  commercial  law,  com- 

mercial letter  writing,  etc.,  I  should  have  liked  to  take  while  at  the  university  if  I 
had  had  the  time. 

5.  There  is  too  much  drafting  required.     It  seems  to  me  that  more  could  be  accom- 

plished if  less  drafting  were  done  after  the  sophomore  year  and  more  time  put  in  in 
computations.     There  is  by  far  too  much  drafting  in  power  plant  design. 

6.  Our  shop  course  should  be  modernized.     If  textbooks  are  not  used  at  least  outside 

reading  should  be  required.     This  would  teach  the  student  practical  shop  methods. 

7.  Problems  in  purely  theoretical  courses  could  be  made  more  interesting  and  less  like 

drudgery  if  they  were  put  in  the  form  of  practical  problems. 

8.  I  should  say  the  only  criticism  of  the  College  of  Engineering  lies  in  the  fact  that 

written  work  is  not  gone  over  carefully  enough;  we  are  not  held  closely  enough  for 
our  work  as  regards  neatness  and  accuracy.  As  a  result  we  are  lacking  in  these 
two  fundamental  requirements,  especially  accuracy. 

9.  The  courses  in  electrical  engineering  which  are  required  of  civil  engineers  are  entircly 

inadequate.  The  courses  given  are  too  theoretical  to  be  given  in  such  a  limited 
time. 

The  suggestiveness  of  these  questions  from  only  one  class  of  engineering  students  indicates 
the  value  not  only  to  the  College  of  Engineering  but  to  the  university  as  a  whole  of  en- 
couraging and  soliciting  student  comment  and  criticism. 


Returns  from  the  Board  of  Visitors'  questions. 

Valuable  information  and  valuable  suggestions  as  to  inquiry  needed  will  be  found  in  the 
answers  bv  engineering  students  to  the  questions  asked  bv  the  Board  of  Visitt)rs  in  November 
1914. 

It  is  recommended  not  only  that  the  engineering  college  carefully  follow  up  this  inquiry 
but  that  the  president  and  regents  take  steps  to  see  what  is  done  by  the  College  of  Engineering 
to  make  use  of  student  suggestion  and  criticism. 

517 


Universitv'  Survey  Report 

UNIVERSITY  COMMENT  ON  ALLEN  EXHIBIT  15,  ENTITLED 
"FACTS  AND   QUESTIONS  REGARDING  THE   COLLEGE  OF  ENGINEERING" 

Exhibit  15,  dealing  with  the  College  of  Engineering,  consists  mainly  of  a  summary  of 
answers  and  questions  on  the  part  of  the  faculty  and  students  and  calls  for  very  little  comment 
in  reply.  The  suggestions  derived  from  alumni  letters  are  valuable  and  are  entitled  to  full 
consideration.  Most  of  the  suggestions  quoted  cover  points  which  have  been  discussed 
from  time  to  time  for  many  years.  The  securing  and  holding  of  able  men  of  practical 
experience  and  the  teaching  of  English  are  questions  which,  like  the  poor,  "we  always  have 
with  us."  There  has  probably  been  more  discussion  among  the  members  of  the  engineering 
faculty  on  the  subject  of  English  than  on  any  other  one  subject.  The  "follow  up"  method, 
which  is  being  used  to  an  increasing  extent  in  connection  with  engineering  reports,  appears 
to  be  producing  some  improvement.  The  complaint  of  the  alumnus,  who  is  quoted  at  con- 
siderable length,  is  not  altogether  unfamiliar  in  tone.  It  is  seldom,  however,  that  any  definite 
or  valuable  suggestion,  relative  to  actual  engineering  instruction,  can  be  obtained  from  opin- 
ions of  this  sort. 

The  present  courses  of  study,  which  have  become  fairly  standardized  in  engineering 
schools,  not  only  in  this  country  but  in  Europe,  represent  very  largely  the  opinions  of  those 
who  are  both  practical  engineers  and  successful  teachers.  Many  of  our  best  engineering 
teachers  are  men  who  have  taken  positions  in  engineering  schools,  after  having  had  years  of 
practical  experience  and  contact  as  employers  with  young  engineering  graduates.  Most  of 
the  first  class  schools  contain  men  of  this  character  and  these  are  very  infiuential  in  deciding 
questions  pertaining  to  the  curriculum. 

In  his  discussion  of  the  application  of  the  Cincinnati  co-operative  plan  to  this  college. 
Dr.  Allen  concludes  that  the  faculty  do  not  correctly  understand  either  the  purpose  or  prac- 
tice of  the  Cincinnati  co-operative  method,  and  suggests  that  this  plan  "may  not  advisedly 
be  swept  aside  by  any  engineering  faculty."  These  conclusions  are  evidently  based  on 
answers  to  a  questionnaire  in  which  the  members  of  the  faculty  were  asked  to  answer  certain 
questions  regarding  a  very  indefinite  co-operative  plan  proposed  by  Dr.  Allen.  The  plan 
proposed  has  been  interpreted  in  many  different  ways,  but  the  interpretation  which  would 
involve  the  least  difficulty  appears  to  be  that  plan  whereby  all  of  the  work  of  the  freshman 
and  sophomore  years  should  be  given  at  Madison  and  the  junior  and  senior  years  at  Mil- 
U'aukee,  where  half  time  could  be  spent  in  shops  and  half  time  in  school.  Another  interpre- 
tation is  that  part  of  the  class  work  of  the  junior  and  senior  years  be  done  in  Milwaukee  and 
part  in  Madison.  It  appears  obvious  that  such  an  important  and  involved  question  as  a 
co-operative  plan  for  this  institution  cannot  be  intelligently  discussed  by  means  of  a  ques- 
tionnaire. 

The  question  of  the  Cincinnati  co-operative  plan  is  altogether  too  large  a  question  to  be 
adequately  discussed  in  this  place.  Some  of  the  principal  facts  and  conclusions  of  the  faculty 
relative  thereto  are  the  following: 

1.  That  for  some  students  the  value  of  practical  experience  gained  at  one  or  more  inter- 

vals during  the  college  course,  as  at  Cincinnati,  is  well  recognized  by  the  faculty. 

2.  That  practical  experience  gained  in  this  way  is  preferable  in  all  cases,  to  continuous 

practical  experience  gained  during  the  first  two  or  three  years  after  graduation,  or 
that  it  is  desiraljle  for  all  engineering  students,  is  denied. 

3.  That  the  Cincinnati  scheme,  under  the  conditions  prevailing  at  this  institution,  is 

impracticable  and  undesirable,  owing,  in  part,  to  the  following: 

(a)  Cost  of  duplication  of  courses. 

(b)  Restriction  of  freedom  of  election  of  general  studies  by  engineering  students. 

(c)  Lack  of  variety  of  facilities  for  student  employment  in  Milwaukee  and  Madi- 

son to  accommodate  all  classes  of  students. 

(d)  Cost  of  transportation. 

(e)  The  fact  that  many  students  have  had  practical  experience  before  entering  the 

University. 

(f)  To  adopt  a  co-operative  scheme  for  juniors  and  seniors  alone  would  not  obviate 

the  necessity  of    providing    shop    facilities  at    Madison    for  freshmen    and 
sophomores. 

The  difficulties  involved  in  the  scheme  are  real  and  cannot  be  ignored.  To  confine  the 
junior  and  senior  work  to  Milwaukee  would  require  that  all  of  our  engineering  laboratories 
be  moved  to  Milwaukee,  and  would  deprive  students  of  the  benefits  of  elective  work  in  Let- 
ters and  Science  studies  in  the  junior  and  senior  years,  a  point  which  appears  to  be  com- 
mended in  answers  of  alumni  and  students.  To  split  junior  and  senior  work  between 
Milwaukee  and  Madison  would  be  almost  as  bad  in  this  respect  and  presents  additional 
difficulties. 

The  faculty  are  not  ignorant  of  the  Cincinnati  scheme,  some  of  them  having  spent  con- 
siderable time  going  over  the  plan  with  Dean  Schneider  at  Cincinnati.  It  was  discussed 
seriously  and  at  considerable  length  by  the  faculty  about  three  years  ago  and  has  been  dis- 
cussed at  various  times  since.  The  members  of  the  faculty  believe  that  the  Cincinnati  plan 
cannot  be  applied  efiiciently  to  this  institution,  nor  can  the  vague  scheme  suggested  by  Dr. 
Allen.     Several  members  ofthe  faculty  are  favorable  to  the  principle  of  co-operation  involved, 

518 


Exhibit  15  " 

but  have  not  been  able  to  propose  a  satisfactory  jjlan  to  meet  the  situation.  A  term  or  semes- 
ter period  of  alternation  appears  to  be  the  only  workable  scheme,  and  the  value  of  this  com- 
pared to  its  cost  is  doubtful. 

Under  the  title  "Are  present  conditions  as  satisfactory  as  departmental  chairmen  believe," 
Dr.  Allen  makes  the  sarcastic  statement  that  ".\ns\vers  from  chairmen  have,  with  one 
exception,  which  is  noted  later,  indicated  that  this  particular  college  of  the  university  is 
beyond  need  of  any  appreciable  improvement."  Dr.  Allen's  own  statistics,  following  this 
statement,  hardly  bear  out  this  interesting  statement,  particularly  the  comments  of  the 
faculty  relative  to  the  shop  building  and  equipment.  It  is  probable  that  this  sweeping  state- 
ment was  caused  by  the  lack  of  any  considerable  criticism  on  the  part  of  the  chairmen  of  the 
departments  of  the  various  courses  of  instruction  now  given  in  the  College  of  Engineering. 
These  courses  had  just  been  revised,  after  a  long  and  careful  study  by  a  large  committee  of 
the  faculty,  and  it  was  doubtless  considered  unprofitable  and  futile  to  discuss  at  length,  by 
means  of  a  questionnaire,  the  problems  and  needs  of  the  Engineering  school,  particularly  as 
Dr.  Allen  had  been  unable  to  secure  the  assistance  of  anyone  familiar  with  these  problems. 

In  this  same  section  Dr.  Allen  makes  some  surprising  statements  about  the  lack  of  sug- 
gestions regarding  decrease  in  student  enrollment,  and  appears  to  draw  the  conclusion 
that  the  faculty  is  not  conscious  of  this.  There  is  no  reason  why  Dr.  Allen  should  expect  to 
receive  comments  on  this  subject  in  answer  to  his  questionnaire.  No  suggestions  were 
contained  in  this  questionnaire  that  comments  were  wanted.  The  faculty  is  well  aware  of 
the  decrease  in  attendance  in  the  engineering  college  in  some  of  the  years  since  1908,  and  is 
also  aware  of  similar  conditions  in  many  other  institutions.  A  comparison,  more  to  the 
point,  would  be  to  compare  attendance  with  other  institutions  of  similar  nature.  The 
demand  of  the  industries  of  the  state  depends  a  good  deal  on  what  those  industries  are,  and 
can  scarcely  be  discussed  here  to  any  advantage.  Certain  it  is  that  the  demand  for  engineers 
over  the  country  generally  during  the  past  two  or  three  years,  as  compared  with  the  supply, 
is  vastly  different  from  what  it  was  six  to  ten  years  ago  when  the  attendance  in  engineering 
schools  was  so  rapidly  increasing.  It  would  seem  that  to  draw  any  conclusions  from  a 
comparison  of  the  recent  growth  in  the  college  of  agriculture  with  the  attendance  in  the 
engineering  college  is  not  to  the  point. 

Alembers  of  the  faculty  of  this  college  receive  many  suggestions  from  alumni  and  take 
occasion  very  frequently  to  ask  for  such  suggestions.  Such  suggestions  are  also  gladly 
received  from  students,  especially  of  the  senior  class.  Occasionally  the  questionnaire  is  used 
for  specific  purposes.  Each  year  for  the  past  three  or  four  years  a  printed  letter  has  been 
sent  to  all  engineering  alumni.  In  this  letter  a  brief  statement  is  made  of  the  changes  in 
faculty,  courses  of  study,  and  equipment,  and  comments  and  criticisms  are  invited. 

Relative  to  the  need  of  a  mining  school  in  this  state,  this  is  hardly  a  faculty  question.  If 
the  particular  subjects  now  taught  are  to  be  continued,  little  saving  would  be  effected  by 
having  them  taught  by  other  departments,  as  competent  men  would  have  to  be  provided  to 
teach  them.  It  should  be  stated  and  emphasized  that  a  considerable  proportion  of  the 
students  being  taught  by  members  of  the  mining  engineering  faculty  are  students  from 
courses  other  than  the  course  in  mining.  The  course  in  assaying,  for  example,  is  taken  by  a 
large  number  of  students  in  chemistrv;  the  courses  in  metallurgy  are  taken  by  chemical  and 
other  engineering  students,  and  the  course  in  excavation  and  tunneling,  given  by  Professor 
Holden,  is  taken  very  largely  by  civil  engineering  students. 

In  the  estimate  by  Dr.  Allen  of  the  cost  of  instruction  per  student  per  semester  hour  there 
appears  to  be  some  very  large  errors.  A  careful  detailed  analysis  covering  the  past  twelve 
years,  made  in  the  office  of  the  dean  of  this  college,  shows  the  following  to  be  the  actual 
average  salary  cost  for  the  past  two  years  in  the  departments  mentioned: 

Department  Cost  per  student  per 

semester  hour 

Mining  Engineering .SI 8.7.5 

Shops 5.65 

Chemical  Elngineering 11.80 

Railway  Engineering 7.60 

Electrical  Engineering 7.80 

Drawing 1.00 

In  regard  to  chemical  engineering,  many  of  the  same  conunents  apply  as  are  made  with 
respect  to  mining  engineering.  A  large  number  of  students  other  than  chemical  students 
are  given  instruction  in  this  department.  Chemical  engineering  is  a  comparatively  new 
branch  and,  under  all  the  circumstances,  the  growth  in  students  taking  this  course  has  been 
very  satisfactory. 

It  has  appeared  to  us  that  many  advantages  are  secured  l)y  having  the  technical  work  in 
chemical  engineering  taught  by  engineers,  and  from  the  viewjioint  of  the  engineer.  The  same 
point  arose,  years  ago,  in  connection  with  the  electrical  work  of  the  e'ectrical  engineering 
course.  In  many  institutions  all  of  the  electrical  work  was.  at  first,  taught  by  men  from  the 
department  of  physics,  but  gradually  this  has  been  changed  so  that  m  nearly  all  institutions 
the  applied  work  is  taught  by  engineers  in  a  department  organized  for  the  purpose.  The 
University  of  Wisconsin  was  one  of  the  first  to  make  this  distinct  separation. 

(Signed)  F.  E.  TURXEAURE. 
519 


EXHIBIT  17 

THE  MUNICIPAL  REFERENCE  BUREAU:  REPORT  OF  STUDY   BY  EDWARD 

A.  FITZPATRICK 

Under  the  heading  of  "General  Information  and  Welfare"  with  a  side  heading  "Advice 
to  Cities",  the  university's  bulletin  666  as  the  following  to  say  regarding  the  Munici{)al 
Reference  Bureau: 

The  Municipal  Reference  Bureau  gives  information  relating  to  municipal  problems 
to  the  city  oflicials  of  the  state  and  to  other  citizens.  The  bureau  collects  data  on 
all  subjects  of  municipal  government, — pavements,  sewers,  waterworks,  street  light- 
ing, dust  prevention,  garbage  collection,  sanitation,  etc.,  and  makes  this  information 
available  to  those  who  can  utilize  it.  It  collects  city  ordinances  and  reports  and  is 
prepared  to  give  advice  and  information  on  the  various  subjects  of  municipal  regu- 
lation, such  as  the  censorship  of  moving  picture  films,  building  codes,  and  the  handlmg 
and  sale  of  milk.  The  bureau  makes  special  investigations  and  reports  for  specific 
subjects,  such  as  commission  government,  the  city  manager  {)lan,  municii)al  fire  in- 
surance,  and  uniform  accounting. 

Because  this  particular  service  is  among  those  which  at  one  time  are  both  most  needed 
by  Wisconsin  cities  and  towns,  and  also  most  likely  to  be  imitated  by  other  universities 
for  other  states,  the  work  of  the  bureau  was  studied  in  detail. 

For  the  examination  the  Committee  on  Practical  Training  for  Public  Service  (appointed 
by  the  American  Political  Science  and  American  Economic  Associations)  made  available 
the  services  of  its  secretary,  Dr.  E.  A.  Fitzpatrick. 

The  following  detailed  report,  including  the  recommendations,  is  the  report  as  submitted 
by  Dr.  Fitzpatrick  to  the  State  Board  of  Public  Afl'airs  after  several  conferences  with  the 
dean  of  the  Extension  Division  and  the  chief  of  the  Municipal  Reference  Bureau. 

So  far  as  question  has  been  raised  by  either  the  chief  of  the  bureau  or  the  dean,  either 
modification  has  been  made  if  necessary  to  conform  to  the  record,  or  the  statements  from 
the  chief  are  included  in  this  report. 

The  working  papers  contain  the  detailed  correspondence  and  working  papers  upon  which 
the  report  is  based. 

Extensive  studies  have  been  made  of  other  activities  of  the  Extension  Division  and  the 
principal  results  reported  verbally  in  conferences  to  the  dean.  A  report  of  these  studies 
will  be  found  in  exhibit  16. 

The  detailed  report  on  the  Municipal  Reference  Bureau  is  divided  into  24  parts  as  follows: 

I.  Fourteen  constructive  suggestions. 

II.  Growth  of  the  Municipal  Reference  Bureau. 

III.  Range  of  the  opportunity  before  the  bureau. 

IV.  Work  of  the  bureau  during  1913-14. 
V.  Staff  of  the  bureau. 

VI.  How  is  the  time  of  the  chief  of  the  bureau  distributed? 

VII.  Cost  of  the  bureau. 

VIII.  Is  the  bureau  in  touch  with  the  municipal  needs  of  the  state? 

IX.  Does  the  bureau  keep  in  touch  with  sources  of  information  currently? 

X.  Does  the  bureau  keep  in  touch  with  sources  of  information  generally? 

XI.  Is  the  report  of  the  work  done  accurate? 

XII.  Is  the  bureau  sufTiciently  well  known? 

XIII.  How  many  city  ofTicials  make  inquiries  of  the  bureau? 

XIV.  What  efl'ort  is  made  to  stimulate  interest  in  the  bureau? 
XV.  Do  inquirers  of  their  own  accord  continue  their  interest? 

XVI.     How  is  existing  interest  in  the  bureau  stimulated? 
XVII.     Are  inquiries  promptly  answered? 
XVIII.     Is  information  supplied  adequate? 
XIX.     How  far  has  the  bureau  availed  itself  of  the  opportunity  to  reach  its  public 

through  bulletins? 
XX.     What  attempt  has  been  made  to  find  out  what  other  agencies  are  doing  on 
the  subjects  of  proposed   bulletins? 

XXI.     Should  the  bulletin  on  voting  machines  be  published? 
XXII.     A  municipal  reference  series  of  bulletins  is  announced. 

XXIII.  What  effect  has  the  bureau's  connection  with  the  League  of  Wisconsin  Muni- 

cipalities in  stimulating  interest  in  bureau? 

XXIV.  Appendix — Tables  1-19  suggested  for  annual  and  biennial  reports. 

521 


University  Survey  Report 

I.  CONSTRUCTIVE  SUGGESTIONS 

1.  That  a  oareful  continuing  survey  of  the  state  be  planned  and  carried  into  efiFect 

with   assistance   of  graduate   students   during   university   vacations  and   with 
the  cooperation  of  city  officials  and  citizen  organizations  at  all  times 

a.  Definite  statement  of  the  service  that  the  various  state  commissions  can  render 

the  municipahties  with  definite  illustrations. 

b.  A  study  oft  he  geographic  influences  as  they  relate  to  municipalities  as  affecting 

(1)  City  planning. 

(2)  Sewage  disposal. 

(3)  Water  supply. 

(.4)  Lighting,  power,  etc.  from  water  power. 

c.  Charting    form    of    actual   government    of    individual    cities    noting    especially 

deviations  from  type. 

d.  Studying  and  digesting  all  official  publications  regarding  the  cities  of  Wisconsin. 

e.  And,  above  all,    detailed  concrete  studies  of  the  administrative  organizations  of 

the  villages  and  cities  of  the  state  so  that: 

(1)  Inquiries  can  be  connected  up  definitely  with  the  city  government. 

(2)  Advice  regarding  changes  may  be  intelligent  and  helpful. 

2.  That  the  dean  of  the  university  extension    division  exercise  careful  supervision 

over  the  work  of  the  municipal  reference  bureau 

a.  By  demanding  weekly  reports  of  work  done  and  work  in  progress. 

b.  By    demanding    time    reports    for  individuals.      (During  the  month  of  August 

1914,  the  chief  of  the  Municipal  Reference  Bureau  kept  for  his  personal  use 
a  time  record  of  the  distribution  of  his  own  time.) 

c.  By  checking  up   currently  random  pieces  of  work  of  each  kind  of  work  done  by 

the  bureau. 

3.  That  the  annual  report  of  the  bureau   be  standardized 

a.  As  shown  in  detail  in  tables  1-19  in  appendix   to  this  exhibit. 

b.  Columns  should  be  added,  however,  for  comparative  statistics  with  preceding 

years  or  preceding  bienniums  as  the  case  may  be. 

c.  Similar  tables  should  be  added  for  out-of-Wisconsin  relations. 


4.   That   the  chief  of  the   Municipal   Reference  Bureau   devote  his  whole  time  to 
the   work   of  the   bureau 

a.  In  creating  interest  in  it. 

b.  In  stimulating  existing  interest. 

c.  In  preparing  brief  bulletins  which  will 

(1)  Interest  persons  in  local  problems. 

(2)  Stimulate  inquiry. 

d.  In  careful  daily  perusal  (for  selection)  of: 

(1)  Newspapers. 

(2)  Magazines. 

(3)  Other  periodicals. 

e.  In  careful  reading  of  reports,  books,  and  material  as  selected  above. 

f.  In  the  work  of  handling  and  investigating  inquiries. 

g.  In  so  far  as  possible  visiting  the  communities  of  the  state  and  making  personal 

investigations  for  use  in  giving  helpful  information  and  advice, 
h.  In  exercising  general  supervision  of  the  librarian,  particularly  in  her  follow-up 

work, 
i.  In  giving  lectures  directly  related  to  work  of  the  bureau  as  determined  by  local 

needs. 

.5.    That  the  bureau  create  interest  in  its  work 

a.  Through  brief  bulletins. 

(,1)  Outlining  the  work  of  the  bureau. 

(2)  Briefly  raising  questions  regarding  pressing  problems,  e.  g. 

(a)  Charter  revision. 

(b)  Sewage  disposal. 

(c)  Garbage  collection,  etc. 

522 


Exhibit  17  n 

b.  Through  community  institutes. 

(1)  Outlining  its  work  in  connection  with  speeches. 

(2j  Interviewing  local  office  holders,  officers  of  civic  organizations,  citizens. 

(3)  Through  distribution  of  circulars,  bulletins. 

(4)  Through  follow-up  afterwards. 

c.  Through  "Wisconsin  Municipalities." 

(1)  By  continuing  the  "Information  Bureau." 

(2)  By  giving  greater  attention  to  municipal  problems  and  citizen  coopera- 

tion. 

(3)  By  publishing  special  reports  of  general  interest. 

(4)  By  a  monthly  listing  of  new  material  received  in  the  bureau — with 

suggestions  as  to  possible  application. 

d.  Through  personal  visits. 

e.  Through  district  representatives. 

(1)  In  making  known  the  specific  kinds  of  service  rendered  by  the  Municipal 

Reference  Bureau. 

(2)  In  conveying  inquiries  to  bureau. 

(3)  In  stimulating  inquiries. 

(4)  In  following  up  results  of  inquiries. 

(5j  In  suggesting  services  needed  by  the  communities  of  the  state. 

f.  Through  local  libraries. 

(1)  By  directing  inquiries  to  bureau. 

(2)  By  stimulating  inquiries. 

(3)  By  cooperating  through  publication  of  lists. 

g.  Through  circulars  and  form  letters,  e.  g. 

(1)  OfTering  to  send  new  material  or  digests. 


MUNICIPAL  REFERENCE  BUREAU 

Dear  Mr 

We  have  just  received  the  following  material: 

Shall  we  send  you  a  copy  of  it  or  a  digest  of  it?     Can  we  help  you  in  any  other  way? 
Very  sincerely  yours, 

Chief 


(2)  By  calling  attention  to  new  material 

MUNICIPAL  REFERENCE  BUREAU 
Dear  Mr 

There  has  just  been  issued:                       

Bv  writing  to                                                        

you  can  secure  this  free  or  for  $ 

Very  sincerely  yours, 

Chief. 

(3)  By  suggesting  specific  subjects 


MUNICIPAL  REFERENCE  BUREAU 

Dear  Mr 

Does  your  city  need  information,  technical  assistance  or  other  help  in  connection 
with  any  of  the  following  subjects: 

L  The  organization  of  a  health  department. 

2.  Needed  changes  in  the  commission  form  of  government. 

3.  Adequate  reports  to  check  up  milk  inspection. 

4.  What  the  state  can  do  for  your  city,  etc. 

We  shall  be  glad  to  help  you  if  you  will  tell  us  the  needs  and  problems  of  your 
city. 

Very  truly  yours,  ^ 

Chief 

523 


IImversity  Survey  Report 

6._Thal  ihe  bureau  follow  up  and  stimulate  existing  interest 

a.  By  asking  for  report  of  results  following  suggestion. 

b.  By  visitation,  if  in  city  for  any  reason. 

c.  By  having  representatives  of  Extension  Division  follow  up  inquiries,  especially 

district  representatives. 

d.  By  referring  additional  material  on  inquiry  as  it  conies  in. 

e.  By  letter  or  card  inquiry  asking  if  bureau  can  be  of  further  service  (see  form  sug- 

gested above). 

f.  By  letter  or  card  of  suggestion  asking  if  special  material  that  has    recently  come 

in  would  be  useful. 

g.  By  invariably  offering  further  assistance. 

h.  By  calling  attention  of  local  libraries  to  material  related  to  local    municipal   pro- 
blems, 
i.  By  calling  attention  to  new  services  of  the  bureau  as  they  are  instituted. 


That  the  Municipal  Reference  Bureau  keep  in  touch  with  current  material 

a.  Through  subscription  for  library  use  to: 

(1)  Public  Affairs  Information  Service. 

(2)  National  Municipal  Review. 

(3)  American  City. 

(4)  Mimicipal  Journal. 

b.  Through  exchange  with: 

(1)  Other  municipal  reference  libraries. 

(a)  In  connection  with  city  councils  and  puplic  library  boards. 

(b)  In  connection  with  universities. 

(2)  Other  leagues  of  municipalities. 

c.  Through  being  placed  on  mailing  list  of: 

(1)  Govermental  agencies. 

(a)  Federal  agencies,  e.  g.,  U.  S.  Bureau  of  Standards. 

(b)  State  agencies,  e.  g.,  public  utilities  commissions. 

(c)  Municipal  agencies,  e.  g..  New  York  City  Health  Department 
weekly  bulletins,  etc. 

(2)  Civic  agencies: 

(a)  City  club  bulletins. 

(b)  Bureaus  of  municipal  research. 

(c)  Chambers  of  commerce,  e.  g.,  the  Minneapolis  Commerce  and 

Civic  Association. 

(3)  Public  service  corporations,  etc. 

(a)  American   Telephone    and    Telegraph  Company's  material  and 
governmental  ownership. 

(b)  Catalogues. 

d.  Through  purchase  of  current  books. 

e.  Through  individual  following  up  of  bibliographies  in  all  the  material  listed  above. 

f.  Through  individual  following  up  of  items  in  Wisconsin  and  national  newspapers 

and  weeklies. 


8.      That  inquiries  be  handled  promptly 

a.  University  extension  literature  should  contain  the  legend: 

Address  all  inquiries  regarding  your  village,  city  or  county  goverment  to 

Municipal  Reference  Bureau, 

University  Extension  Division, 
Madison,  Wisconsin. 

b.  Routine  correspondence  should  be  answered  within  three  days. 

(1)  In  most  cases  it  should  be  answered  on  the  day  of  its  receipt. 

(2)  86  of  the  94  inquiries  were  of  this  character  during  1913-11. 

c.  Inquiries  requriing  investigation  and  report  should  be  acknowledged  immediately. 

(1)  If  necessary,  by  card,  e.  g  , 

524 


Exhibit  17 


MUNICIPAL  REFERENCE  BUREAU 

Dear  Mr.  

We  are  glad  to  have  your  inquiry  regarding 

An  answer  to  meet  your  situation  will  require  some  investigation.     We  shall  be- 
gin it  immediately  and  will  have  the  material  in  your  hands  by  

Is  there  any  other  subject  upon  which  we  can  assist  you? 
Very  truly  yours, 


Chief 


(2)  If  any  material  or  information  is  immediately  available,  it  should  be 
sent  with  letter  explaining: 
(a)   Its  partial  character. 
(h)  Probable  date  of  answer. 

(c)  Any  reference  to  material  that  may  be  in  local  library. 
Bureau  should  stamp  on  every  letter  that  comes  the  date  of  its  receipt. 

(1)  It  will  need  this  information  to  prepare  the  reports  suggested  herein. 

(2)  It  will  check  up  delays  in  referring  material  to  the  ofhce,  and  supplj' 

the  data  upon  which  it   can   be  corrected. 

9.  That   for  their  benefit  as   well  as  its  own  the  Municpal   Reference   Bureau   use 

graduate  and  senior  students  in  government  in  the  work  of  the  bureau 

a.  In  digesting  current  material. 

b.  In  subordinate  capacity  under  direction  in  surveys. 

c.  In  following  up  surveys  and  inquiries  by  personal  visits. 

d.  In  translation  of  reports  of  foreign  experience. 

e.  In  collecting  information  for  and  formulating  answers  to  inquiries. 

f.  In  making  special  studies. 

g.  In  some  cases  where  special  ability  is  present,  to  make  address  before: 

(1)  Civic  clubs. 

(2)  Commercial  clubs. 

(3)  Women's  clubs. 

10.  That  the  Municipal  Reference  Bureau  undertake  surveys  of  city  departments 
or  the  whole  city  government  at  cost  of  salaries  and  traveling  and  necessary 
expenses 

a.  Embodying: 

(1)  Fact-description  of  conditions. 

(2)  Verification  by  local  officers  before  final  submission  of  report. 

(3)  Constructive  suggestions. 

b.  Avoiding: 

(1)  Criticism  of  persons — but  not  of  work. 

(2)  Criticism  of  governmental  policies — but  not  of  governmental  adminis- 

tration. 

(3)  Expression  of  mere  opinions. 

c.  These  surveys  should  be  cooperative 

(1)  Utilizing  the  knowledge  and  experience  of  local  officers. 

(2)  Initiating  them  into  study  of  own  work  and  local  conditions. 

(3)  Working  with  them  in  securing  data. 

(4)  Working  out  constructive  suggestions  with  them. 

(5)  Helping  them  in  initial  stages  of  reform. 

11.  That  the  bureau  act  (in  cooperation  with  the  League  of  \S  isconsin  Munici- 
palities) as  a  clearing  house  of  information 

a.  By  circularizing   proposed   plans   of  any   municipalities   to   other   municipalities 

or  to  individual  officials,  past  officials,  or  citizens  who  would  b>  interested  and 
would   be  willing  to  criticise  them  heliifuUy. 

b.  By  circularizing  proposed  and  enacted  ordinances  on  subjects  of  general  interest. 

c.  By  circularizing  model  ordinances  such  as  those  proposed  by  the  National  Fire 

Protection  Association. 

525 


University  Survey  Report 

d.  By  reporting,  after  personal  investigation,  on  the  progress  and  success  or  failure 

of  experiments  or  innovations. 

e.  By  calling  attention  to  forward  steps  taken  anywhere  in  the  country,  or  especially 

significant    reports    issued. 

f.  By  "preparing  suggested  standardized  annual  reports  easily  understood  by  the 

citizens  for  cities  of  certain  sizes,  for  administrative  departments,  and  for  muni- 
cipally   owned    enterprises. 

12.  That  the  bureau  utilize  the  opportunity  of  a  lepislalive  session 

a.  To  legislators. 

"(1)  Before  session  begins: 

(a)  By    writing    to    legislators    offering    assistance    on    municipal 
problems. 

(b)  By  studying  last  session's  bills  for  "cues"  to  next  session's  needs. 

(c)  By  gathering  material  relating  thereto. 
(2)  During  session: 

(a)  By  supplying  information  to  legislators. 

(b)  By  assistance  in  drafting  legislation  affecting  municipalities  in 
cooperation  with  the  legislative  reference  library. 

b.  To  municipalities: 

(1)  By  weekly  or  bi-weekly  bulletins. 

(a)  Digesting  new  legislation  introduced,  with  name  of  legislator, 
district,   committee  referred  to,   etc. 

(b)  Stating  progress  of  legislation  during  week. 

(c)  Announcing  time  of  committee  hearings. 

(2)  By  publishing  a  monthly  review  of  legislation  in  "Wisconsin  Munici- 

palities"   and    reprint    if    necessary. 

(3)  By  publishing  at  the  end  of  the  legislative  session  a  review  of  all  new 

laws    affecting    municipalities    in    "Wisconsin    Municipalities"    and 
reprint  if  necessary. 

13.  That  the  League  of  Wisconsin  Municipalities  become  (in  cooperation  with 
the  Municipal  Reference  Bureau)  a  greater  factor  in  the  municipal  improve- 
ment of  the  state 

a.  Through  the  appointment  of  committees  at  the  annual  meetings  to  make  special 

investigations  of  important  problems. 

b.  Through    connecting  up    with  the  annual  meeting  concrete  and  definite  surveys 

of  the  cities  in  which  meeting  is  held. 

c.  Through  "Wisconsin  Municipalities." 

(1)  By  making  municipal  government  and  the  civic  betterment  of  com- 

munities   its    primary    interest. 

(2)  By  continuing  the  inforrnation  bureau — discontinued  during  past  year. 

(3)  By  publishing  monthly  lists  of  additions  to  Municipal  Reference  Bureau. 

(4)  By  publishiiig  monthly  lists  of  other  material  dealing  with  municipal 

problems. 

(5)  By  publishing  reports  of  bureau  of  general  interest. 

(6)  By   publishing  articles  on  county  government,   and   reprinting,   e.   g., 

short  ballot  bulletin  articles  on  this  subject. 

(7)  By  ])ublishing  articles  on  village  government. 

(8)  By  emphasizing  in  all  articles  the  administrative  aspects  of  government. 

(9)  By  connecting  up  with  descriptions  of  social  and  economic  conditions 

the  service  of  government. 

d.  Through  definitely  planning  meetings  long  in  advance. 

14.  That  the  recently     announced     municipal     engineering    service    be    definitely 

tied  up  with   the  Municipal  Reference  Bureau.      It  should   not  be  an  inde- 
pendent service. 

II.  THE  GROWTPt   OF  THE  MUNICIPAL  REFERENCE  BUREAU 

L  The  beginnings 

On  .luly  1,  1909,  a  municipal  reference  bureau  was  established.  The  purpose  of  this 
bureau  is  to  collect  data  and  information  on  the  various  departments  of  municipal  activity 
and  government  for  the  purpose  of  rendering  that  material  available  to  the  cities  and  citizens 
of  the  state. 

City  government  touches  the  citizen  at  more  points  and  is  of  more  vital  importance 
to  his  interests,  business  and  personal,  than  any  other  government  with  which  he 
comes  in  contact.  It  collects  more  taxes  from  him  and  expends  more  money.  Its 
problems  are  among  the  most  complex  with  which  public  officials  have  to  deal,  and 

^  526 


Exhibit  17 


being  largely  of  a  business  nature,  every  mistake  which  they  make  helps  to  raise 
the  citizen's  taxes.  If  these  problems  are  to  l)e  wisely  solved,  if  each  city  is  to  be 
benefited  by  the  success  of  other  cities  and  profit  by  their  failures,  city  officials  must 
have  access  to  all  the  availai)le  information  and  data  to  l>e  had  upon  these  various 
subjects.  They  must  compare  notes.  (Annual  report.  Extension  Division,  1909-10, 
page  24.3.) 

2.  Progress  during  biennium,  1910-12 

a.  During  the  two  years  ending  .July  1,  1912,  nearly  .3,000  requests  were  received 

and  answered — 1,400  in  1910-11,  and  1,540  in  1911-12.  An  increasing  per- 
centage of  these  requests  is  coming  from  city  officials  and  citizens  of  this  state. 
During  1911-12,  over  60%  of  the  requests  were  received  from  within  the  state, 
.  viz.,  946,  while  591  were  received  from  outside  the  state.  (Biennial  report, 
Extension  Division,  1910-12,  page  ,50.) 

b.  The  bureau  has  now  a  collection  of  approximately  10,000  documents,  including 

city  charters,  reports,  books,  periodicals,  special  articles,  and  clippings  touching 
upon  the  various  phases  of  city  government,  and  it  is  seldom  that  a  request 
is  received  upon  which  some  information,  or  reference  cannot  be  found  in  the 
files  of  this  library.      (Biennial  report.  Extension  Division,  1910-12,  page  49.) 

c.  The  demands  for  information  in  civic  affairs  are  constantly,  increasing,  and  Mr. 

MacGregor  advises  that  he  is  unable  to  keep  up  with  the  demand.  (Biennial 
report,   1910-12,  page  46.) 

d.  Under  the  heading  "Detailed  Plan  for  Development  in  Department  of  General 

Information  and  Welfare",  Mr.  Gillin  says: 

Clearly  defined  plan  for  work  of  the  Bureau  of  Municipal  Reference  embofiying 

(1)  Some  scheme  by  which  the  work  of  the  bureau  may  be  got  before  the 

municipalities  in  perfectly  definite  form  to  give  practical  and  con- 
crete results.  Perhaps  bulletins,  certainly  the  limitation  of  activi- 
ties to  those  which  can  be  put  through  elTectively. 

(2)  Plan  whereby  its  activities  may  be  identified  more  closely  with  the 

General  Welfare  Department  of  the  University  Extension  Division 
(Biennial  report.  Extension  Division,  1910-12,  page  48). 

3.  Progress  during  year  1912-13. 

a.  No  report  prepared  or  published  as  yet. 

4.  This  survey  of    the    Municipal  Reference    Bureau    relates    particularly    to    the    work 

of  the  bureau  with  the  municipalities  of  Wisconsin  during  the  year  191.3-14, 
though  it  was  frequently  found  necessary  to  refer  to  the  work  of  previous  periods. 


III.  THE  RANGE  OF  THE  OPPORTUNITY  BEFORE  THE  BUREAU 


1.  Officials  of  the  72  larger  cities  (Milwaukee  has  a  municipal  reference  library  of 

its  own). 

2.  Officials  of  the  304  smaller  cities  and  villages 

3.  Officials  of  the  71  counties 

4.  Officials  of  the  unincorporated  places 

5.  The  legislative  session: 

(a)  For  bills  applying  specifically  to  the  organization  and  administration 

of  municipalities  and  counties 

(b)  Assembly  committee  on  municipalities  • 

(c)  Senate  committee  on  state  affairs 

(d)  Other  legislative  committees 

(e)  Individual  members  of  the  legislature 

6.  Civic  organizations  throughout  the  state 

7.  Commercial  organizations  throughout  the  state 

8.  Women's  clubs  throughout  the  state 

9.  Citizens  interested  in  local  government. 

IV.  THE  WORK  OF  THE  BUREAU  DURING  1913-14 

1.  The  bureau  answered  95  letters  of  inquiries  containing  107  questions  from  57  cities  and 
villages. 

a.  A  careful  analvsis  of  these  figures  is  given  in  the  tables  1-19,  in  the  appen- 

dix 

b.  For  official  statement,   see  VI 

Number    of  inquiries   received    by    the    Muniripal    Reference    Bureau    during    vear 

1913-14 


Number  of 
inquiries 
received 

Source  of 

inquiries 

by  location 

Subjects 

of 
inquiry 

As  reported 

792 

94 

698 

174 

57 

117 

137 

As  shown  by  files 

106 

Discrepancy 

31 

527 


University  Sirvey  Report 

2.  It  distribulecl,  according  lo  its  own  statement,  to  135  cities  of  a  population  of  1,000  or 
more 
a.  A  tabulation  of  the  ofTicers  of  Wisconsin  cities  with  salaries. 

(1)  124  cities  are  listed  and  facts  are  given  for  73. 

(2)  The  headings  used  in  tabulation  are: 


City 


Pop. 


Mayor 


City 
Clerk 


City 
Treasurer 


Health 
Officer 


City 
Engineer 


City 
Attorney 


(3)  Just  the  figures  are  given. 
A  tabulation  of  theater  license  fees  of  a   rather   miscellaneous  list    of  cities. 
(1)  The  nature  of  the  report  may  be  illustrated  by  quoting  it  in  part: 


Combination 

City 

State 

Pop. 

Theatre 

Vaudeville 

Pictures 

Milwaukee 

Wis. 

373,857 

none 

none 

none 

Fond  du  Lac 

Wis. 

18,797 

La  Crosse 

Wis. 

30,417 

Kenosha 

Wis. 

21,371 

Cedar  Rapids 

Iowa 

32,811 

Madison 

Wis. 

25,531 

Green  Bay 

Wis. 

25,236 

$25 

$25 

$25 

Moline 

111. 

24,199 

25 

25 

25 

Ann  Arbor 

Mich. 

14,817 

40 

40 

20 

Bloomington 

Ind. 

8,838 

$7   per  month 

$7  per  month 

$1  a  week 

(2)  Of  the  cities  listed: 

1  had  a  population  of  less  than  10,000. 

2  "  "         "  "  from  10,000  to  15,000. 

8  "  "         "  "       "     15,000  to  25,000. 
17     "  "         "  "       "    25,000  to  50,000. 

9  "  "         "  "       "     50,000  to  100,000. 
9     "  "         "  "       "     more  than  100,000. 

(3)  This  data  is  hardly  applicable  to  the  vast  majority  of  Wisconsin  cities  of  over 

1,000.      (See  table  8  in  appendix.) 

3.  It  is  hardly  fair  to  characterize  either  of  these  tabulations  as  reports. 

4.  It  distributed  the  remaining  number  of  pamphlets  on  "Government  by  Commission." 

a.  How  many,  is  not  definitely  known. 

b.  The  Municipal  Reference  Bureau  says  that  it  sent  out  this  or  other  material 

on  commission  government  376  times. 

5.'  Tj'he  chief  of  the  Municipal  Reference  Bureau  prepared  the  program  for  the  annual  con- 
vention  of  the   League   of  Wisconsin   Municipalities. 

6.  The  Municipal  Reference  Bureau  cooperated  with  legislators  or  persons  interested  in 
legislation  as  follows:  (This  was  not  during  the  year  under  discussion  but  it  is 
quoted  here  as  illustrative  of  one  activity  of  the  bureau.) 

a.  The  chief  drafted  a  bill  providing  for  the  city  manager  plan  for  W'isconsin. 

(1)  Request  was  made  by  the  chairman  of  the  committee  on  cities  of  the 
assembly. 

(2)  The  bill  was  killed  in  the  assembly. 

b.  The  chief  assisted  in  drafting  the  bill  giving  the  power  to  build  and  operate 
municipal  auditoriums. 

(1)  Request  was  made  by  Mayor  Lincoln  of  Richland  Center,  Ex-Senator 
James   and   Senator  Glenn. 

(2)  The  bill  was  passed.     Chap.  99,  Laws  of  1913. 

c.  The  bureau  prepared  a  draft  for  an  amendment  to  the  constitution  to  permit 
cities  to  increase  their  indebtedness  above  the  5  X  limit  for  the  purpose  of 
purchasing  or  of  building  revenue  producing  utilities. 

(1)  Request  of  city  attorney  of  Manitowoc. 

(2)  The  draft  was  submitted. 

(3)  Not  introduced  in  the  legislature. 

528 


Exhibit  17 

7.  The  chief  of  the  bureau  delivered  nine  addresses^all  Init  one  on  municipal  subjects. 

a.  Four  were  in  connection  with  community  institutes. 

(1 )  Home  rule  and  forms  of  municipal  organizations,  New  London,  March  4. 

(2)  Eflicient  city  government,  Bloominglon,  March  11. 

(3)  Town  promotion  and  the  municipaJily,  Owen,  April  1. 

(4)  Garbage  collection  and  disposal,  Chippewa  Falls,  .June  10. 

b.  Five  others  were  as  follows: 

(1)  Efficiency  in  city  government,  Evansville. 

(2)  Commission  government,  Whitewater. 

(3)  Commission  government  in  Wisconsin,  Monroe. 

(4)  Building  regulations  (before  civic  division  of  Woman's  Club),  Madison. 
('■))  Practical  politics  (before  Woman  Suffrage  Convention),  Madison. 

8.  The  chief's  work  in  correspondence  courses  is  not  closely  related  to  the  work  as  head 

of  the  Municipal  Reference  Bureau. 

a.  Of  six  courses  two  deal  with  municipal  government. 

(1)   In  municipal  government  courses  there  were  14  students. 

b.  The  facts  regarding  this  work  are: 


Course 


Gross  no. 
of  assign- 
ments 


Total 
no.  of 
students 


Number  of 
students 
dropped 


Number  of 
students 

completing 
course 


1.  American  government  and  poll 

tics  (1) 

2.  Municipal  government  (10) 

3.  American  diplomacy  (4A) 

4.  American  judiciary  (lA) 

5.  Parties  (3) 

6.  American  legislatures  (3A) 


24 
24 
16 
16 
16 
16 


23 

12 

14 

1 

0 

3 


c.  The  bureau  prepared  during  this  ye^r  a  guided  study-outline  for  women's  clubs 
on  citizenship  and  government. 

(1)  Based  on  the  Woman  Citizens'  Library. 

(2)  Consisting  of  24  assignments. 

9.  The  chief  gave  a  resident  lecture  course  of  two  hours  a  week  for  half  the  year.     (This 
was  the  third  time  the  course  had  been  given.) 

V.     STAFF  OF  THE  BUREAU 

1.  A  chief. 

2.  An  assistant. 

a.  Previous  to  .January  1,  1914,  the  assistant's  time  was  given  to  Dean  Reber, 
aiding  him  in  preparing  bulletin  on  university  extension  in  the  United  States 
for  the  United   States  Bureau  of  PLducation. 

b.  Now  all  her  time  is  given  to  the  Municipal  Reference  Bureau. 

"She  has  been  occupied  almost  enclusively  in  classifying  and  cataloguing  the 
material  already  collected."      (Statement  of  Municipal  Reference  Bureau.) 

3.  Clerical  and  stenographic  assistance  is 

a.  Supplied  as  needed. 

b.  The  chief  says  that  the  assistance  supplied  is  inadequate. 


VL     HOW  THE  TIME  OF  THE  CHIEF  OF  THE  BUREAU  IS  DISTRIBUTED 

1.  No  time  record  or  other  record  is  kept.     The  figures  are  purely  estimates. 

2.  Municipal  Reference  Bureau:  Office  work  (total  200  days  accounted  for). 

a.  Routine,  correspondence,  oO. 

b.  Investigations,  140. 

c.  Other,  10  (conferences). 

3.  Lectures  (total  20  days). 

a.  For  Municipal  Reference  Bureau,  7. 

b.  For  communitv  institutes,  12. 

c.  Other,  1.  ' 

4.  Correspondence  courses  (total  41  days). 

a.  Preparing  new  courses,  18. 

b.  Revising  old  courses,  14. 

c.  Routine  work  on  assignments,  9. 

529 


University  Survey  Report 

5.  Resident  instruction  (lotal_17  days). 

a.  Classroom  work,  5. 

b.  Preparation,  10. 

c.  Correction  on  papers,  etc.,  2. 

6.  Field  investigation  of  any  kind  (total  0). 

7.  Miscellaneous  (total  0). 

\  II.     COST  OF  TIIF  BUREAU 

1.  In  1909-10,  $1,100  (for  salary  of  chief). 

2.  In  1910-11,  $1,200  (for  salary  of  chief). 

3.  In  1911-12,  $l,3r)0  (for  salary  of  chief). 
1.  In  1912-13,  $1,  ir)0  (for  salary  of  chief). 

5.  In  1913-1 1,  $2,539  (all  purposes)  distributed: 

a.  Chief,  $1,550. 

b.  Assistant,  $750. 

c.  Supplies,  $135. 

d.  Equipment,  $38. 

e.  Books,  pamphlets,  magazines,  etc.,  $12. 

f.  Other  expenses,  $54. 

6.  Budget  for  191 1-15,  $2,810  (all  purposes)  distrii)utod: 

a.  Chief,  $1,550. 

b.  Assistant,  $960. 

c.  Other  salaries,  $30. 

d.  Supplies,  $155. 

e.  Books,  pamphlets,  magazines,  etc.,  $15. 

f.  Other  expenses,  $100. 

VIII.     IS  THE  BUREAU  IN  TOUCH  WITH  THE  iMUNICIPAL  NEEDS 

OF  THE  STATE 

1.  There  is  no  organization  or  effort  within  the  bureau  for  the  systematic  study  of 

the   municipal    needs   of   the   state. 

2.  Local  study  is  not  made,  though  it  is  stated  by  the  bureau  that  it  is  necessary 

for  proper  advice  (except  in  a  few  instances  on  engineering  subjects  by  another 
bureau  of  the   Extension   Division). 

a.  "It  is,  of  course,  hazardous  to  venture  an  opinion  upon  a  subject  of  this 

kind  without  having  first  received  all  the  facts  upon  which  to  base 
such  an  opinion.  What  is  said  here  should  be  looked  upon  more 
as  a  suggestion  for  further  investigation  rather  than  an  opinion 
in  regard  to  the  situation."  (To  the  Reporter,  Two  Rivers,  Wis., 
September    19,    1913.) 

b.  A  kind  of  service  that  should  be  performed  by  the  Municipal  Reference 

Bureau  to  a  very  much  greater  degree  is  suggested  in  the  following 
letter:  "Your  letter  of  September  19  to  the  Dean  of  the  University 
has  been  referred  to  me  for  reply.  The  only  department  in  the 
university  which  has  done  work  of  this  kind  in  the  laying  out  of 
parks  in  plants  and  beautifying  them  is  the  department  of  horti- 
culture. In  a  great  many  instances  Professor  L.  G.  Moore  of  Horti- 
culture has  gone  out  and  done  this  work  for  various  cities  in  this 
state,  and  is  very  glad  to  do  so  in  so  far  as  time  permits,  upon  the 
payment  of  his  traveling  expenses  by  the  town  receiving  the  advice. 
No  charge  is  made  for  his  time  or  work.  If  you  would  care  to  have 
him  come  out  and  do  this  for  you,  I  would  suggest  that  you  take 
the  matter  up  with  him  direct.  Professor  Moore  has  had  charge 
of  laying  out  practically  all  of  the  university  grounds,  particularly 
those  of  the  agricultural  department,  all  of  which  do  him  credit." 
(To  W.  F.  Z.,  Sheboygan,  Wis.,  October  2,  1913.) 

3.  Surveys  of  cities  would  afford  the  best  municipal  reference  material,  yet  nothing 

is   done    but   promises. 

a.  To  a  person  asking  (August  29,  1913)  for  some  one  to  advise  him  after 
investigation  of  the  best  things  for  his  city,  this  reply  is  made: 
"With  regard  to  your  second  incjuiry  with  reference  to  a  survey  of 
your  city,  beg  to  say  that  we  do  not  have  any  one  in  our  department 
just  now  who  could  make  a  survey  on  as  broad  a  basis  as  you  sug- 
gest. We  are,  however,  taking  up  this  matter,  and  hope  to  be 
able  to  extend  this  service  within  a  short  time.  I  shall  be  glad 
to  take  this  matter  up  with  you  at  a  future  time.  I  believe  that 
a  great  deal  can  be  done  along  this  line  when  the  right  man  can 
be  secured."      (To  F.  C.  E.,  Fort  Atkinson,  Wis.,  September  9,  1913.) 

530 


Exhibit  17 


b.  Up  to  August  24,  191 1,  nothing  had  been  done. 
4.  Some  unmet  municipal  needs  of  the  state  are: 
a.  Moving  picture  ordinances,  etc. 

"There  has  been  some  little  delay  in  this  reply,  owing  to  the  inaccessibility 
of  the  ordinances  upon  these  subjects.  I  shall  take  up  a  study  of 
moving  picture  ordinances  and  i)ool  and  billiard  licenses  in  parti- 
cular, as  I  presume  this  question  will  come  up  in  other  cities  of  this 
state,'  and  nothing  has  lieen  done  upon  the  subject  as  yet.  I  shall 
be  very  glad  indeed  lo  know  what  you  do  up  in  Fond  du  Lac  and 
to  receive  a  copv  of  anv  ordinance  which  you  may  pass.  I  shall 
also  give  you  anv  further  information  w^hich  I  may  receive  on  these 
subjects  in  the  near  future."  (To  E.  A.  S.,  Fond  du  Lac,  Wis., 
December  5,  1913.) 
b.   Municipal  hospital: 

"I  regret  to  say  that  we  have  no  material  on  the  subject  of  municipal  hos- 
pitals. I  take  it  from  the  size  of  your  bond  issue  that  this  is  a  general 
hospital  which  vou  are  planning.  Considerable  has  been  written 
upon  the  administration  of  contagious  hosi)ilals  but  nothing  upon 
the  general  hospitals.  I  have  also  consulted  in  this  connection  with 
the  State  Board  of  Health  who  advise  me  thai  there  are  no  purely 
municipal  hospitals  in  this  state.  The  general  jjractice  has  been 
for  some  of  the  leading  citizens  in  the  state  to  start  a  subscription 
fund  for  a  hospital  and  then  have  secured  assistance  from  the  city. 
The  result  of  this  practice  is  that  the  city,  from  time  to  time,  increases 
its  contribution  to  the  hospital  and  the  probability  is  that  it  will 
only  be  a  question  of  time  before  the  cities  will  take  over  these  hos- 
pitals entirely.  As  yet.  however,  no  reports  which  would  be  of  value 
in  a  campaign  for  a  bond  issue  have  yet  appeared."  (To  M.  C.  C, 
Menomonie,   Wis.,  .January  24,    1914.) 

c.  Water  works: 

"No  particular  study  has  been  made  of  water  works  in  this  state,  but  should 
you  wish  to  run  over  some  articles  presenting  some  of  the  arguments 
in  favor  of  municipal  ownership,  I  think  we  can  send  you  a  collection 
of  material  from  which  such  articles  could  be  written."  (To  M.  C.  D., 
Menomonie,  Wis.,  January  24,  1914.) 

d.  Disposal  of  garbage: 

"Your  letter  of  August  6  arrived  during  my  absence  from  the  city  which 
accounts  for  this  delay.  I  am  forwarding  you  under  separate  cover 
copy  of  the  .Julv,  1912,  issue  of  "The  Municipality"  in  which  was 
published  the  report  of  an  investigation  which  I  made  on  the  methods 
of  disposing  of  garbage  in  the  cities  of  the  state.  From  this  report 
you  will  find  that  very  little  thus  far  has  been  accomplished  along 
this  line.  This  magazine  includes  nearly  all  the  information  which 
I  have  been  able  to  secure  on  the  subject."  (To  J.  J.  F.,  Bayheld, 
Wis.,  August  22,  1913.) 

<>.  Screening  saloons: 

"With  regard  to  an  ordinance  requiring  saloons  to  remove  all  screens  and 
obstructions  from  the  view  of  the  streets  between  closing  and  open- 
ing hours,  I  beg  to  say  that  I  was  unable  before  and  have  not  been 
able  to  find  an  ordinance  governing  this  subject.  There  was  an 
ordinance  of  similar  nature  to  this  in  Grand  Hapids,  Michigan, 
but  it  was  dropped  from  the  new  compilation  of  ordinances  and  I 
have  been  unable  to  secure  a  copv  of  the  old  ordinance."  (To 
J.  J.  F.,  Bayfield,  Wis.,  October  2,  1913.) 

f.  Standardization  of  supplies: 

"Replying  to  your  letter  of  June  23  beg  to  say  that  we  have  practically 
'no    information    on    the    standardization    of    municipal    purchases. 
(To  W.  P.,  Milwaukee.  Wis.,  July  1,  1914.) 

g.  Smaller  cities: 

"W^e  do  not  have  particular  references  lo  what  cities  the  size  of  Edgerton 
have  accomplished  in  this  slate,  as  these  things  do  not  very  often 
get  into  print.  Just  for  vour  own  information,  I  might  call  attention 
lo  some  of  the  things  which  the  city  of  Richland  Center  has  done 
in  improving  its  town."  (To  F.  O.  H.,  Edgerton.  \\  is.,  December 
13,  1913.) 

(1)  The  population  of  Edgerton  is  2,513. 

(2)  37  of  the  73  cities  are  from  2,500  to  5,000  in  population. 

(3)  The  remaining  villages  and  small  cities  have  a  population  of 
less  than  2,500.^ 

531 


University  Survey  Report 

h.  Probation  work: 

(1)  "You  say  the  State  Board  of  Control  is  interested  in  getting  probation 
work  started  in  the  state.  I  wonder  if  they  could  give  us  any  assist- 
ance in  our  attempt  to  get  it  here,  especially  since  we  seem  to  be 
breaking  ground  for  the  state.  Would  they  have  a  man  they  could 
send  up  here  to  talk  to  the  Board  members  or  have  they  literature 
thev  could  send  them?  And  whom  could  I  write  to  about  it?" 
(From  F.  C,  Green  Bay,  Wis.,  June  18,  191 1.; 

(2).  "From  reports  which  come  to  my  office,  there  seems  to  be  a  considerable 
need  for  the  establishment  of  such  an  office  in  most  of  the  larger 
cities  of  the  state."      (To  F.  C,  Green  Bay,  Wis.,  April  9,  1914.) 

i.  Laying  out  parks: 

(1)  "Some  months  ago  I  wrote  asking  if  you  had  any  one  in  your  division 

who  could  assist  our  park  commissioners  in  laying  out  our  city  parks, 
and  if  so  what  expense  it  would  lie  to  the  city.  I  have  received 
no  word  from  you  and  therefore  ask  you  to  take  this  matter  up  at 
once  and  advise  me."  (P>om  J.  G.  B.,  Boscobel,  Wis.,  September 
1,  1913.) 

(2)  "Unfortunately,   there   is  no  one  in   the   University  who  has  made  a 

specialty  of  studying  landscape  architecture  from  the  citizens'  point 
of  view.  I  have  frequently  called  upon  Mr.  McLean,  Superintendent 
of  the  Madison  Park  and  Pleasure  Drive  Association  in  cases  of  this 
kind,  but  Mr.  McLean  has  severed  his  connection  with  the  association 
and  has  left  the  city."  (To  .J.  .1.  B.,  Boscobel,  Wis.,  September  9, 
1913.) 

IX.     DOES  THE  BUREAU  KEEP  IN  TOUCH  WITH  SOURCES  OF 
INFORMATION   CURRENTLY 

1.  The  following  material  listed  in  the  .July  number  of  the  National  Municipal  Re- 
view was  not  in  the  possession  of  the  bureau  (except  in  the  instances  starred) 
nor  had  anything  been  done  to  secure  it.     (August  25,  1914.) 

a.  Village  Improvement.     By  Parris  T.  Farwell,  Chairman  of  the  Village 

Improvement  Committee  of  the  Massachusetts  Civic  League.  362 
pages,  20  illustrations.  New  York.  Sturgis  &  Walton  Company. 
$1.00  net. 

b.  Proceedings   of  the  American   Water  Works    Association,    1913.     Pub- 

lished by  the  Association.     J.  M.  Diven,  Secretary,  Troy,  New  York. 

c.  New  York  Association  for  Improving  the  Condition  of  the  Poor.     Com- 

fort stations  in  New  York  City,  a  social,  sanitary  and  economic 
survey  by  the  Bureau  of  Public  Health  and  Hygiene  of  the  Depart- 
ment of  Social   Welfare.     Publication  No.  80,   1914.     39  pages. 

d.  New  York  Milk  Committee.     Seventh  annual  report  for  the  year  end- 

ing,   December    31,    1913.     89    pages. 

e.  Chicago,  Illinois  Market  Commission.     Preliminary  report  to  the  Mayor 

and   Aldermen  of  the   City  of   Chicago  by  the   Chicago  Municipal 
Markets   Commission.     Chicago,   April   24,    1914.     65  pages. 
*f.   Cleveland,    Ohio    dance    hall  inspector.      Report  of  regulation  of  city's 
dance  halls  for  the  year  ending  December  31,  1913. 

g.  Minnesota  Home  Rule  League.  Regulation  of  public  utilities  in  Wis- 
consin.    An   analysis  of  the  system   and   the  results.     1914. 

h.  Playground  and  Recreation  Association  of  America.  Indianapolis  recre- 
ation survey,  prepared  for  the  Indianapolis  Chamber  of  Commerce, 
January-March,  1914. 

i.  Cleveland,  Ohio  Chamber  of  Commerce.  Cleveland  pavements.  A 
report  of  the  Municipal  Committee  of  the  Cleveland  Chamber  of 
Commerce.     30  pages. 

i.  Commonwealth  Club  of  California.  Transactions,  vol.  9,  No.  1.  Feb- 
ruary, 1914.     The  bay  cities  water  supply. 

k.  Cleveland,  Ohio  Civic  League.  The  Municipal  Bulletin.  March,  1914. 
Non-partisanship  and  the  new  city  charter.  How  the  new  charter 
is  working.  23  pages: 
*1.  New  York  State.  Statutes.  An  act  to  authorize  a  city  of  the  second 
or  third  class  to  adopt  a  simplified  form  of  government.  Approved 
April  16,  1914. 

m.  Olean,  N.  Y.  The  proposed  charter  for  the  City  of  Olean.  Proposed 
by  the  Citizens'  Charter  Committee.  Election  day,  June  30,  1914. 
Reprinted  for  the  Chamber  of  Commerce,  Olean,  N.  Y. 

532 


Exhibit  17 

2.  The  following  material  listed  in  the  July  and  August  bulletins  of  the  Public  Affairs 
Information  Service  was  not  (except  in  the  mstance  starred;  in  possession  of 
the  bureau  nor  had  anything  been  done  to  secure  it.      (August  25,  1914.) 

a.  Weights  and  measures.     The  proceeding  of  the  National  Conference  on 

Weights  and  Masures  of  the  U.  S.  have  been  issued  as  a  govern- 
ment document  from  the  Bureau  of  Standards.  It  contains  a  model 
law  drafted  by  the  National  Bureau  of  Standards  and  endorsed  by 
the  conference.     291  i)ages.     1914.     (Bui.  No.  47,  .luly  .3,  1911.) 

b.  Courts — Public  defender — Los  Angeles.     "The  office  of  public  defenrler" 

by  Walton  J.  Wood  of  Los  Angeles  has  been  reprinted  to  fill  the 
increasing  demand.  Ed.  2,  June  1914.  11th  floor.  Hall  of  Records, 
Los  Angeles.      (Bui.  No.  50,  July  25,  1914.) 

c.  Dance    Halls — Legislation.      The   July    191  1    number   of     the   monthly 

bulletin  of  the  St.  Louis  Public  Library  contains  a  report  on  dance 
hall  legislation  (previously  reported  in  typewritten  form)  and  on 
cal)aret  shows  and  public  dancing  in  restaurants  and  cafes.  For 
copies  apply  to  the  Municipal  Reference  Librarv,  206  Citv  Hall, 
St.   Louis.     (Bui.   No.   50,  July  25,    1911.) 

d.  Municipal    government — Commission    plan.     A   committee   of  the    Na- 

tional Municipal  League  has  made  an  analytical  study  of  the  com- 
mission plan  and  commission-manager  plan  of  munici[)al  govern- 
ment. The  report  has  been  pui)lisho(l  in  i)hami)!et  form.  23  pages. 
703  North  American  Building,  Philadelphia,  5  cents  a  copv.  (Bui. 
No.  50,  July  25,   1914.) 

e.  Municipal  waste — Chicago.     Report    of    tht^  City    Waste    Commission 

of  the  City  of  Chicago  to  the  Chicago  City  Council.  69  pages.  This 
document  contains  the  reports  of  Messrs.  Irwin  S.  (Jsborn,  and  I.  T. 
Fetherston,  the  experts  employed  by  the  Chicago  City  Waste  Com- 
mission on  the  collection  and  disposal  of  refuse  for  the  City  of  Chicago, 
with  many  charts,  tables  and  diagrams.  This  document  will  be 
supplied  to  all  applicants  upon  receipt  of  four  cents  in  postage. 
Municipal  Reference  Librarv.  1005  Citv  Hall.  Chicago.  (Bui. 
No.  50,  July  25,   1914.)  " 

f.  Municipalities — Commercial     Organization.       The     yearbook    for     191  I 

of  the  Merchants'  Association  of  New  York  has  been  issued.  It 
contains  the  reports  of  dilTerent  bureaus  and  a  classified  list  of  mem- 
bers by  profession  or  line  of  business.  Secretarv  S.  C.  Mead,  WOol- 
worth'Bldg.,  233  Broadway,  N.  Y.  (Bui.  No.  !5(J.  July  25,  1914.) 
*g.  Real  property — Taxation — Wisconsin.  "How  to  Assess  Property  in 
Cities  and  Rural  Towns."  Practical  Suggestions  by  H.  V.  Cowles 
and  J.  H.  Leenhout.  Issued  by  Wisconsin  Tax  Commission,  1914. 
62  pages.     Madison,  Wisconsin.      (Bui.  No.  .50,  July  25,  1914.) 

h.  Roads — Ohio.  Bui.  No.  19  of  the  State  of  Ohio  Highway  Department 
is  a  complete  report  of  the  South  High  Street  experimental  road. 
This  particular  street  near  Columbus,  O.,  fulfilled  the  conditions 
required  as  it  was  a  heavy  and  mixed  trafhc.  A  great  deal  of  the 
work  was  done  by  convict  labor.  April,  1914.  Columbus.  O. 
(Bui.  No.  50,  July  25,  1914.) 

i.  Sewage  Investigation — Cincinnati.  Progress  rej^orl  on  a  plan  of  sewage 
for  the  city  of  Cincinnati  has  been  issued.  The  rejxjrt  is  made  as 
a  result  of  investigations  by  a  Bureau  established  for  this  pur|)ose. 
The  report  may  be  obtained  from  the  olfice  of  the  City  Engineer, 
Division  of  Sewerage.      (Bui.  No.  50,  July  25,   1914.) 

j.  Courts — Children — N.  Y.  (City).  The  1913  children's  court  reiiort 
of  New  York  City  gives  more  scientific  and  sociological  data  than 
in  any  previous  report.  The  Committee  on  Criminal  Courts  of 
the  charity  organization  society  has  cooperated  with  the  Chief  Clerk. 
Mr.  Frank  W.  Smith,  in  making  this  the  kind  of  a  report  they  had 
hoped  to  issue.  Children's  Court  3rd  Ave.  &.  11th  St.,  N.  Y.  Citv. 
(Bui.  No.  49,  July  17,  1914.) 

k.  Municipal  government — Administration — California.  Powers  of  cities, 
reports  on  proposed  constitutional  amendments  of  1914  alTecting 
powers  of  municii)al  governments,  also  a  discussion  of  the  proposed 
purchase  of  the  united  railroads  by  the  City  of  San  Francisco  is  the 
subject  of  the  July  issue  of  the  Commonwealth  Club  of  California. 

The  following  amendments  are  discussed:  excels  condemnation, 
powers  over  i)ublic  utilities,  preferential  voting,  control  of  municipal 
affairs,  adoption  of  city  charters,  surrender  of  rate  regulation,  pro- 
posed purcha.se  of  the  united  railroads.  (Bui.  No.  51.  .\ugust  1, 
1914.) 

533 


University  Survey  Report 

1.  Public  health  departments — Springfield,  Massachusetts.  The  Spring- 
field Bureau  of  Municipal  Research  has  made  a  report  of  a  survey 
of  the  organization  and  administration  of  the  Health  Department 
of  Springfield,  Mass.  Summaries  are  given  of  both  recommenda- 
tions and  criticisms.      April  1914.      (Bui.  No.  51,  August  1,  1914.) 

m.  Civil  Service — Municipal — Commissions — Chicago.  Nineteenth  annual 
report  of  the  Civil  Service  Commission  of  the  City  of  Chicago  for 
the  year  1913.  Paper.  146  pages.  Weight  of  parcel  10  oz.  En- 
close postage.  Chicago  Municipal  Reference  Library,  1005  City 
Hall,  Chicago.      (Bui  No.  47,  .July  .3,  1914.) 

3.  All  this  material  related  to  subjects  of  inquiries  during  the  year  1913-14  except: 

a.  Office  of  Public  Defender,  by  W.  J.  Wood  of  Los  Angeles. 

b.  How  to  Assess  Property  in  City  and  Rural  Towns,  by  H.  V.  Cowles  and 

J.  H.  Leenhout. 

c.  Comfort   Stations  in  New  York   City — Association  for   Improving  the 

Condition  of  the  Poor. 

d.  Indianapolis  recreation  survey. 

4.  However,  all  this  material  relates  to  current  municipal  problems. 

X.     DOES  THE  BUREAU  KEEP  IN  TOUCH  WITH  SOURCES  OF 
INFORMATION  GENERALLY 

1.  The  foregoing  test  applied  to  keeping  in  touch  currently  with  material.     This 

test  is  more  general  in  character. 

2.  The  following  material  listed  in  the  April  number  of  the  National   Municipal 

Review  was  not  in  possession  of  the  bureau,  nor  has  anything  been  done  to 
secure  it  (September  14,  1914). 

a.  Bureau   of   Municipal   Research,    New   York    City.     Organization   and 

business  methods  of  the  city  government  of  Portland,  Oregon. 
1913.     118  pages. 

b.  New  York  City.     Bureau  of  Supplies  and  the  Department  of  Water 

Supply,  Gas  and  Electricity.  Report  November  1913.  93  pages. 
The  administrative  report  of  the  chief  of  the  bureau  E.  C.  Church. 
Mr.  Church  took  charge  of  the  Bureau  in  1911.  His  report  is  an 
able  record  of  the  reorganization  of  an  important  bureau  on  scien- 
tific lines. 

c.  Philadelphia,  Pa.     Manual  of  accounting,  reporting  and  business  proced- 

ure of  the  city  and  county  of  Philadelphia,  John  M.  Walton,  City 
Controller,  effective  January  1,  1914.     Philadelphia,  1913.    66  pages. 

d.  American  Judicature  Society.     Courts  for  smaller  cities.     Suggestions 

based  upon  an  investigation  of  the  administration  of  justice  in  the 
city  of  Grand  Rapids,  Michigan.     1914.     24  pages. 

e.  Miller,  Hon.  Cyrus  C.     What  the  city  can  do  to  reduce  the  cost  of  living. 

Address  delivered  at  Binghamton  on  June  6,  1913,  before  the  Con- 
ference of  Mayors  and  other  city  officials  of  the  state  of  New  York. 
15  pages. 

f.  Halstead,    Albert.     British    municipal    undertakings.     Letter    from    the 

American  consul  at  Birmingham,  England,  December  17,  1913. 
Ordered  printed  February  6,  1914.  23  pages.  (U.  S.  63  Congress 
2  session.   House  document  710.) 

g.  Chicago,   111.     Commissioner  of  Public  Works  and   Civil  Service  Com- 

mission.    Reports  on  the  Bureau  of  Streets  October,  1913.    112  pages, 
h.  Hansen,  Paul.     Increasing  the  efficiency  of  small  waterworks  and  sewage 
treatment    plants.     1913. 

3.  The  following  material  listed  in  the  April  number  of  the  Public  Affairs  Informa- 

tion Service  was  not  in  possession  of  the  bureau  (except  in  the  two  items  starred, 
taken  from  the  same  publication)  nor  has  anything  been  done  to  secure  them 
(September  14,  1914). 

a.  Motion  pictures — Laws — Massachusetts.     The  Department  of  Building 

Inspection  of  the  Massachusetts  District  Police  (State  House,  Boston) 
has  issued  a  pamphlet  (Form  C)  giving  the  laws  of  that  state  re- 
lating to  moving  picture  exhibitions  and  containing  comprehensive 
regulations  as  to  the  construction  of  booths,  machines,  wiring, 
operators,   etc.      (Bui.   No.   35,   April  3,    1914.) 

b.  Lighting— Municipal   ownership.     "Municipal   lighting,   the  Success   of 

Municipal  Ownership  of  electric  Lighting  Plants  in  California  and 
the  Situation  in  Berkeley"  is  the  title  of  the  Berkeley  civic  bulletin. 
March  20,  1914.  2610  Regest  St.,  Berkeley,  Cal.  (Bui.  No.  36, 
April  8,   1914.) 

534 


Exhibit  17 

c.  Recreation — Commercial.     "Commercial  Recreation  Legislation"   is  the 

title  of  an  article  by  Julia  Schoenfeld  in  the  March  1914  issue  of 
"The  Playground."  A  suggested  ordinance  is  given  regulating 
public  dances  and  public  halls.  The  Injlks  ordinance  relative  to 
motion  picture  theaters  in  New  York  is  included.  Also  a  model 
ordinance  providing  for  licensing  pool,  billiard,  pigeon  hole  and 
bagatelle  tables  and  bowling  alleys.  Published  by  the  Playground 
and  Recreation  Association  of  America.  Madison  Ave.,  New  York 
City.     (Bui  No.  36,  April  8,   1914.) 

d.  Hospitals — Investigations — New  York  City.     Section  '.i  "Some  Hospital 

Problems"  of  the  Report  of  the  Committee  on  Inquiry  into  the 
departments  of  health,  charities  and  Bellevue  and  allied  hospitals 
in  the  city  of  New  York  has  been  made.  Chairman  George  McAneny. 
Office  of  the  President  of  the  Board  of  Aldermen,  New  York  City. 
(Bui.  No.  37,  April   17,   1914.) 

e.  Milk — St.  Louis.     "The  Milk  Problem  in  St.  Louis"  prepared  by  Eliza- 

beth Moore  and  Minnie  D.  Weiss  under  the  direction  of  Geo.  B. 
Mangold,  Department  of  Research,  St.  Louis  School  of  Social  Econ- 
omy. Chap.  4  gives  the  milk  regulation  in  five  other  cities.  1827 
Locust  St.,  St.  Louis,  Mo.     (Buf.  No.  37,  April  17,  1914.) 

*f.  Municipal  government — Business  manager  plan— Bibliography.  A 
bibliography  on  the  "City  Manager  Plan"  prepared  by  the  Bureau 
of  Debate  and  Discussion  of  the  Extension  Division,  appears  in 
University  of  Washington  Extension  .lournal  for  April,  1914.  _  Copies 
obtainable  from  Extension  Division,  Seattle.  (Bui.  No.  37,  April 
17,  1914.) 

g.  Recreation — Survey — Indianapolis.  Francis  R.  North,  field  secretary 
of  the  Playground  and  Recreation  Association  has  made  his  recrea- 
tion survey  report  to  the  Indianapolis  Chamber  of  Commerce. 
He  recommends  the  necessity  for  organized  play  and  recreation 
facilities.  He  reports  the  city's  facilities  in  its  parks,  |)laygrounds 
and  streams  and  the  present  and  possible  uses  of  school  property. 
We  have  copies  for  distribution  at  this  office.  (Bui.  No.  37,  April 
17,  1914.) 

*h.  Sewage — Bibliography.  A  bibliography  on  sewage  disposal  is  printed 
as  an  appendix  to  an  article  by  E.  J.  McCaustland  in  the  April 
1914  number  of  the  Washington  University  Extension  .Journal, 
pages  60-62.  Extension  Division  Universitv  of  Washington,  Seattle. 
(Bui.  No.  37,  April  17,  1914.) 

i.  Cost  of  Living.  What  the  City  Can  Do  to  Reduce  the  Cost  of  Living, 
is  the  title  of  an  address  delivered  at  Binghamplon,  N.  Y.,  on  .June 
6,  1913  before  the  Conference  of  Mayors,  by  Cyrus  C.  Miller.  It 
is  issued  as  a  reprint.  Ti.')  Liberty  St.,  N.  Y.  City.  (Bui.  No.  38, 
April  25,  1914.)  [This  bulletin  was  also  listed  in  the  .\pril  number 
of  the  National  Municipal  Review.] 

j.  Courts — Municipal — -Chicago.  The  "Proposed  Revision  of  Municipal 
Court  Act"  is  discussed  in  the  Citv  Club  of  Chicago  Bulletin  for 
April  4,  1914.  31. 'i  Plymouth  Court,  Chicago.  (Bui.  No.  38,  .\pril 
25,  1914.) 

k.  Municipal  Finance — Milwaukee.  Report  of  City  Comptroller  of  the 
City  of  Milwaukee  for  1912-1913  has  been  issued  and  is  distributed 
by  "the  Comptroller.      (Bui  No.  38,  April  25,   1914.)' 

1.  Municipal  Government — California.  "Efficiency  in  Municipal  and 
Countv  Government"  is  report  No.  12  issued  bv  I"ax  .\ssociation 
of  Alameda  County.  California.  March  1914.  803  Oakland  Bank 
of  Savings  Building.  Oakland,  California.  (Bui.  No.  38.  .\pril  25, 
1914.) 

ni.  Municipal  government — Commission  plan  ~  Ircnton.  N.  .1.  I'he  an- 
nual report  of  the  c-omptrollcr  of  the  city  of  4>enlon.  N.  .1.  embracing 
the  first  complete  fiscal  year  under  commission  government,  has 
been  made.  1913.  Also  the  Efiiciency  Report  of  the  Board  of 
Commissioners.     January  1914.       (Bui  No.  38.  April  25.  1914.) 

n.  Municijial  ownership — Bibliography.  Jlie  Detroit  Public  Library  issues 
a  pamphlet  of  "Selected  Bibliographies".  "Municipal  Ownership" 
is  divided  under  General,  Aflirmalive  and  Negative.  1914.  (Bui. 
No.  38,   April  25,    1914.) 

535 


University  Survey  Report 

XI.     IS  THE  IMPORT  OF  WORK    DONE    ACCURATE?     OH,  IS    IT    MISLEAD- 
ING AND  WITHOUT  SUBSTANTIAL  BASIS 

1.  Regarding  preparation  of  campaign  material  for  various  cities: 

a.  The  biennial  report  for  1910-12  says:  "A  special  line  of  work  carried  on 

by  the  bureau  during  the  past  yetjr  has  been  the  preparation  of 
campaign  literature  for  cities  voting  upon  the  adoption  of  the  com- 
mission form  of  government.  In  answer  to  the  request  of  the  Citi- 
zens' Committee  of  Madison,  the  bureau  prepared  practically  all 
the  allirmative  literature  used  in  the  campaign,  including  the  cam- 
paign pamphlet  which  has  since  attracted  so  much  attention.  A 
similar  service  was  performed  for  the  cities  of  .lanesville,  Oshkosh, 
Superior,  Grand  Rapids,  Wausau  and  other  cities  voting  upon  the 
subject.  Either  affirmative  or  negative  material  was  furnished 
according  to  the  request."     (Page  52.) 

b.  In  a  written  statement  the  chief  of  the  bureau  says:  "The  statement 

in  the  report  I  think  is  perhaps  misleading  with  reference  to  the 
preparation  of  campaign  material.  I  did  design  and  write  the  cam- 
paign pamphlet  for  Aiadison  at  the  request  of  the  Madison  com- 
mittee, but  I  did  this  in  a  personal  capacity,  and  never  made  any 
records  in  the  Reference  Bureau.  I  think  it  would  be  impossible 
for  the  Bureau  to  undertake  the  actual  preparation  of  campaign 
material.  This  report  should  have  read  "finished"  instead  of  "pre- 
pared." We  did  send  information  on  either  side '  of  commission 
government  upon  request  and,  of  course,  would  send  the  kind  of 
information  asked  for.  I  do  not  think  that  a  state  bureau  can  go 
further  than  this  without  getting  into  politics  and  consequently 
into  difficulty." 

2.  Regarding  number  of  inquiries  received. 

a;  The  annual  report  (year  ending  June  30,  1914)  of  the  Municipal  Refer- 
ence Bureau  said:  "During  the  year  ending  July  1,  1914,  the  Muni- 
cupial  Reference  Bureau  furnished  information  and  data  to  one  hun- 
dred and  seventy-four  cities  and  villages  in  the  state.  Seven  hun- 
dred and  ninety-two  inquiries  were  answered  and  reports  made". 
The  official  explanation  of  how  this  figure  was  arrived  at  follows: 

(1)  146. — "She  [my  assistant]  reported  to  me  that  there  were  in 

our  letter  files  146  separate  inquiries  for  information  from 
cities  of  the  state  during  the  year  ending  June  30,  1914. 

(2)  376. — "To  these  I  added  the  number  of  requests  for  commission 

government  material  for  \\^ich  no  letters  were  written  and 
also  the  other  places  to  which  I  sent  publications  on  the 
subject,  including  my  bulletin  on  Commission  Government, 
the  IVLadison  pamphlet  which  I  prepared,  copies  of  my 
address  on  the  subject  before  the  League  of  Wisconsin 
Municipalities  and  the  reprint  of  my  article  on  Commission 
Government  in  the  West  from  the  Annals  and  also  publi- 
cations of  the  Short  Ballot  Association  on  the  subject. 
•    ,  My  record  showed  that  there  were  376  of  these.     These  I 

included." 

"(3)  135. — "T-hen  I  included  the  135  cities,  and  villages  having 
1,000  population  to  which  I  mailed  a  copy  of  my  report 
on  Salaries  in  Wisconsin." 

(4)  135. — "I  also  added  the  135  cities  and  villages  to  which  I  sent 

the  report  on  Theater  Licenses.  These  last  were  included 
on  account  of  the  interest  in  the  cities  of  the  state  on  the 
subject.'" 

(5)  792.   (Total) — "After  collecting  the  material  on  salaries  I  made 

a  preliminary  report  and  mailed  it  to  all  the  cities  to  have 
them  check  up  the  data  from  their  city.  So  many  of  these 
on  returning  their  report  asked  to  be  supplied  with  a  copy 
of  the  linal  report  that  I  decided  to  mail  them  to  all  of  the 
cities,  and  the  villages  of  1,000  population  and  over.  The 
question  of  theater  licenses  was  raised  at  the  convention 
at  Neenah  and  considerable  interest  was  shown  in  the  sub- 
ject. I  made  an  informal  report  on  the  Results  of  My 
Collection  of  Data  on  this  subject  and  a  great  many  of  the 
members  present  asked  me  for  copies  of  my  report,  I  there- 
fore decided  to  send  a  copy  to  each  of  the  cities.  I,  there- 
fore, included  these,   making  the  total   792." 

536 


Exhibit  17 

1).  This  total,  according  to  official  explanation,  does  not  include: 

(1)  "The  reports  which  I  sent  to  individual  members  on  the  theater 

license  report." 

(2)  "The  case  where  I  sent  more  than  1  copy,  as  for  instance,  at 

Fond  du  Lac  where  I  sent  50  copies  of  the  Madison  i)am- 
phlet." 

(3)  "Any  of  the  requests  receivAl  at  the  bureau  by  telephone  on 

any  other  sui)ject  than  commission  government." 

(4)  "Any  of  the  rec{uests  which  came  into  the  bureau,  but  were 

referred  to  various  departments,  either  at  the  State  Capitol 
or  at  the  University  for  reply." 

(5)  "Other  reports  which  we  mailed  during  the  year  where  only  a 

half-dozen  or  so  were  mailed  out  of  which  no  record  was 
kept." 

c.  The   official   explanation   shows   clearly   that    the   statement    that    '■79'i 

inquiries  were  answered  and  reports  made"  is  untrue. 

(1)  Mailing  135  copies  of  the  report  on  salaries  to  the  cities  of  the 

state  over  1,000  i)opulation  does  not  constitute  135  inquiries. 

(2)  Mailing  a  similar  number  of  rejjorts  on  theater  licenses  does 

not  constitute  an  additional  135  inquiries.     To  send  these 
as  explained  by  the  chief  was  his  own  decision;  i)rompted  Ijy 

(a)  Notations    on    revised    preliminary    reports. 

(b)  Oral    inquiries   at   Neenah    convention. 

(3)  The  376   "inquiries"   are  partly  inquiries  for  which   requests 

were  destroyed, 

(a)  It  is  a  rule  of  the  Extension  Division  that  such  cor- 
respondence should   be   preserved. 

And  "the  other  places  to  which   I  sent  publications  on   the 
subject." 

(b)  These  are  obviously  not  inquiries. 

d.  Other  evidence  shows  that  the  number  of  inquiries  is  exaggerated. 

(1)  The  inquiries  as  given  for  the  year  1913-11  in  reality  include 

also  the  inquiries  for  the  year  1912-13,  i.  e.,  two  years  work 

is   stated    as   one.     Subjects   of  inquiries   not   asked   about 

during  1913-1 4  are  listed  as  having  been  inquired  about 

(a)  Treating  of  drinking  water  by  hyperchlorate  of  lime 

and  ozone. 
(bj  Flat   rates  for  Tungsten   street    lights   in    Wisconsin 
cities. 

(c)  Relative  merits  of  brick  reinforced  concrete  or  creo- 

sote blocks  for  street  paving. 

(d)  Contracts,   rates,   etc. — Street   lighting. 

(e)  Saloon  licenses. 

(f)  List    of   cities    in    Wisconsin    owning    and    operating 

waterworks. 

(g)  Ejecting  board  of  public  works,  and 
(h)  Twenty  other  sui;jects. 

3.  Regarding  the  376  "inquiries"  on  commission  government  it  should  be  noted: 

(a)  That  on   February  28th,   the   bureau   wrote:   "I   regret   that   my   large 

bulletin  on  this  subject  is  already  out  of  print  but  I  think  you  'will 
find  several  copies  of  the  same  in  your  public  library."  This,  there- 
fore,   represents    "inquiries"    for   eight    months. 

(b)  That  this  does  not  include  the  23  inquiries  on  commission  governiiu'iil 

in  the  files  for  1913-M  distributed  as  follows: 

General  information II 

F"or  b  u  1 1  e  t  in 4 

Historical  development 1 

List  of  cities  in  Wisconsin  (results,  salaries) 3 

Citizens — pi'mi)hlets  : 1 

Small  cities  adopted  commission  government...,...- 1 

Tax  rates , 1 

General  manager  plan .".^ '. 1 

4.  Instead    of    116  separate  inquiries  in  the  liles  there  were  91   for   the   vear  ending 
June  30,    1914. 

5.  The  bureau  fails  to  realize  what  is  meant  by  an  inquiry  when  it  takes  pains  to  list 
the  five  things  noted  above  as  not  included  in  its  total. 

537 


University  Survey  Report 

6.  Regarding  efTorl  to  secure  information  through  circular  letters 

a.  The  annual  report  for  the  year  ending  June  30,  1914,  says:  "Over  500 

circular  letters  on  various  subjects  have  been  sent  out  for  information 
and  documents."  The  oflicial  explanation  of  how  this  figure  was 
arrived 'at  follows: 

(1)  184. — "We  sent  out,  for  instance,  184  in  connection  with  the 

parks." 

(2)  47. — "We  sent  out  47  to  collect  state  manuals." 

(3)  125. — "We  sent  out   125  to  get  recent  ordinances  from  the 

cities  of  the  state." 

(4)  125. — "I   also  sent  out   125  in  connection  with   the  salaries 

report." 

(5)  125. — "We  also  sent  out  125  to  secure  names  of  city  officials." 

(6)  Not  included  in  total. — "We  also  sent  out  a  large  number  in 

connection  with  the  building  codes,  some  of  them  before 
the  beginning  of  the  last  fiscal  year,  and  some  of  them 
after.     In  addition  we  sent  out  second  letters  in  many  cases." 

b.  If  these  are  the  facts,  the  statement  should  then  have  been:  five  circular 

letters  to  over  .500  persons. 

7.  Regarding  effort  to  secure  information  through  letters  requesting  specific  infor- 

mation. 

a.  The  annual  report  for  year  ending  June  30,  1914,  says:  "Over  500  separate 

letters  have  been  written  to  secure  specific  information  requested 
in  inquiries  made  to  the  Bureau."  The  official  explanation  of  how 
this  figure  was  arrived  at  follows: 

(1)  "The  same  is  true  of  the  500  estimate  in  connection  with  letters 

asking  for  specific  information.  This  estimate,  however, 
is  low." 

(2)  144. — "My   assistant   reported   to   me   that   we   have   in   our 

letter  files,  copies  of  144  such  letters." 

(3)  72. — "In  addition  to  these  72  letters  were  sent  out  checking 

up  copies  of  ordinances  and  asking  for  later  editions  where 
such  had  been  published." 

(4)  20  to  25 — "I  sent  out  between  20  and  25  letters  to  the  city  clerks 

in  connection  with  voting  machines  in  use  in  their  cities." 

(5)  About  50. — "We  sent  out  about  50  letters,  in  all,  in  our  effort 

to  collect  city  manager  charters  and  ordinances  and  to 
check  our  information  in  connection  with  them." 

(6)  37. — "We  sent  37  in  connection  with  street  signs  and  name 

plates." 

(7)  About  10. — "We  sent  out  about  10  in  connection  with  proba- 

tion." 

(8)  Quite  a  number. — "We  sent  out  quite  a  number  in  connection 

with  our  effort  to  collect  information  and  catalogues  on 
garbage  cans,  garbage  wagons,  and  garbage  incinerators 
and  quite  a  number  in  connection  with  our  effort  to  collect 
information  on  street-oiling  machinery." 

(9)  More. — "I  do  not  know  how  many  more  we  sent  out  of  this 

kind  during  the  year.  Some  of  them  we  have  copies  of — ■ 
many  of  them  we  merely  held  the  carbon  copy  until  the 
material  came  and  we  could  check  it  off,  then  .the  copy 
was  destroyed.  This  we  have  practically  always  done  in 
connection  with  regular  publications." 

b.  Accepting  this  statement,  the  question  may  properly  be  raised  whether 

any  of  these  items  are  properly  "separate  letters  to  secure  specific 
information  required  in  inquiries  made  to  the  Bureau"  except  the 
144  letters  in  the  files. 

c.^The  reports  given  to  the  chief  of  the  bureau  by  his  assistant    are:    (cf. 
"b"  above: 

538 


Exhibit  17 


Requests   Sent   from   Bureau   for   Material   and   for    Information 

Wisconsin   Cities 


From  July 
To  July'l 

1,  1912 
1913. 

From  July 
To  July  1 

1,   1913 
,  1914 

Appleton 
Madison 

2 
1 
4 

7 

Ashland 

Fox  Lake 

Circen  Bay... 

Kenosha 

Madison 

Milwaukee 

l^acine 

Milwaukee. 

2 
3 

~ 

10 

REQUESTS    SENT    OUT    FROM     THE    BUREAU    FOR 
MATERIAL  OR  INFORMATION 


Alabama 1 

California 10 

Colorado 3 

Connecticut 1 

D.  C.  (Wash.) 12 

Illinois 15 

Indiana 1 

Iowa 1 

Kansas 1 

Maryland 2 

Massachusetts 4 

Michigan 9 

Minnesota 7 

Missouri 2 


New  Mexico 1 

New  York 29 

Ohio 9 

Oklahoma 2 

Oregon 1 

Pennsylvania 7 


Rhode  Island. 
S.  Carolina... 

Tennessee 

Texas 

Washington 


127 


XII. 


(No  account  of  circular  letters  in  this  listing.) 
d.  The  number  of  letters  following  up  announcements  of  currently  available 
material,  some  of  which  are  included  here,  are  not  stated  anyw'here 
y        in  full. 

(1)  The  failure  in  this  connection  also  is  noted  above,  sections 
VIII,  IX. 

IS  THE  BUREAU  SUFFICIENTEY  WELL   KNOWN  OR  CALLED  ON 
FREQUENTLY  FOR  ASSISTANCE 


1.  Only  95  inquiries  were  received  during  the  past  year  (1913-14). 

2.  Of  the  95  inquiries  only  34,  or  36%,  came  directly  to  the  bureau. 


XIII.     HOW  MANY  CITY  OFFICIALS  MAKE    INQUIRIES  OF  BUREAU 

1.  17  city  officials  made  inquiries  during  1912-13: 

Health  commissioner 1 

Aldermen 3 

Mayors 5 

City  attorneys 3 

City  clerks 4 

County  clerk  1 

17 

2.  15  city  officials  made  inquiries  during  1913-1 1: 

Mayor 1 

City  clerk  1 

City  attorneys 7 

City  treasurer 1 

City  sealer 1 

Auditor 1 

Aldermen  3 


15 


539 


University  Sirvey  Report 


XIV.  WHAT  EFFORT  IS  MADE  TO  STIMULATE  INTEREST  IN  THE  BUREAU 

1.  No  plan  was  made  at  the  beginning  of  the  year. 

2.  No  brief  bulletins  have  been  issued  to  stimulate  interest. 

3.  Personal  visits  are  not  made  for  this  inirpose. 

4.  Ne\vsi)aper  items  are  not  used  to  locale  opportunities. 

5.  Public  libraries  are  not  urged  to  cooperate. 

6.  The  annual  meeting  of  the  League  of  Wisconsin  Municiijalities  does  not  result  in 

inquiries. 

7.  The  magazine,  "Wisconsin  Municipalities",  has  practically  no  effect  in  stimulating 

inquiry.      (One  inquiry  came  through  this  source  in  1913-1  I.) 
S.  The  bulletin  on  the  Municipal   Reference  Bureau,  ])ublished  in   1906,  has  been 

out  of  print  since. 
9.  District  representatives  of  the  Extension  Division  are  evidently  not  stimulating 

inquiry 

1.  Three   district    representatives    made    four   inquiries. 

2.  One  stimulated  one  inquiry. 

XV.  DO  INQUIRERS  OF  THEIR  OWN  ACCORD  CONTINUE  THEIR  INTEREST 

1.  Of  the  95  inquirers  in  1913-14: 

2  came  back  once  for  other  information. 
1  came  back  twice  (a  district  representative). 
1  came  back  three  times. 
91  did  not  return  at  all. 

XVI.     HOW  IS  EXISTING  INTEREST  IN  THE  BUREAU  STIMULATED 

1.  No  follow  up  system  has  been  devised  to  follow  up  results: 

1.  During  1913-14  only  one  inquiry  was  followed  up. 

2.  Nothing  was  done  about  93. 

2.  No  follow  up  by  sending  additional  information  as  it  came  was  used. 

3.  No  follow  up  by  calling  attention  to  related  or  other  needs  of  the  inquirer  was 

utilized. 

4.  Inquirers  follow  up  their  own  inquiry:  V 

a.  Number  who  acknowledged  answer 24 

b.  Number  who  followed  up  a  second  time 4 

0.  Number  who  followed  up  a  third  time 3 

d.  Number  who  did  nothing 64 

XVI.     ARE  INQUIRIES  PROMPTLY  ANSWERED 

1.  The  9.5  inquiries  may  be  classed  as  follows: 

a.  Requiring  special  report  and  investigation 6 

b.  Routine  questions — not  requiring  special  investigation t..u.i 86 

c.  Inquiry  not  in  files 3 

2.     The;timc  taken  to  answer  individual  inquiries  is: 

2  days 4  16  days 4 

3  days 4  17  days 3 

4  days 4  19  days 2 

5  days 9  20  days 1 

6  davs 3  23  days 1 

7  days 8  24  days 1 

8  days 4  31  days 1 

9  days 8  34  days 1 

10  days 6  37  davs 1 

11  days 7  40  days 1 

12  days 4  49  days 1 

13  days 2  65  days 1 

14  days 4  66  days 1 

15  days 1  85  days 1 

No  answer  in  files 3 

Date  of  inquiry  not  given 3 

Same  inquiry — 2  answers — part,   2   days^other   17 

days 1 

540 


Exhibit  17 

A.     The  time  taken  to  answer  those  requiring  special  report  is: 

8  days 1 

9  days 2 

19  davs 1 

23  davs  1 

31  daVs 1 


XVIII.     IS   INFORMATION  SUPPLIED  ADEQUATE 

Relating  to  garbage  disposal 

a.  "Your  letter  of  August  6  arrived  during  my  absence  from  the  city  which  accounts 

for  this  delay.  I  am  forwarding  you  under  separate  cover  copy  of  the  July 
1912,  issue  of  'The  Municipality'  in  which  was  published  the  report  of  an  in- 
vestigation which  I  made  on  the  methods  of  disposing  of  garbage  in  the  cities 
of  the  state.  From  this  report  you  will  find  that  very  little  thus  far  has  been 
accomplished  along  this  line.  This  magazine  includes  nearly  all  the  infor- 
mation which  I  have  been  able  to  secure  on  the  subject."  (.1.  J.  F.,  Bayfield, 
Wis.  August  22,  1913.) 

b.  Is  it  fair  to  an  inquirer  to  give  him  on  August  22,  1913  information  collected  in 

July  1912,  admittedly  meager  without  addition? 

c.  Another  question:     Does  the   bureau  keep  in  touch  with  the  current  activities 

of  Wisconsin  Municipalities? 

d.  Reference   to  current   magazines,   yearbooks,   and    bibliographies   would    have 

given  excellent  supplementary  material  from  experience  of  other  cities. 

Relating  to  city  manager  government 

a.  "I  regret  to  say  that  but  very  little  has  been  written  on  the  city  manager  plan 

and  I  am  unable  to  send  you  material  upon  it.  A  bill  was  prepared  and  in- 
troduced in  the  last  legislature  (No.  82R  A)  providing  for  the  city  manager 
plan  but  this  bill  was  never  reported.  It  is  our  intention  at  the  present  lime 
to  present  a  bulletin  upon  this  subject  to  supplement  the  one  on  'Commission 
Government'  which  I  am  forwarding  vou."  (To  E.  E.  B.,  Richland  Outer, 
Wis.,  December  12,  1913.) 

b.  On  this  date  the  following  information  was  available  in  the  Wisconsin  Legis- 
lative Reference  Library: 

(1)  "The  City  Manager  Plan  of  Municipal  Government"  reprinted  from  Beard's 

Loose-Leaf  Digest  of  Short  Ballot  Charters 

(a)  Definition  of  the  'City  Manager  Plan' 

(b)  The  City  Manager  Plan  to  Date,  by  H.  S.  Gilbcrtson 

(c)  The  Theory  of  the  New  Controlled  Executive  Plan,  by  Richard  S.   Childs 

(also  separately  published) 

(d)  The  City  Manager  Plan  with  Proportional  Representation,    by  C.  G.  Hoag 

(e)  Digests  of  Charters  [*  indicates  charters  which  were  adopted] 

*Lockport,  N.  Y. 
*Sumter,  S.  C. 

Whittier,  Cal. 
*Hickorv,  N.  C. 
*Ohio  Statute 
*Dayton,  Ohio 
*Springfield,  Ohio 
*La  Grande,  Oregon 
*Phoenix,  Ariz. 

Douglas,  Ariz. 

Youngslown,  Ohio 

Little  F'alls,  Minn. 

Waycross,  Ga. 

(f)  Brief  bibliography 

(2)  The  General  Manager  Plan,  by  A.  M.  Fuller 

(3)  The  Sumter  'City  Alanager'  Plan  of  Municipal  Government 

(4)  Proposed  Charter  for  the  City  of  Dayton 

(5)  A  City  with  a  General  Manager,  by  Henry  Oyen 

(6)  Annual  Report  of  the  Official  Departments  of  the  City  of  Staunton,  \'a.,  for 

the  year  ending  March  31,  1909 

(7)  Clippings 

(a)  Twenty  newspaper  clippings 

(b)  Municipal  Engineer,  Julv  1908 

(c)  Municipal  Journal,  Dec.  4,  1913,  Oct.  21,  1912,  Aug.  21,  1913 

(d)  American  City,  Nov.  1912,  July  1913,  Oct.  1913 

(e)  Letter 

541 


University  Survey  Report 

(f)  Code  of  City  of  Staunton,  Va. 

(g)  National  Short  Ballot  Organization,  Mar.  9,  1913 
(h)     Outlook,  Aug.  23,  1913 

(i)     World's  Work,  Oct.  1913 

(j)      Collier's  Weekly,  Oct.  4,  1913 

(k)     American  Political  Science  Review,  Nov.  1913. 

XIX.  HOW  FAR  HAS  THE  BUREAU  AVAILED  ITSELF  OF  THE  OPPORTUN- 
ITY TO  REACH  ITS  PUBLIC  THROUGH  BULLETINS  [THE  BUREAU  HAS 
HAD  ABORTIVE  PLANS] 

1.  "The  results  of  an  investigation  of  the  municipal  legislation  upon  the  prevention,  care, 

and  cure  of  tuberculosis  in  the  United  States  is  about  readv  for  publication  in  bulle- 
tin form."    (Biennial  report  1908-1910  page  244.) 
a.     This  has  not  been  published. 

2.  "More  requests  come  in  on  the  subject  of  commission  government  than  any  other  one 

subject.  During  1910-11  over  600  inquiries  were  made  on  this  subject  alone.  To 
meet  the  demand,  a  bulletin  of  some  hundred  and  fifty  pages  was  prepared  by  the 
director  and  published  by  the  University.  Approximately  4,500  copies  of  this  bul- 
letin have  been  distributed."     (Biennial  report  1910-12.  page  50.) 

a.  An  edition  of  5,000  was  printed  April  1911 

b.  It  is  a  bulletin  of  151  pages. 

3.  "In  addition  to  the  work  already  described,  the  bureau  has  prepared  material  for  bul- 

letins on  the  subjects  of  street  oiling,  garbage  collection,  municipal  fire  insurance, 
wheel  tax  ordinances,  and  health  ordinances,  which  it  hopes  to  be  able  to  publish 
in  the  fall."     (Biennial  report  1910-12,  page  52.) 

a.  These  were  never  published  as  bulletins 

b.  Two  were  printed  in  "Municipality." 

(1)  Garbage  collection 

(2)  Wheel  tax  ordinances. 

4.  "During  the  past  year  no  bulletins  have  been  published  by  the   bureau,  but  during  the 

last  few  months  the  material  has  been  collected  and  analyzed  for  five  bulletins,  which 
it  is  hoped  will  be  published  during  the  summer  and  ready  for  distribution  in  the 
fall.  These  cover  voting  machines,  probation  officers  for  juveniles,  garbage  collec- 
tion, the  work  of  the  municipal  reference  bureau  and,  the  city  manager  plan." 
(Annual  report,  July  1914,  page.  18.) 
a.     On  September  10,  1914  these  bulletins  were  not  ready  for  publication. 

5.  The  bureau  has  secured  national  publicity  for  its  work  through  the  following  articles: 

a.  What  Wisconsin  is  doing  for  its  cities.  National  Municipal  Review,  July  1912 

b.  Municipal  Reference  Work,  American  City,  February,  1910. 

6.  The  bureau's  publications  are  few  in  number  and  varied  in  character. 

a.  The  pamphlet  on  "City  Government  by  Commission"  is  not  adapted  to  meet 
the  needs  which  the  Municipal  Reference  Bureau  has  to  meet  as  described  by  the 
chief,  l)ecause  it  is  too  long 

b.  It,  moreover,  soon  becomes  out  of  date. 

(1)  In  February  1914,  the  edition  was  exhausted 

(2)  Up  to  this  time  inquiries  regarding  commission  government  were  answered 
by  means  of  the  bulletin,  containing  in  1914  information  that  was  almost  three 
years  old 

(3)  Nothing  was  added  regarding  recent  developments 

(4)  Nothing  was  said  about  the  city  manager  development  as  related  to  commis- 
sion government. 

7.  The  wheel  tax  ordinance  material 

a.  Was  published  as  an  article  in  "Municipality"  January  1910 

b.  The  bureau  hoped  to  publish  this  as  a  bulletin  but  did  not 

c.  It  contains  three  things: 

(1)  The  principle  involved  in  such  legislation,  with  digest  and  citation  of  impor- 

tant cases 

(2)  The  Dayton  rates — no  date  given 

(3)  The  Columbus  ordinance  of  March  21,  1905. 

1.      'The  Columbus  ordinance  is  probably  one  of  the  most  comprehensive  and 
carefully  drawn  [ordinances],"  says  the  article. 

d.  This  is  a  useful  but  not  a  constructive  piece  of  work 

(1)  The  information  is  not  recent 

(2)  Nothing  is  said  about  its  adaptation  to  Wisconsin  conditions  or  laws 

(3)  Its  applicability  to  cities  of  certain  or  all  sizes  is  not  made  clear 

(4)  How  rates  were  arrived  at  is  not  told. 

542 


Exhibit  17 

8.     The  garbage  disposal  material 

a.  Was  published  as  an  article  in  the  .July  1912  number  of  "Municipality". 

b.  Of  this,  the  bureau  says  in  a  letter:  "Your  letter  of  Aug.  6  arrived  during 
my  absence  from  the  city  which  accounts  for  this  delay.  I  am  forwarding  you 
under  separate  cover  copy  of  the  -July,  1912  issue  of  'The  Municipality'  in  which 
was  published  the  report  of  the  investigation  which  I  made  on  the  methods 
of  disposing  of  garbage  in  the  cities  of  the  state.  From  this  report  you  will 
find  that  very  little  thus  far  has  been  accom[)lished  along  this  line.  This  maga- 
zine includes  nearly  all  the  information  which  I  have  been  able  to  secure  on  the 
subject." 

XX.     WHAT  ATTEMPT  HAS    BEEN    MADE    TO    FIND    OUT    WHAT    OTHER 
AGENCIES  ARE  DOING  ON  THE  SUBJECTS  OF  PROPOSED  BULLETINS 

L     During  1910-12 

a.  "After  collecting  information  on  municipal  fire  insurance,  I  found  that  the  In- 

surance Investigating  Committee  would  probably  deal  with  this  sbuject  and 
the  matter  was  held  up  awaiting  their  report" 

b.  "The  idea  of  the  proposed  bulletin  on  Health  Ordinances  was  to  cover  those 

regulating  milk,  anti-spitting,  dust,  etc.  Just  about  this  time  the  Tubercu- 
losis Directory  of  the  Anti-Tuberculosis  Association  appeared  containing 
practically  all  of  the  information  w'hich  we  had" 

c.  "Bulletins  also  appeared  from  the  Bureau  of  Roads  on  street  oiling  and  dust 

prevention  which  gave  us  more  material  on  street  oiling". 
2.     During  the  year  1913-14  a  similar  thing  happened 

a.  "Our  collection  of  building  codes  was  begun  following  the  agitation  for  a  building 
code  here  in  Madison.  Milwaukee  was  at  that  time  working  on  a  building 
code.  I  anticipated  that  this  would  be  a  subject  on  which  the  cities  would 
want  information.  These  were  collected  and  are  on  file.  Since  this  time, 
however,  the  State  Industrial  Commission  has  prepared  a  building  code  which 
it  proposes  to  put  into  eft'ect  in  the  state". 

XXI-     SHOULD  THE  BULLETIN  ON  VOTING  MACHINES  BE  PUBLISHED 

1.  It  is  not  clear  that  a  circular  on  voting  machines  should  be  published. 

a.  During  1913-14  there  was  one  inquiry  on  this  subject 

b.  During  1912-13  there  were  no  inquiries. 

2.  W^ith  the  commercial  backing  of  voting  machines  it  ought  to  be  easily  possible  to  get 

such  information  as  is  presented  in  the  bulletin  without  cost  to  the  University  Ex- 
tension Division 

3.  The  bulletin  does  not  contain  the  records  of  important  tests 

a.  As  reported  in  the  Milwaukee  Sentinel,  January  20,  1914 

b.  As  reported  in  the  Chicago  Tribune,  August  2,  1913. 

4.  The  only  evidence  submitted  in  the  report  is  the  personal  opinion  of  city  officials 

5.  A  striking  failure  of  the  bulletin  is  the  failure  to  consider  cost 

a.  For  the  vast  majority  of  cities  and  towns  in  Wisconsin  this  would  be  a  funda- 
mental question. 

6.  The  voting  machine  in  its  relation  to  the  whole  electoral  process  is  not  considered. 

a.  For  example,  such  questions  as  are  raised  in  the  case  of  Nichols  v.  Minton  et  al. 
(Supreme  Judicial  Court  of  Massachusetts,  Suffolk,  Oct.  30,  1907)  have  re- 
ceived no  attention  in  this  bulletin.  The  question  raised  in  this  decision, 
beside  the  question  of  "written  votes"  is  the  question  of  an  unseen  mechanism 
coming  in  between  the  voter,  indicating  his  choice  and  its  registering  in  the 
official  count. 

7.  If  the  voting  machine  bulletin  is  to  be  printed,  the  following  things  should  be  noted: 

a.  In  the  first  part  of  the  paper  there  is  a  slight  inaccuracy  in  number.     In  one 

place  it  is  stated  that  Milwaukee  owns  1,")3  machines  (on  page  2),  and  on  page 
3  it  is  stated  that  Milwaukee  owns  142.  The  dilTerence  is  probably  due  to 
the  fact  that  while  Milwaukee  might  own  ir)3  machines,  there  are  only  142 
precincts  in  the  city 

b.  The  question  may  probably  be  raised  whether  the  information  listed  under  the 

first  heading  "Voting  Machines  in  Wisconsin"  might  not  be  more  convenient- 
ly presented  in  tabular  form  as  shown  on  the  while  carbon  sheet  accompany- 
ing the  report,  and  thus  save  space 

c.  The  sentence:    "It  has  l)eon  claimed  that  they  are  now  in  use  in  over  500  cities 

and  towns  in  the  United  Stales"  should  be  omitted,  unless  the  author  will 
assume  the  responsibility  for  the  statement 

543 


University  Survey  Report 

d.  The  "essentials"  quoted  at  the  end  of  the  article  are  good  but  should  be  included 
under  a  different  heading.  A  better  heading  would  probably  be  "Necessary 
Precaution" 

c.  The  list  of  advantages  and  disadvantages  is  excellently  stated  for  purposes  of 
argument.  Is  it  the  most  advisable  form  for  such  information  sent  out  from 
a  municipal  reference  bureau?  I'or  municipal  reference  purposes  specific 
tests  of  voting  machines  would  better  be  substituted. 

XXII.     THE  MUNICIPAL  REFERENCE  SERIES  OF  BULLETINS 
IS  ANNOUNCED 

1.  A  highly  commendable  decision. 

2.  "Voting  machines"  was  to  be  No.  1. 

3.  The  technique  of  these  bulletins  (as  proposed  for  No.  1)  could  be  improved 

a.  The  various  headings  ought  to  be  revised,  similar  to  the  suggestions  regarding 

"essentials"     above 

b.  The  paragraphs  should  not  be  broken  into  for  purposes  of  sub-headings.    It  breaks 

up  the  page  and  it  disturbs  the  reading  movement  of  the  eye 

c.  The  provisions  of  the  voting  machine  law  of  Wisconsin  would  better  be  listed  in 

outline  form  rather  than  in  paragraph  form  so  that  the  individual  provisions 
would  stand  out 

d.  A  heading  should  be  inserted  called  "Provisions  of  the  Wisconsin  law". 

4.  The  announcement  of  the  municipal  engineering  service  should  have  been  included  in 

this  series. 

XXIII.  WHAT  EFFECT  DOES  THE  BUREAU'S  CONNECTION  WITH  THE 
LEAGUE  OF  WISCONSIN  MUNICIPALITIES  HAVE  IN  STIMULATING 
INTEREST  IN  THE  BUREAU 

1.  The  League  ofWisconsin  Municipalities  is  active  practically  only  at  its  annual  meeting. 

2.  It  does  not  effectively  put  the  bureau  in  touch  with  city  ofTicials. 

a.  It  is  claimed  by  the  chief:  "It  brings  me  in  contact  with  many  of  the  officials  in  the 

state  in  a  personal  way.  It  also  brings  me  in  touch  with  many  officials  who  are 
opposed  to  the  University  and  whom  I  could  reach  in  no  other  way.  It  benefits 
me  personally  by  getting  the  attitude  of  the  city  officials  from  their  angle.  I 
believe  that  it  has  helped  me  in  work  of  the  Bureau." 

b.  The  only  possibility  of  contact  is  through: 

a.  Letters  written  toward  the  end  of  June  requesting  city  officials  to  accept  a 

place  on  the  July  program 

b.  Personal  meetings  during  two  days  of  meeting. 

3.  It  does  not  stimulate  inquiry. 

a.  The  chief  of  the  bureau  says:  "I  believe  that  inquiries  are  stimulated  by  the  con- 
nection— I  have  received  inquiries  through  the  'Municipality.'  I  have  also  re- 
ceived requests  from  members  of  the  League,  personally,  while  at  the  convention. 
I  believe,  however,  that  this  relation  can  be  strengthened  and  that  more  benefit 
can  be  derived  from  the  cooperation  of  both." 

(1)  Only  one  request  was  stimulated  through  this  source 

(2)  None  of  the  oral  requests  was  answered  by  letter 

(3)  The  chief  of  the  bureau  says:    "The  Wisconsin  Municipality  has  in  the  past 

stimulated  interest  in  the  bureau  and  can  be  made  to  do  so  even  more  effec- 
tively. This  has  not  been  so  true  during  the  last  year  as  formerly,  owing  to 
the  experiment  w'hich  has  been  conducted." 

4.  The  official  organ  of  the  League,  "The  Wisconsin  Municipality"  has  during  the  past 

year 

a.  Given  slight  attention  to  municipal  problems  or  village  problems  or  county  prob- 
lems. 

b.  In  an  effort  to  secure  a  larger  circulation  become  largely  a  "boosting"  magazine. 

(1)  Emphasizing  individuals  too  much 

(2)  Emphasizing  commercial  and  industrial  aspects  of  communities 

(3)  W'riting  up  counties — principally  from  the  promotion  or  advertising  view- 

point. 

c.  The  chief  of  the  bureau  has  been  only  nominally  editor  of  "Wisconsin  Munici- 
palities" during  1913-14. 

(1)  The  annual  report  says:  "The  chief  has  also  acted  as  secretary  of  the  League 

of  Wisconsin  Municipalities,  and  in  that  capacity  has  edited  during  the 
year  "The  Wisconsin  Municipality" 

(2)  As  a  matter  of  fact,  the  magazine  was  edited  by  the  bureau  manager 

(3)  The  chief  explains  further:    "During  the  last  year  this  phase  of  the  maga- 

zine has  been  neglected  in  an  efl'ort  to  see  whether  or  not  an  enlarged 
magazine  can  be  made  to  pay,  material  of  this  kind  having  been  fre- 
cjuently  crowded  out  on  account  of  material  of  a  more  commercial  nature." 

544 


Exhibit  17 

APPENDIX 
TABLES  SUGGESTED  FOR  ANNUAL  AND  BIENNIAL  REPORTS 

TABLE  NO.  1 

How  inquiries  came  1913—14 

Directly  to  office 33 

Through  other  channels , 62 

Total .     95 


TABLE  NO.  2 

Detailed  analysis  of  source  of  inquiries  not  coming  directly  to  office 

University  Extension 44 

Legislative  Reference  Library 7 

Madison  Board  of  Commerce 1 

State  Departments 2 

Governor 2 

University  (not  University  Extension  Department) 5 

Wisconsin  Municipalities 1 

Total 62 


TABLE  NO.  3 

Number  of  inquiries  by  months  during  1913-14 

July 6 

August 8 

September 6 

October 7 

November 8 

December 12 

January 11* 

February 14* 

March ^ 9 

April 4 

May 6 

June 4 

Total 95 

*Three  inquiries  were  not  in  the  files.  The  dates  of  the  answers  were  January  19th 
and  22nd,  and  February  28th  respectively.  The  inquiries  have  been  assigned  to  the  respec- 
tive months. 

TABLE  NO.  4 

Number  of  subjects  about  which  information  was  sought  during  1913-14 


86 
8 
1 

9') 

Total  number 
of  subjects 

Inquiries  asking  about  one  subject  only 

86 

Inquiries  asking  about  two  subjects 

16 

Inquiries  asking  about  five  subjects 

5 

Total 

107 

545 

Sim.— 35 


University  Survey  Report 


TABLE  NO.  5 


Summary  of  sources  of  inquiry,  1913-14 

City  officials  (not  educational) 15 

State  officials , 1 

Village  officials 2 

County  officials 1 

Educational  officers  (teachers)  (Public  6,  Private  2) 8 

Librarians  (Public  2,  Private  1) 3 

Officers  of  civic  organizations 3 

Officers  of  commercial  organizations 3 

Officers,  University  Extension  Division 4 

Individuals — -occupations  given 15 

Individuals — No  designation  of  position 40 

Total 95 


TABLE  NO.  6 

Detailed  analysis  of  occupation  and  position  of  inquirers  1913—14 

OFFICIAL 


1.  City  officials 

Mayor 1 

City  Clerk 1 

City  Attorney 7 

City  Treasurer 1 

City  Sealer 1 

Auditor 1 

Alderman 3 

2.  State  officials 

Senator 1 

3.  Village  officials 

Village  Clerk  2 

4.  County  officials 

Countv  Clerk 1 


Educational  officers,  etc. 

Supt.  of  schools 2 

Principal,   high  school 3 

Principal,  commercial  school  (private)  1 

Teacher 1 

Teacher  (parochial  school) 1 

Librarian 

Municipal  Reference  Library 1 

Legislative  Reference  Library 1 

Librarian,     American     Institute    of 

Banking 1 


NON-OFFICIAL 

Occupation  given 15 

Physician  4 

Newspapermen 3 

Lawyers 3 

Cashier  State  Bank 1 

Lumber  Dealer 1 

Vice  Pres.  (Nurseryman) 1 

Manufacturer 1 

Merchant 1 

No  designation  of  position  or  occu- 
pation 

Not  given 20 

Women 11 


Officers  of  civic  organizations 3 

Chairman,  Child  Welfare  Club 1 

Bureau  of  Municipal  Research  (Mil.)  1 

Sec'y-  Sheboygan  Medical  Society..  1 

Officers  Commercial  organizations 

Sec'y  Commercial  Club 1 

Secy'  Business  Men's  League 1 

Sec'y  Commercial  Club 1 

Officers  University  Extension  Division 

District  Representative 3 

Sec'y  General  Information  and  Wel- 
fare   1 


TABLE  NO.  7 


Relation  of  inquiries  to  municipal  government  1913-14 

Number  relating  to  municipal  government 86 

Number  not  relating  to  municipal  government 21' 

Total 107 

*Two  inquiries  properly  belong  to  Social  Center  Bureau. 

546 


Exhibit  17 


TABLE  NO.  8 

Population  of  communities  from  which  inquiries  were  received  during  1913—14 
compared  with  total  number  in  state 


Population 


Number 

of 
inquiries 


No.  of  cities 
making 
inquiries 


Total  No. 

of  cities 
in  state 


Of  less  than  2,500 

Of    unknown    population — not    incor- 
porated  

Of  less  than  500 

Of  500— 1,000 

Of  1,000—2,500 

Of  more  than  2,500 

Of  2,500— 5,000 

Of  5,000— 10,000 

Of  10,000—25,000 

Of  25,000— 50,000 

Of  50,000— 100,000 

Over  100,000 

Total 


33 

3 
2 
12 
16 
61 
14 
10 
21 
10 


95 


28 

3 

2 

9 

14* 
29 
10 

7 

5 

6 


57 


304 


73 

37 
18 
10 

7 


407 


*"We  do  not  have  particular  references  to  what  cities  the  size  of  Edgerton  have  accom- 
plished in  this  state,  as  these  things  do  not  very  often  get  into  print.  Just  for  your  own 
information,  I  might  call  attention' to  some  of  the  things  which  the  city  of  Richland  Center 
has  done  in  improving  its  town."     (To  F.  O.  H.,  Edgerton,  Wisconsin,  Dec.  13,  1913.) 


547 


University  Survey  Report 


TABLE  NO.  9 


Number  of  requests  by  cities  and  villages  1913-14 


Name  of 
city  or  village 


Population 
(Census  1910) 


Number 
of  requests 


*Albany 

Algoma 

Antigo 

Bayfield 

Beaver  Dam. 

*Blanchardville 

Bloomington 

Boscobel 

Brodhead 

*Cambria 

Chilton 

Clintonville 

*Colfax 

Delavan 

De  Pere 

Dodgeville 

Eau  Claire 

Edgerton 

Evansville 

*Fall  River 

Fond  du  Lac 

**Fort  Atkinson 

Gleason 

Green  Bay 

Horicon 

Janesville 

La  Crosse 

Madison 

*Manawa 

Manitowoc 

Marshfield 

Menomonie 

Milwaukee 

Neenah 

New  London 

Oshkosh 

Racine 

Reedsburg 

Richland  Center. 

Ripon 

**Roberts 

Seymour 

Sheboygan 

*Shebovgan  Falls. 

**Shell  Lake 

**Sinsinawa 

Sparta 

Stevens  Point 

Superior 

*Turtle  Lake 

Two  Rivers 

Washburn 

Watertown 

Waupaca 

*Weyauwega 

Whitewater 

Wittenburg 


669 

2,082 

7,196 

2,259 

6,615 

643 

620 

1,634 

1,517 

657 

1,528 

849 

640 

2,321 

4,477 

1,791 

18,737 

2,513 

2,061 

360 

18,797 

3,877 

23,584 

25,236 

1,881 

13,770 

30,417 

25,531 

820 

13,027 

5,783 

5,036 

373,857 

5,734 

3,383 

33,062 

38,002 

2,615 

2,652 

1,991 

L169 

24.026 

1,411 

902 

3^807 

9,022 
36,551 

436 
1,602 
4,924 
8,829 
2,789 

967 
3,224 
1,090 


Total. 


1 
2 
2 
2 
1 
1 
2 
1 
1 
1 
1 
1 
3 
1 
1 
1 
4 
1 
1 
1 
9 
2 
1 
1 
1 
2 
2 
4 
1 
4 
2 
2 
7 
1 
2 
1 
1 
1 
2 
1 
1 
1 
2 
1 
1 
1 
1 
1 
1 
1 
1 
1 
1 
1 
1 
2 
1_ 

107 


♦Village. 

**Not  incorporated. 


548 


Exhibit  17 


TABLE  NO.  10 


Detailed  analysis  of  inquiries  received  during  1913-14 


Relating  to  municipal  governmtent 86 

1.  Commission  government 24 

General  information 1 

For  bulletin 

Historical  development 

List  of  cities  in  Wisconsin  (results,  salaries) 4 

Citizens — pamphlets 

Small  cities  adopted  (Commission  Government) '. 

Tax  rates 

General  manager  plan 

2.  Sewage  disposal 

General 

Purifying  and  deodorizing 

3.  Water  works 

General 

Intake  tunnel 

Installation  of  water  system 

4.  Miscellaneous 51 

Survey  of  city  government 

Organization — Citizens'  League 

Central  heating  plant  (Cities  2,500) 

Ordinances — Patent  medicine 

Voting  machines 

City  market 

Civic  improvements  (address) 

Pavements 

Theater  and  moving  picture  shows 

Pool  and  billiard  hall  licenses 

Saloon  license  (Ratio  to  population) 

Construction  of  street  lighting  plant 

Juvenile  probation  work  in  Wisconsin 

Government  of  municipalities 

City  budget , 

Publications  issued  by  city  of  Madison 

A  good  book  on  city  government .•;•.••■ 

Constitutional  amendment  for  municipalities  purchasing  public  utilities 

Industrial  education  pamphlets 

Municipal  hospital 

Standardization  of  municipal  purchases 

Funding  of  municipalities — debate 

System  of  street  lighting 

Poll  tax 

Handling  of  milk  bottles ■.■ 

By-laws  and  ordinances  4th  class  cities ;.;.......... 

Planning  and  beautifying  parks 

Charging  ornamental  school  lights  to  property 

Prohibiting  spitting  on  sidewalks 

Closing  saloons  12  o'clock  to  5  A.  M.  and  Sunday.     (Ordinances) 

Beautifying  school  grounds 

Making  owner  of  city  hall  close  it  or  make  it  safe 

Effect  of  discharge  U.  S.  N.  on  disqualification  for  public  office 

Commission  to  build  street  crossing  (Ordinances) 

Plans  for  municipal  building 

Staking  out  grades  for  sidewalks 

Building  cistern  for  fire  protection '.^..'. •■>• 

Incorporating  a  village  (debate) ■ 

Liquor  license  (Where  brewery  may  sell  liquor) '. 

How  street  improvements  may  be  paid 

Cost  of  living  in  Milwaukee 

Sanitation  bulletin 

Any  bulletins  on  marketing >.•••■>■ ;i-.v: 

Housing  ordinances •* 

List  of  engineering  books 


549 


University  Survey  Report 

Not  relating  to  municipal  government ,    21 

1.  General '■ 19 

Liability  to  sue  on  contract 1 

Officers  at  head  of  state  government 1 

Consolidation  of  High  School 1 

Exclusion  of  minors  from  court  room 1 

Freight  rates  in  and  outside  of  state 1 

Settlement  of  estate  in  Pines 1 

Employers'  liability  act 1 

Parliamentary  procedure 1 

Zinc  etching • 1 

Where  1911  statutes  may  be  purchased 1 

Address  of  best  law  journals 1 

Patents 1 

Law  regulating  width  of  sleighs  and  cutters 1 

Law  regulating  lights  on  buggies 1 

Courses  in  rural  education 1 

Extension  bulletins  on  state  of  bank  deposits 1 

Cost  of  state  government 1 

Copy  of  labor  laws 1 

Civil  service  in  municipalities 1 

2.  Belonging  to  other  bureaus  of  Extension  Division 2 

Use  of  school  building  for  social  purposes 1 

Organization  of  civic  clubs 1 


TABLE  NO.  11 

Municipal  Reference  Bureau  offers  further  assistance  to  inquirers,  1913-14 

Number  of  times  offered  further  assistance 43 

Number  of  times  nothing  was  said 48 

No  answer  in  files '• 4 

Total 95 


TABLE  NO.  12 

Number  of  inquiries  which  were  followed  up  by  the  Municipal  Research  Bureau 
in  1913-14 

Number  which  were  followed  up 1 

Number  which  were  not  followed  up 94* 

*"A  third  explanation  (of  why  the  Bureau  does  not  know  the  results  of  its  work)  is  that 
the  Bureau  has  not  as  yet  devised  a  follow-up  system  to  find  how  this  material  is  used  and 
what  results  are  secured.  It  is  probable  that  some  system  to  secure  this  information  will 
be  worked  out  during  the  coming  year.  Up  to  the  present  time,  however,  being  a  bureau 
of  information,  it  has  not  been  thought  wise,  with  the  burden  of  work  which  the  bureau 
has  to  perform,  to  undertake  to  work  out  and  carry  out  such  a  system.  Any  system  de- 
vised for  this  purpose  will  necessitate  the  writing  of  an  extra  letter  for  most  reports  made, 
perhaps  a  second  letter,  and  an  acknowledgment  letter  by  the  individual  receiving  the 
information.  Consequently  the  Bureau  has  felt  satisfied  if  city  officials  write  in  to  the 
bureau  for  information  and  has  not  concerned  itself  if  they  do  neglect  to  write  and  express 
their  appreciation  for  the  service  rendered.  For  in  any  case  the  demand  for  a  service  is 
the  best  measure  of  its  value,  and  this  is  especially  true  where  the  same  individuals  come 
back  several  times  for  information  on  several  subjects."  (Annual  Report,  Municipal 
Reference  Bureau,   1913-14,  page  19 — Typewritten  copy.) 


TABLE  NO.  13 

Follow-up  of  inquirers  1913-14 

Number  who  acknowledged  answer 24 

Number  who  followed  up  a  second  time 4 

Number  who  followed  up  a  third  time 3 

Number  who  did  nothing 64 

550 


Exhibit  17 


TABLE  NO.  14 

Number  of  days  required  to  answer  each  of  the  inquiries  received  during  1913-14 

2  days 4 

3  ''     4 

4  "     4 

5  "     9 

6  "     3 

7  "     8 

8  "      4 

9  "     8 

10  "     6 

11  " 7 

12  •*      4 

13  " 2 

14  "      ■. 4 

15  "      1 

16  "      4 

17  "      3 

19  "      2 

20  "      1 

23  "      1 

24  " 1 

31     "      1 

34     "      1 

37    "     : 1 

40     " 1 

49     " : 1 

65  "     1 

66  " 1 

85     "      • 1 

No  answer  in  files 3 

Date  of  inquiry  not  given 3 

Same  inquiry — 2  answers:  Part  2  days — others  17  days 1 

Total 95 

TABLE  NO.   15 

Number  of  times  inquiries  returned  for  other  information  during  1913-14* 

Number  who  came  back  once 2 

Number  who  came  back  twice 1** 

Number  who  came  back  three  times 1 

*Note — Cf.  "For  in  any  case  the  demand  for  a  service  is  the  best  measure  of  its  value, 
and  this  is  especially  true  where  the  same  individuals  come  back  several  times  for  informa- 
tion on  several  subjects."  (Annual  Report,  Municipal  Reference  Bureau,  1913-14,  page 
19-20,  typewritten  copy.) 

**A  district  representative. 

TABLE  NO.   16 

Character  of  requests  received  during  1913-14 

Requiring  special  report  and  investigation 6 

Routine  questions — not  retiuiring  special  investigation 86 

Inquiry  not  in  files 3 

Total 95 

TABLE  NO.   17 

Number  of  days  required  to  answer  inquiries  involvin<:  spc<-ial  investigation  and 
report — 1913-14 

8  days 

9  " :^ 

19     " 

23     " 

31   "  : 

Total 

551 


University  Survey  Report 


TABLE  NO.   18 
Details  of  inquiries  requiring  special  investigation  1913-14 

1.  Not  on  file — investigation  of  water  system  by  Professor  Bascom 

2.  Voting  machines — (Eau  Claire) 

Questionnaire  mailed  to  seventeen  cities  asking  if  they  have  voting  machines 
and  how  they  work.  All  reports  as  to  workings  purely  impressionistic.  The  re- 
port  contains   no  summary   of  questionnaires — just   excerpts. 

3.  Type  of  pavement  (Professor  Bascom — Evansville) 

Report  is  general — "Guarantee  and  repairs"  provision  of  specifications  is  help- 
fully criticised.  Prior  to  this  he  says:  "I  desire  to  call  your  attention  again  to  the 
fact  that  the  specifications  seem  very  well  written,  and  with  a  good  engineer  and 
responsible  contractor  on  the  job,  you  should  get  a  very  satisfactory  pavement  in 
any  case.  However,  the  clause  covering  maintenance  is  weak  and  provides  little 
protection  to  the  property  owner." 

4.  Required  drafting  a  constitutional  amendment 

"to  leave  the  present  five  per  cent  limitation  for  all  purposes,  including  the  raising 
of  funds  for  the  purchase  of  utilities  and  to  confine  the  new  additional  five  per  cent 
leeway  to  utility  purchase  purposes."  Secured  criticism  of  proposed  draft  by  Mr. 
Roemer,  Railroad  Commission,  Dr.  McCarthy,  Legislative  Reference  Library  and 
Attorney-General's  ofiice. 

5.  Brewer  selling  beer  at  places  other  than  the  brewery — need  for  a  license — (Fond  du  Lac) 

"In  answer  quote  four  Wisconsin  cases  bearing  directly  on  issue" — and  then  indi- 
cates clearly  what  the  law  is. 

6.  Numbering  of  streets  (New  London) 

Systems  of  Quincy,  111.,  St.  Louis,  Mo.,  Denver,  Colo.,  Erie,  Pa.,  Fond  du  Lac, 
and  Superior,  Wisconsin  and  Grand  Rapids,  Michigan  for  some  details  of  the  system 
of  numbering  streets — a  very  satisfactory  reply. 


TABLE  NO.   19 
Inquiries  for  information  by  Municipal  Reference  Bureau  1913-14 


Date 

of 
inquiry 

Officer 

City 

Inquiry 

Date 

of 
reply 

Date  of 

acknow- 

edgment 

Apr. 
Apr. 

13 
13 

27 
18 
27 
13 

13 

14 
23 
20 
20 

City  Clerk 

City  Clerk 

City  Clerk 

Central   assn. 

City  Clerk 

City  Clerk 

Mun.  ref.  lib. 

Mun.  ref.  lib. 
Village  Clerk 
Sec.  R.R.  Cm. 
Inspector     of 
buildings. 

Racine 

Have  you  a  probation  officer? 

How  appointed?  etc? 
Have  you  a  probation  officer? 

How  appointed? 

No  date 

Nov.  17 
Dec.  15 
Dec.     5 
Nov.  15 
Dec.  20 

Oct.    20 

Kenosha 

Racine 

Racine 

May 

Have  you  a  probation  officer? 
How  appointed?  etc?  

Have  you  a  probation  officer? 
How  appointed?  etc?         .  ... 

Milwaukee... 
Ashland 

Milwaukee... 

Milwaukee.. 

Fox  Lake 

Wisconsin... 

Milwaukee. 

May 

Number  and  make  of  voting 
machine?                       

Nov. 

Ordinance — distributing      pat- 
ent medicine,  practice — For- 
tune-telling   

Nov.  21 

Nov. 

Proposed  moving  picture  cen- 
sorship ordinance 

Dec.  18 
Dec.  13 

Excess  condemnation 

Nov.  22 

Dec. 

Dec. 

*Oct. 

**Aug. 

Dance  hall  ordinance    

Copy  of  compilation  of  ordi'ces 
Rates  of  different  utilities 

Additional  building  ordinances 

Nov.  3 
Aug.  21 

*Inquiry  not  in  files. 

**No  evidence  that  this  was  requested — just  sent. 


Exhibit  17 

UNIVERSITY  COMMENT  ON  ALLEN  EXHIBIT  17,  ENTITLED 
"THE  MUNICIAPL  REFERENCE  BUREAU" 

Exhibit:      "HI.      Ran^e  of  the  opportunity  before  the  bureuu 

1.  Officials  of  the  72  larger  cities  (Milwaukee  has  a  nuinici[)al  reference  lii)rary  of  its 

own). 

2.  Officials  of  the  304  smaller  cities  and  villages. 

3.  Officials  of  the  71  counties. 

4.  Officials  of  the  unincorporated  places. 

5.  The  legislative  session. 

a.  For   bills   applying   specifically    to    the   organization    and    administration    of 

municipalities  and  counties. 

b.  Assembly  committee  on  municipalities. 

c.  Senate  committee  on  state  ail'airs. 

d.  Other  legislative  committees. 

e.  Individual  members  of  the  legislature. 

6.  Civic  organizations  throughout  the  stale. 

7.  Commercial  organizations  throughout  the  stale. 

8.  Women's  clubs  throughout  the  state. 

9.  Citizens  interested  in  local  government." 

Comment:  The  limitations  and  obstacles  of  the  bureau  should  be  set  forth  at  the  same 
time  as  its  opportunities.  Up  to  January  1,  1914,  the  work  of  the  bureau  was  done  entirelv 
by  one  man,  and  even  he  did  not  devote  all  of  his  lime  to  the  work.  On  .Ianuar>'  1,  1914, 
a  librarian  was  employed.  It  would  be  impossible  for  one  man,  even  devoting  his  entire 
time,  to  cover  the  field  here  outlined.  The  entire  cost  of  the  bureau  was  only  S2,.i39  for  the 
last  fiscal  year,  and  in  no  previous  year  has  it  reached  that  sum.  To  exhaust  the  field  of 
opportunity  here  outlined  would  require  a  large  increase  in  the  force  of  the  bureau  and  a 
correspondingly  large  increase  in  its  appropriation. 

A  municipal  reference  bureau  established  by  a  state  university  has  various  limitations. 

(a)  The  mere  fact,  for  instance,  that  it  i  a  part  of  the  university,  limits  the  extent  to  which 
it  can  work  with  the  legislature  and  legislative  committees.  It  must  avoid  even  the  appear- 
ance of  being  active  in  partisan  politics  or  legislative  matters. 

(b)  It  must  avoid  all  activity  of  a  propagandist  character  and  must  refrain  from  trying  to 
force  its  conclusions  or  findings  upon  public  officials  or  organizations. 

(c)  It  cannot  lend  itself  to  the  furtherance  of  reforms  except  to  serve  as  a  bureau  of  infor- 
mation. 

Exhibit:      "IV.      Work  of  the  bureau   during  1913-14 

2.  It  has  distributed,  according  to  its  own  statement,  to  liio  cities  of  a  population  ol 

1000  or  more  . 

***** 

b.  A  tabulation  of  theatre  license  fees  of  a  rather  miscellaneous  list  of  cities. 

***** 

3.  This  data  is  hardly  applicable  to  the  vast  majority  of  Wisconsin  cities  of  over  1000. 

(See  table  8  in  appendix.)" 

Comment:  Few  cities  have  either  the  same  population  or  the  same  local  conditions.  It 
should  be  the  purpose  of  the  bureau  to  supply  to  these  information  and  material  which  local 
citizens  or  authorities  can  easily  analyze  and  study,  and  thereupon  each  local  community  may 
determine  what  is  applicable  or  what  action  is  wise  under  local  situations. 

This  tabulation  included  the  license  fees  lor  every  city  from  which  the  bureau  had  received 
information  regarding  such  fees.  Some  of  the  principal  Wisconsin  cities  were  included  which 
charged  no  fees  to  indicate  the  practice  in  the  state. 

Exhibit:      IV.    "6.   The    Munieipal    Reference    Bureau    c«>-operated  >\ith  legislators 
or  persons  interested  in  legislation  as  follows: 

c.  The  bureau  prepared  a  draft  for  an  amendment  to  the  constitution  to  permit  cities 

to  increase  their  bonded  indebtedness  about  the  i)''c  limit  for  the  purpose  of  pur- 
chasing or  of  building  revenue  producing  utilities. 

***** 

3.  Not  introduced  in  the  legislature." 
Comment:     Mr.  Allen  does  not  state  that  there  was  no  session  of  the  legislature  in  which 
this  resolution  could  have  been  introduced,  but  leaves  the  reader  to  draw  his  own  conclusions 
— erroneous  or  otherwise.     The  resolution  could  not  possibly  have  been  introduced  until 
the  next  session  of  the  legislature  in  1915. 

553 


University  Survey  Report 

Exhibit:   "IV.    Work  of  the  bureau  during  1913-14" 

Comment:  Under  this  heading  Mr.  Allen's  exhibit  considers  under  eight  sub-headings 
a  part  of  the  work  of  the  bureau  in  sending  out  information.  It  does  not  mention,  either  here 
or  elsewhere,  the  important  work  of  the  bureau  in  the  collection  of  information,  which  is  one 
of  its  most  important  functions.     Information  must  be  collected  before  it  can  be  available. 

I.  The  bureau  receives  and  clips  municipal  journals  and  magazines. 

Among  those  received  are  the  Municipal  Journal,  Municipal  Engineering,  The  Engineering 
Record,  Engineering  and  Contracting,  Water  and  Gas  Review,  Waterworks  Journal,  The 
American  City,  American  Municipalities,  Pacific  Municipalities,  Seattle  Municipal  News, 
The  City  of  Denver,  The  National  Municipal  Review,  The  Survey  (Monthly),  American 
Industries,  Equity,  Single  Tax  Review,  California  Outlook,  Concrete-Cement  Age,  The 
Crusader,  Public  Service,  and  other  municipal  journals  like  the  Memphis  Commission  Gov- 
ernment, San  Francisco  Municipal  Record,  Tacoma  Municipal  Bulletin,  Chattanooga 
Municipal  Record,  and  the  Canadian  Municipal  World. 

Articles  and  items  giving  information  on  municipal  problems  are  clipped,  mounted,  and 
filed  for  reference  purposes.  All  the  magazines  received  to  date  have  been  thus  clipped  and 
filed. 

In  addition  to  the  magazines  received  by  the  bureau,  it  has  access  for  clipping  purposes 
to  the  large  magazine  files  of  the  debating  department,  thereby  avoiding  needless  duplication. 

II.  The  bureau  made  a  very  complete  collection  of  material  and  charters  on  the  city  manager 

plan. 

These  include  state  laws  permitting  cities  to  adop  the  plan,  city  manager  charters  in  home 
rule  states,  ordinances  passed  in  commission  governed  cities,  and  magazine  articles,  reports, 
and  clippings  on  the  subject.  The  bureau  also  analyzed  and  digested  most  of  the  charters 
preparatory  to  writing  a  bulletin  on  the  subject. 

A  list  of  this  material  wa .  submitted  to  Mr.  Allen. 

III.  The  bureau  made  a  very  complete  collection  of  city  park  reports. 

These  reports  contain  a  great  deal  of  material  which  is  valuable  in  a  reference  library. 
In  some  cases  city  plans  are  published  as  park  reports.  Many  of  these  park  reports  contain 
reports  on  play  grounds,  comfort  stations,  municipal  baths,  municipal  greenhouses,  care  of 
trees  and  similar  subjects  which  can  be  used  in  making  reports. 

A  list  of  the  park  reports,  and  of  the  other  material  on  parks  which  had  been  collected  by 
the  bureau  was  submitted  to  Mr.  Allen. 

IV.  The  bureau  collected  a  large  amount  of  material  and  prepared  a  very  comprehensive 

bibliography  on  the  collection  and  disposal  of  garbage. 

A  copy  of  this  bibliography  was  submitted  to  Mr.  Allen.  The  greater  part  of  this  material 
w  as  on  file  in  the  bureau  and  the  balance  was  accessible  to  it,  being  on  file  in  the  engineering 
library. 

V.  The  bureau  also  prepared  an  exhibit  on  garbage  collection  and  disposal  for  the  Chippewa 

Falls  community  institute. 

Only  a  little  over  two  weeks  was  available  to  prepare  the  exhibit,  but  two  sample  cans  were 
secured,  several  plans  of  garbage  plants,  one  being  that  proposed  for  Madison,  a  number  of 
photographs  of  garbage  cans,  garbage  wagons,  and  disposal  plants,  and  a  considerable  num- 
ber of  catalogues  and  other  advertising  material  were  collected,  and  a  very  large  and  selected 
collection  of  material  covering  all  phases  of  the  garbage  problem  was  placed  on  exhibit. 

VI.  The  bureau  made  a  collection  of  building  codes,  laws,  and  ordinances. 

Many  of  these  codes  contain  sanitary  as  well  as  building  construction  regulations.  They 
also  frequently  contain  regulations  on  such  subjects  as  building  restrictions,  regulations  with 
reference  to  stables,  lumber  yards,  the  keeping  of  fowl  and  animals,  tenement  house  regula- 
tions, height  of  buildings,  etc.  Although  the  state  has  building  and  plumbing  laws,  a  collec- 
tion of  these  codes  is  valuable  for  comparative  purposes,  and  for  information  on  subjects 
not  covered  by  the  state  laws. 

A  list  of  the  building  codes  on  file  in  the  bureau  and  other  material  on  the  subject  was  sub- 
mitted to  Mr.  Allen. 

VII.  The  bureau  made  a  collection  of  state  manuals. 

Frequently  state  manuals  contain  information  on  cities,  as  for  instance  the  California  Red 
Book.  Neither  the  collection  in  the  historical  library  nor  in  the  state  law  library  being  up  to 
date,  the  bureau  collected  all  the  recent  manuals  available. 

A  list  of  these  manuals  on  file  in  the  bureau  with  their  dates  waa  submitted  to  Mr.  Allen. 

554 


Exhibit  17 

VIII.  The  bureau  began  the  collection  of  state  highway  commission  reports,  bulletins,  and 

other  publications. 

A  great  deal  of  valuable  material  on  roads,  pavements,  bridges,  drainage,  and  similar 
subjects  has  been  issued  recently  in  the  publication  of  state  highway  commissions.  The 
bureau  therefore  began  collection  of  these  publications.  Many  came  in  before  July  1st, 
and  a  great  many  more  have  come  in  since.  They  have  not  yet  been  catalogued  or  listed. 
There  were,  however,  some  seventy-five  suc'h  documents  on  file  in  the  bureau  at  the  time  of 
Mr.  Allen's  survey. 

IX.  The  bureau  endeavored,  so  far  as  they  were  obtainable,  to  collect  new  charters  and  to 

bring  its  collection  of  charters  and  ordinances  up  to  date. 

Letters  were  sent  out  to  discover  if  newer  compilations  had  been  made  and  if  so  to  secure 
copies  of  them  and  also  to  learn  if  cities  whose  charters  and  ordinances  were  out  of  print 
had  published  new  editions.  The  bureau  had  on  file  at  the  time  of  Mr.  Allen's  sur\ey  a 
collection  of  131  charters  and  82  compiled  ordinances. 

X.  The  bureau  collected  a  large  amount  of  other  material  on  municipal  subjects. 

Material  was  collected  on  the  regulation  of  moving  picture  theaters,  censorship,  and 
licenses.     A  list  of  the  material  in  the  bureau  was  submitted  to  Mr.  Allen. 
Additional  material  was  collected  on  wheel  tax  ordinances. 

A  large  collection  of  material  was  made  on  concrete  pavements. 

Material  was  collected  on  water  and  sewage  works,  street  oiling  machinery,  street  signs, 
juvenile  probation,  voting  machines,  sewer  cleaning  machinery,  and  many  other  municipal 
subjects. 

XI.  The  bureau  classified  and  catalogued  nearly  all  the  material  which  had  been  collected. 

This  was  a  big  task  and  occupied  the  time  of  the  assistant  almost  entirely  from  the  first  of 
January  to  the  first  of  July.  It  involved  working  out  the  details  of  classification,  classifying 
the  material,  and  writing  the  index  cards.     All  of  this  work  has  since  been  completed. 

This  work  covered  not  only  the  material  collected  during  the  year,  but  all  the  material 
that  had  been  previously  collected. 

XII.  The  bureau  collected  a  list  of  city  officials. 

The  bureau  has  annually  collected  a  list  of  the  principal  city  officials  of  the  cities  of  the  state 
for  reference  purposes.  The  bureau  has  often  been  called  upon  to  furnish  a  list  of  certain 
ofTicials. 

XIII.  The  bureau  compiled  a  report  on  vehicle  rates. 

This  report  included  a  comparative  digest  of  the  rates  in  various  cities  charged  by  taxi- 
cabs,  hacks,  etc.,  and  parts  of  various  ordinances  and  was  used  by  the  Madison  Board  of 
Commerce  and  the  city  officials  in  the  preparation  of  the  Madison  ordinance. 

A  copy  of  this  report  was  submitted  to  Mr.  Allen. 

XIV.  The  bureau  compiled  a  report  on  street  numbering. 

This  report  set  forth  the  practice  of  various  cities  in  street  numbering,  the  space  allowed 
for  a  number,  etc. 

A  copy  of  this  report  was  submitted  to  Mr.  Allen. 

XV.  The  bureau  made  a  preliminary  report  on  voting  machines  in  Wisconsin. 

This  report  was  requested  by  Eau  Claire  and  was  designed  to  show  the  number  of  machines 
used  in  Wisconsin,  and  what  cities  used  them.  A  copv  of  this  report  was  submitted  to  Mr. 
Allen. 

XVI.  The  bureau  prepared  a  bulletin  on  voting  machines  in  Wisconsin. 

The  first  draft  of  this  bulletin  was  presented  to  Mr.  .Mien.      It  has  since  been  published. 

XVII.  The  bureau  prepared  the  first  draft  of  a  bulletin  on  juvenile  probation  in  Wisconsin 

A  copy  of  this  draft  was  presented  to  Mr.  .\llen.  This  preliminary  draft  was  later  revised 
and  published. 

XVIII.  The  bureau  had  worked  on  other  bulletins. 

The  manuscript  for  no  other  bulletins  had  been  prepared,  but  most  of  the  material  had  been 
collected  and  considerable  work  had  been  put  upon  them. 


University  Survey  Report 

A  collection  of  material  on  the  city  manager  plan  had  been  made  and  most  of  the  charters 
had  been  analyzed  and  digested.  The  chief  had  studied  the  subject  preparatory  to  writing 
a  bulletin  on  it. 

The  chief  had  also  made  a  study  of  garbage  collection  and  disposal  with  a  view  to  preparing 
a  small  bulletin  on  the  subject  with  special  reference  to  Wisconsin  conditions.  The  manu- 
script for  the  bulletin  has  been  prepared. 

The  chief  had  also  done  some  work  on  a  new  edition  of  the  bulletin  on  the  Municipal  Refer- 
ence Bureau. 

XIX.  The  bureau  has  co-operated  with  other  departments  in  carrying  on  its  work. 

It  consulted  with  departments  at  the  capitol  and  at  the  university.  It  frequently  consulted 
in  this  way  with  the  Railroad  Commission,  the  Tax  Commission,  the  Industrial  Commission, 
the  Dairy  and  Food  Commission,  the  Attorney  General's  Office,  Secretary  of  State's  Office, 
the  Legislative  Reference  Bureau,  and  with  various  dejjarlments  at  the  university. 

XX.  The  bureau  co-operated  with  persons  outside  the  state  by  answering  inquiries  and  giving 

information  on  Wisconsin  conditions.  It  has  done  this  in  order  to  secure  informa- 
tion and  material  on  ipunicipal  problems  and  the  experiences  of  the  cities  in  other 
states.  In  this  way  it  is  possible  to  collect  a  great  deal  of  material  and  many  docu- 
ments without  cost  to  the  bureau. 

Exhibit:  VIII.    "3.   Surveys  of  cities  would  afford  the  best  muni«',ipal  material,  yet 
nothing  is  done  but  promises" 

Comment:  It  is  impossible,  certainly,  with  the  funds  at  the  disposal  of  the  bureau,  and 
perhaps  in  any  case,  for  the  bureau  to  make  general  city  surveys.  To  make  a  survey  of  any 
third  class  city  in  the  state  in  anything  like  a  complete  or  comprehensive  way,  would  cost 
more  than  the  entire  annual  appropriation  of  the  bureau  at  the  present  time.  It  is  not  con- 
ceded that  even  with  sufTicient  financial  support,  it  would  be  possible  for  the  bureau  to  make 
surveys  similar  to  those  made  by  the  private  bureau  of  municipal  research. 

The  statement  that  "nothing  is  done  but  promises"  made  in  Mr.  Allen's  exhibit  was 
apparently  based  upon  a  single  letter  found  in  the  bureau  in  which  the  chief  stated  that  the 
subject  of  surveys  was  being  taken  up.  The  surveys  contemplated  were  those  in  connection 
with  community  institutes.  As  a  matter  of  fact  a  limited  survey  was  made  for  each  town  in 
which  a  community  institute  was  held. 

Exhibit:  VIII.   "4.   Some  unmet  municipal  needs  of  the  state  are: 

a.  Moving  picture  ordinances,  etc. 

'There  has  been  some  little  delay  in  this  reply,  owing  to  the  inaccessibility  of  the 
ordinances  upon  these  subjects.  I  shall  take  up  a  study  of  moving  picture  ordinances 
and  pool  and  billiard  licenses  in  particular,  as  I  presume  this  question  will  come  up  in 
other  cities  of  this  state,  and  nothing  has  been  done  upon  the  subject  as  yet.  I  shall 
be  very  glad  indeed  to  know  what  you  do  up  in  Fond  du  Lac  and  to  receive  a  copy  of 
any  ordinance  which  you  may  pass.  I  shall  also  give  you  any  further  information 
which  I  may  receive  on  these  subjects  in  the  near  future.' 
(To  E.  A.  S.,  Fond  du  Lac,  Wisconsin,  December  5,  1913.)" 

Comment:  In  answer  to  this  letter,  which  also  asked  regarding  theatre  and  pool  and 
billiard  ordinances,  the  bureau  sent  copies  of  several  ordinances  on  moving  picture  theatres. 
It  also  sent  the  Madison  theatre  ordinance  recently  enacted,  and  copies  of  the  Superior  and 
La  Crosse  pool  and  billiard  ordinances. 

After  receiving  these  ordinances  the  city  of  Fond  du  Lac  enacted  an  ordinance  on  moving 
pictures,  a  copy  of  which  was  sent  to  the  bureau  for  its  files.  The  bureau  is  constantly  adding 
to  its  collection  of  material  on  the  subject.  A  list  of  the  material  on  this  subject  in  the  bureau 
was  submitted  to  Mr.  Allen. 

Exhibit:  VIII.    1.   "c.   Water  works 

'No  particular  study  has  been  made  of  water  works  in  this  state,  but  should  you  wish 
to  run  over  some  articles  presenting  some  of  the  arguments  in  favor  of  municipal  owner- 
ship, I  think  we  can  send  you  a  collection  of  material  from  which  such  articles  could  be 
written.'      (To  M.  C.  D.,  Menomonie,  Wis.,  .January  '24,  1914.)" 

Comment:  This  inquiry  was  on  municipal  ownership.  The  bureau  sent  a  list  of  all 
the  cities  in  classes  "B"  and  "C"  in  the  state,  as  classified  by  the  Public  Utility  Commission, 
that  owned  their  water  works,  showing  the  population  of  each  city.  The  letter  also  gave 
statistics  relative  to  municipal  ownership  of  waterworks  in  the  United  States,  and  pointed 
out  some  things  that  should  be  given  attention. 

No  expert  investigation  or  survey  of  municipal  ownership  of  waterworks  in  Wisconsin 
has  been  made,  of  the  nature,  for  instance,  of  the  Repart  of  the  American  Civic  Federation, 
and  it  would  be  impossible  for  the  bureau,  with  its  present  resources,  to  undertake  such  an 
investigation.     .Attention    was   called,    however,    especially    to    the    Richland    Center    and 

556 


Exhibit  17 

Xeenah  waterworks,  which  are  excellent  examples  of  well-managed  small  municipally  owned 
plants.  Few  of  the  waterworks  reports  give  reliable  comparable  information  on  the  efliciency 
of  municipal  ownershiji. 

Exhibit:     VIII.  4.   "d.      DLsposal  of  fiarbajie 

'Your  letter  of  August  6  arrived  during  my  absence  from  the  city  which  accounts  for 
this  delay.  I  am  forwarding  you  under  separate  cover  copy  of  the  .July,  1912,  issue  of 
"The  Municipality"  in  which  was  published  the  report  of  an  investigation  which  I 
made  on  the  methods  of  disposing  of  garbage  in  the  cities  of  the  state.  From  this  rejjort 
you  will  find  that  very  little  thus  far  has  been  accomplished  along  this  line.  This 
magazine  includes  nearly  all  the  information  which  I  have  lieen  able  to  secure  on  the 
subject.'    (To  J.  J.  F.,  Bayfield,  Wis.,  August  22,  191.3.)" 

Comment:  A  list  of  the  information  contained  in  this  issue  of  the  Municipality  is  given 
in  the  comment  on  Mr.  Allen's  XVIII,  1,  a  (below).  The  bureau  is  constantly  adding  to  its 
material  on  garbage  collection  and  disposal.  From  time  to  time  it  checks  uj)  the  information 
which  it  has  with  reference  to  methods  used  in  Wisconsin  cities.  It  has  since  completed  such 
checking  up.  But  it  is  not  thought  to  be  the  purpose  or  province  of  the  bureau  to  do  propa- 
ganda work  and  to  endeavor  to  persuade  cities  to  adopt  any  particular  system  of  collection 
or  disposal. 

Exhibit:  VIII.   4.   "h.   Probation  work 

(a)  'You  say  the  State  Board  of  Control  is  interested  in  getting  probation  work  started 
in  the  state.  I  wonder  if  they  could  give  us  any  assistance  in  our  attempt  to  get  it  here, 
especially  since  we  seem  to  be  breaking  ground  for  the  state.  Would  they  have  a  man 
they  could  send  up  here  to  talk  to  the  Board  members  or  have  they  literature  they  could 
send  them?  And  whom  could  I  write  to  about  it?'  (From  F.  C,  Green  Bay,  Wis., 
June  18,  1914.)" 

Comment:  The  bureau  had  collected  at  that  time  all  the  information  it  could  on  pro- 
bation work  in  Wisconsin,  and  this  has  since  been  issued  in  bulletin  form.  The  first  draft 
of  this  bulletin  was  sent  to  Mr.  Allen.  The  Board  of  Control  has  done  nothing  and  has  no 
one  to  send  out  in  cases  of  this  kind.  A  lecture  on  probation  was  later  given  at  (ireen  Bay 
by  the  chief  of  the  bureau  on  invitation  of  the  writer  of  this  inquiry. 

Exhibit:  VIII.  4.   "i.   Laying  out  parks  v 

1.  'Some  months  ago  I  wrote  asking  if  you  had  any  one  in  your  division  who  could 
assist  our  park  commissioners  in  laying  out  our  city  parks,  and  if  so  what  expense  it  would 
be  to  the  city.  I  have  received  no  word  from  you  and  therefore  ask  you  to  take  this 
matter  up  at  once  and  advise  me.'     (From  J.  B.  G.,  Boscobel,  Wis.,  September  4,  1913.)" 

Comment:  Neither  this  letter  nor  the  earlier  one  to  which  it  refers  was  written  to  the 
bureau.  The  earlier  one  was  never  even  referred  to  the  bureau.  Ordinarily  this  matter 
would  have  been  referred  to  Professor  Moore  of  the  Agricultural  College,  but  he  was  not  in 
Madison  at  the  time.  In  work  of  this  kind  the  bureau  is  dependent  upon  the  availability 
of  men  who  have  made  a  study  of  the  subject  and  who  can  be  secured  for  the  work. 

Exhibit:   "IX.   Does  the  bureau  keep  in   touch  with  sources  of  information  cur- 
rently? 

1.  The  following  material  listed  in  the  July  number  of  the  National  Municipal  Review 
was  not  in  the  possession  of  the  bureau  (exce|)t  in  the  instances  starred)  nor  had  any- 
thing been  done  to  secure  it.     (August  25,  1914.)" 

Comment:  Mr.  Allen  gives  a  list  of  13  publications  which  he  implies  should  have  been 
in  the  files  at  the  time  of  his  survey.  He  states  that  only  2  were  then  on  tile,  while  as  a  matter 
of  fact  5  of  them  were  there  at  the  time.  The  remaining  publications  were  not  on  file  for 
the  following  reasons: 

1.  The  bureau  has  not  followed  the  practice  of  purchasing  books,  first  because  of  the  cost, 
and  second  because  they  can  usually  be  obtained  from  some  of  the  university  libraries.  If 
not  already  purchased,  the  library  can  usually  be  induced  to  purchase  a  copy. 

2.  The  proceedings  and  publications  of  practically  all  of  the  technical  and  engineering 
societies  are  on  file  in  the  Engineering  library  and  are  borrowed  by  the  bureau.  It  would  be 
useless  to  duplicate  these  sets. 

3.  The  remaining  publications  that  could  have  been  in  the  file  were  not  there  because  the 
list  was  announced  only  in  July.  Mr.  .Mien's  survey  was  made  in  .-\ugust.  and  the  librarian 
was  absent  on  vacation. 

Exhibit:    IX.    1.   "c.   New-  York  association  for  improving  the  condition  of  the  poor. 
Comfort  stations  in  New  York  City     ...""' 

Comment:     This  document  was  not  then  and  is  not  now  available. 

5.57 


University  Survey  Report 

Exhibit:   IX.    1.    "m.   Olean,  N.    Y.      The    proposed    charter  for  the  city  of  Olean. 
Proposed  by  the  Citizens''  Charter  Committee     ..." 

Comment:     This  document  had  already  been  written  for  and  was  soon  afterward  received. 

Exhibit:  IX.  "2.  The  following  material  listed  in  the  July  and  August  bulletins  of  the 
Public  Affairs  Information  Service  was  not  (except  in  the  instance  starred)  in  possession  of 
the  bureau  nor  had  anything  been  done  to  secure  it.      (August  25,  1914.)" 

"c.  Dance  Halls — Legislation.  The  .July,  1911,  number  of  the  monthly  bulletin  of  the 
St.  Louis  Public  Library  contains  a  report  on  dance  hall  legislation  (previously  reported 
in  typewritten  form)  and  on  cabaret  shows  and  public  dancing  in  restaurants  and  cafes. 
For  copies  appiv  to  the  Municipal  Reference  Library,  206  City  Hall,  St.  Louis,  (Bui. 
No.  50,  .July  25,^1914.)" 

Comment:  The  bureau  was  on  the  mailing  list  of  the  St.  Louis  Municipal  Reference 
Library  and  had  received  previous  bulletins,  but  the  Dance  Hall  bulletin  had  not  yet  been 
received.     It  was  later  received  in  due  course. 

Exhibit:  IX.  2.  "d.  Municipal  government — Commission  plan.  A  committee  of 
the  National  Municipal  League  has  made  an  analytical  study  of  the  commission  plan  and 
commission-manager  plan  of  municipal  government.  The  report  has  been  published 
in  pamphlet  form.  23p.  703  North  American  Building,  Philadelphia,  5  cents  a  copv. 
(Bui.  No.  50,  July  25,  1914)." 

Comment:  Two  copies  of  this  report  were  on  file  in  the  bureau  at  the  time  when  Mr. 
Allen's  survey  says  no  copy  was  there. 

Exhibit:  IX.  2.  "h.  Roads— Ohio.  Bui.  No.  19  of  the  State  of  Ohio  Highway  Depart- 
ment is  a  complete  report  of  the  South  High  St.  experimental  road.  This  particular 
street  near  Columbus,  O.,  fulfilled  the  conditions  required  as  it  was  a  heavy  and  mixed 
trafTic.  A  great  deal  of  the  work  was  done  by  convict  labor.  April,  1914.  Columbus, 
O.  (Bui.  No.  50,  July  25,  '14)." 

Comment:  The  bulletins,  reports,  and  publications  of  the  highway-departments  of  all 
the  states  had  been  written  for  and  many  had  been  received  at  the  time,  but  this  particular 
report  from  Ohio  had  not  yet  been  received. 

Exhibit:     IX.     2.     "1.  Public  health  departments — Springfield,  Massachusetts. 

The  Springfield  Bureau  of  Municipal  Research  has  made  a  report  of  a  survey  of  the 
organization  and  administration  of  the  Health  Department  of  Springfield,  Mass.  Sum- 
maries are  given  of  both  recommendations  and  criticisms.  April,  1914.  (Bui.  No.  51, 
Aug.  1,  1914)." 

Comment:  This  report  on  the  Springfield  health  department  was  in  the  files  of  the 
bureau  and  was  catalogued  at  the  time  Mr.  Allen's  survey  says  it  was  not.  The  bureau  is  on 
the  mailing  list  of  the  Springfield  Bureau  of  Municipal  Research. 

Exhibit:  X.  "3.  The  following  material  listed  in  the  April  number  of  the  Public  Affairs 
Information  Service  was  not  in  possession  of  the  Bureau  (except  in  the  two  items  starred, 
taken  from  the  same  publication)  nor  has  anvthing  been  done  to  secure  them  (September 

14,   1914)." 

***** 

"d.  Hospitals — Investigation — New  York  City.  Section  3,  'Some  Hospital  Prob- 
lems' of  the  Report  of  the  Committee  on  Incjuiry  into  the  departments  of  health,  chari- 
ties and  Bellevue  and  allied  hospitals  in  the  City  of  New  York  has  been  made.  Chari- 
man  George  McAnenv.  Office  of  the  President  of  the  Board  of  Aldermen,  N.  Y.  City. 
(Bui.  No.  37,  April  1/,  1914)." 

Comment:  The  New  York  Hospital  Report,  Sec.  3,  was  not  in  the  bureau  at  the  time 
mentioned,  but  the  bureau  was  on  the  mailing  list  for  the  completed  report  when  ready  and 
had  sent  postage.     The  entire  report  was  soon  afterw-ards  received. 

Exhibit:  X.  3.  "j.  Courts — Municipal — Chicago.  The  'Proposed  Revision  of  Municipal 
Court  Act'  is  discussed  in  the  Citv  Club  of  Chicago  Bulletin  for  April  4,  1914.  315  Plymouth 
Court,  Chicago.      (Bui.  No.  38,  April  25,  1914)." 

Comment:  The  Chicago  City  Club  report  on  the  Proposed  Revision  of  Municipal  Court 
Act  was  on  file  in  the  Bureau  at  the  time  Mr.  Allen's  survey  states  that  it  was  not.  The 
Bureau  is  on  the  mailing  list  of  the  Club. 

Exhibit:   "XI.    Is  the  report  of  work  done  accurate?      Or  is  it  misleading  and  with- 
out substantial  basis? 

*    *    *    * 

2.  c.  The  ofTicial  explanation  shows  clearly  that  the  statement  that  '792  inquiries  were 
answered  and  reports  made'  is  untrue." 

558 


Exhibit  17 

Comment:  Whether  this  statement  is  true  or  not  depends  upon  the  interpretation  of 
the  word  report.  It  is  submitted  that  the  oflicial  ex|)lanation  to  which  Mr.  Allen  refers  is 
based  upon  an  entirely  possible  and  proper  meaning  of  this  word. 

Exhibit:  XI.  2.  c.  "3.  The  376  'inquiries'  are  partly  inquiries  for  which  requests  were 
destroyed. 

(a)  It  is  a  rule  of  the  Extension  Division  that  such  correspondence  should  be  pre- 
served." 

Comiment:  Because  of  the  crowded  condition  of  the  tenij^orary  quarters  in  University 
Hall,  and  the  lack  of  adequate  filing  facilities,  not  all  of  the  requests  were  filed.  For  example, 
many  requests  for  copies  of  the  commission  government  bulletin  came  in  on  postal  cards  or 
letters  from  debaters,  high  school  students,  and  others.  As  most  of  these  requests  were  of 
no  value  in  the  reference  work,  many  of  them  were  not  kept.  In  many  cases  the  practice 
of  many  of  the  government  departments  at  Washington  was  followed,  the  request  being 
returned  with  the  bulletin  or  other  material  sent.  If  there  had  been  suitable  conditions  for 
filing,  this  material  would  have  been  kept. 

Exhibit:  XI.  2.  "d.  Other  evidence  shows  that  the  number  of  inquiries  is  exaggerated. 
(1)  The  inquiries  as  given  for  the  year  19i;5-ll  in  reality  include  also  the  inquiries 
for  the  year  1912-13,  i.  e.,  two  years'  work  is  stated  as  one." 

Comment:  The  tabulation  here  referred  to  was  not  a  list  of  inquiries,  as  Mr.  Allen's 
exhibit  implies,  but  a  partial  list  of  subjects  upon  which  requests  for  information  were 
received.  It  was  not  prepared  for  the  purpose  of  indicating  or  "exaggerating"  the  number 
of  inquiries,  but  of  showing  the  variety  of  subjects  upon  which  inquiries  were  received.  More 
than  one  inquiry  was  received  on  many  of  these  subjects. 

Through  a  misunderstanding  the  assistant  in  tabulating  this  list  included  the  biennium 
instead  of  only  the  last  year  as  instructed,  and  this  list  was  given  to  Mr.  .\llen  by  the  chief 
without  detecting  the  error.  The  error  was  recognized  as  soon  as  attention  was  called  to 
it,  and  was  acknowledge  before  Mr.  Allen's  report  was  compiled.  As  a  matter  of  fact, 
of  all  the  requests  received  during  the  first  year  of  the  biennium,  there  were  only  eight  in- 
cluded in  the  list,  as  shown  by  Mr.  Allen's  exhibit,  upon  which  requests  were  not  also  received 
the  second  year. 

Exhibit:  XI.  2.  d.  "(2).  Regarding  the  37()  'inquiries'  on  commission  government  it 
should  be  noted. 

(a)  That  on  February  28th,  the  bureau  wrote:  'I  regret  that  my  large  bulletin  on 
this  subject  is  already  out  of  print  but  I  think  you  will  find  several  copies  of  the  same  in 
your  public  library.'     This,  therefore,  represents  'inquiries'  for  eight  months." 

Comment:  The  statement  made  in  the  last  sentence  above  does  not  follow  at  all,  and  its 
conclusion  is  entirely  fallacious.  After  the  large  bulletin  was  exhausted,  the  bureau  continued 
to  send  out  during  the  rest  of  the  year  copies  of  the  Madison  campaign  pamphlet,  short 
ballot  pamphlets,  copies  of  the  address  of  the  chief  and  other  pamphlets  on  the  subject. 
This  is  still  done  by  the  bureau. 

Exhibit:  XI.  2.  d.  (2)  "(b)  That  this  does  not  include  the  23  inquiries  on  commission 
government  in  the  files  for  1913-14  distributed  as  follows: 

General  information 11 

For  bulletin 4 

Historical  development 1 

List  of  cities  in  Wisconsin  (results,  salaries) 3 

Citizens — pamphlets 1 

Small  cities  adopted  (commission  government) 1 

Tax  rates 1 

General  manager  plan 1" 

Comment:  These  23  inquiries  were  already  included  in  the  report  because  they  were 
represented  by  letters  in  the  letter  file  and  had  already  been  counted.  Had  they  been  added 
to  the  376,  they  would  have  been  included  twice. 

Exhibit:  XI.  "4.  Regarding  effort  to  secure  information  through  letters  requesting  speci- 
fic information, 

(a)  The  annual  report  for  year  ending  .June  ;50,    191  1,  says:     'Over  500  separate 
♦     letters  have  been  written  to  secure  specific  information  requested  in  inquiries  made  to 
the  bureau.'     The  official  explanation  of  how  this  figure  was  arrived  at  follows: 

(1)  'The  same  is  true  of  the  500  estimate  in  connection  with  letters  asking  for  speci- 
fic information.     This  estimate,  however,  is  low." 

(2)  144 — 'My  assistant  reported  to  me  that  we  have  in  our  letter  files,  copies  of 
144  such  letters.' 

(3)  7'2 — 'In  addition  to  these  72  letters  were  sent  out  checking  u])  copies  of  ordi- 
nances and  asking  for  later  editions  where  such  had  been  published." 

(4)  20  to  25 — 'I  sent  out  between  '20  and  25  letters  to  the  city  clerks  in  connection 
with  voting  machines  in  use  in  their  cities.' 

559 


University  Survey  Report 

(5)  About  50 — 'We  sent  out  about  50  letters,  in  all,  in  our  effort  to  collect  city- 
manager  charters  and  ordinances  and  to  check  out  information  in  connection  with 
them.' 

(6)  37 — 'We  sent  37  in  connection  with  street  signs  and  name  plates.' 

(7)  About  10 — 'We  sent  out  about  10  connection  with  probation.' 

(8)  Quite  a  number — 'We  sent  out  quite  a  number  in  connection  with  our  efTort 
to  collect  information  and  catalogues  on  garbage  cans,  garbage  wagons,  and  garbage 
incinerators  and  quite  a  number  in  connection  with  our  efTort  to  collect  information 
on  street-oiling  machinery.' 

(9)  More — 'I  do  not  know  how  many  more  we  sent  out  of  this  kind  during  the  year. 
Some  of  them  we  have  copies  of — many  of  them  we  merely  held  the  carbon  copy  of 
until  the  material  came  and  we  could  check  it  off,  then  the  copy  was  destroyed.  This 
we  have  practically  always  done  in  connection  with  regular  publications.' 

b.  Accepting  this  statement,  the  question  may  properly  be  raised  whether  any  of 
these  items  are  properly  'separate  letters  to  secure  specific  information  requested  in 
inquiries  made  to  the  bureau,'  except  the  144  letters  in  the  files." 

Comment:  If  Mr.  Allen  admits  that  the  144  letters  were  of  this  character,  he  must 
admit  that  all  were,  for  all  the  letters  listed  were  of  the  same  character.  They  were  all  indi- 
vidual letters  as  distinguished  from  circular  letters.  Each  one  was  separately  dictated  and 
written,  and  called  for  certain  specific  information  or  certain  specified  material.  Only  those 
letters  were  kept  and  filed  which  it  was  thought  might  later  be  valuable  for  reference  pur- 
poses. These  were  the  144  above  mentioned.  Copies  of  the  others  were  kept  till  the  infor- 
mation or  material  asked  for  was  received  and  then  were  discarded. 

Exhibit:  XI.  4.  "d.  The  number  of  letters  following  up  announcements  of  currently- 
available  material,  some  of  which  are  included  here,  are  not  stated  anywhere  in  full." 

Comment:  No  record  of  letters  following  up  currently  available  material  was  kept. 
The  carbons  of  such  letters  were  kept  until  the  material  was  received  and  then  discarded. 
After  the  material  itself  was  received  and  filed,  it  was  thought  that  the  letter  asking  for  it 
was  of  no  value  to  the  work  of  the  bureau,  and  would  only  crowd  already  over-crowded  files. 

Exhibit:   "XIII.    How  many  city  officials  make  inquiries  of  bureau?" 

Comment:  The  list  compiled  under  this  heading  is  probably  incomplete  and  inaccurate^ 
because  officials  do  not  always  mention  their  offices  in  signing  their  names.  Some  inquiries 
from  officials  cannot  be  recognized  on  this  account. 

Exhibit:   "XVH.   Are  inquiries  promptly  answered?" 

Comment:  Mr.  Allen's  exhibit  should  explain  that  the  number  of  days  shown  in  the 
tabulation  under  this  heading,  are  counted  from  the  date  on  which  the  inquiry  was  written 
to  the  date  on  which  the  answer  was  written,  and  that  this  time  includes  the  time  required  to 
transport  the  inquiry  through  the  mail,  any  delays  that  may  have  occurred  in  referring  it  to 
the  bureau,  the  time  it  took  the  bureau  to  secure  the  information,  and  any  delays  that  may 
have  been  occasioned  by  the  stenographic  force  in  writing  it  out  after  dictation. 

Mr.  Allen's  exhibit  shows  that  66  To  of  the  inquires  did  not  come  to  the  bureau  directly 
but  had  to  be  referred.     Many  delays  can  be  accounted  for  by  this  fact. 

Exhibit:   "XVIII.    Is  information  supplied  adequate? 

1.   Relating  to  garbage  disposal 

a.  'Your  letter  of  August  6  arrived  during  my  absence  from  the  city,  which  accounts 
for  this  delay.  I  am  forwarding  you  under  separate  cover  copy  of  the  July,  1912, 
issue  of  "The  Municipality"  in  which  was  published  the  report  of  an  investigation 
which  I  made  to  [of]  the  methods  of  disposing  of  garbage  in  the  cities  of  the  state. 
From  this  report  you  will  find  very  little  thus  far  has  been  accomplished  along  this 
line.  This  magazine  includes  nearly  all  the  information  which  I  have  been  able  to 
secure  on  the  subject.'      (J.  J.  P.,  Bayfield,  Wis.,  August  22,  1913.) 

b.  Is  it  fair  to  an  inquirer  to  give  him  on  August  '22,  1913,  information  collected  in 
July  1912,  admittedly  meager  without  addition? 

c.  Another  question:  Does  the  Bureau  keep  in  touch  with  the  current  activities  of 
Wisconsin  municipalities? 

d.  Reference  to  current  magazines,  yearbooks,  and  bibliographies  would  have 
given  excellent  supplementary^  material  from  experience  of  other  cities." 

Comment:  a.  "The  Municipality"  contained  the  following  material  on  garbage  collec- 
tion: 

Garbage  Collection  in  Wisconsin — a  report  by  the  Municipal  Reference  Bureau; 

Refuse  Collection  and  Disposal  in  U.  S. — the  most  recent  of  the  U.  S.  Census  available; 

List  of  Books  on  Garbage  Collection  and  Disposal; 

Garbage  Wagons — Article; 

Atlanta's  Auto  Garbage  Wagon; 

New  Garbage  Receptacle; 

560 


Exhibit  17 

Boston's  Now  Garbage  Wagon; 

Garbage  Collection  Contracts — Recommendations  of  the  Boston  Garbage  Commission; 

Disinfection  of  Garbage  Wagons; 

Disinfection  of  Garbage  Wagons  in  St.  Louis; 

Collection  of  Rubbish  and  Ashes — Extract  from  Report  of  St.  Louis  Civic  Improvement 
League; 

Refuse  Collection; 

Garbage  Disposal  in  Berlin — From  U.  S.  Consular  Reports. 

b.  An  investigation,  soon  afterward  completed,  to  bring  the  data  on  collection  and  dis- 
posal in  Wisconsin  down  to  date,  showed  that  with  very  few  e.xceptions  the  report  of  1912 
still  held  good  in  1914. 

c.  News  items  in  garbage  collection  and  disposal  are  published  weekly  in  the  News  of 
Municipalities  in  the  Municipal  Journal.  These  are  clipped  and  filed  with  clippings  on  the 
subject. 

Exhibit:  XVIIL    "2.    Relating  to  rily  manager  government 

a.  'I  regret  to  say  that  but  very  little  has  been  written  on  the  city  manager  plan  and 
I  am  unable  to  send  you  material  upon  it.  A  bill  was  prepared  and  introduced  in  the 
last  legislature  (No.  826  A)  providing  for  the  city  manager  plan,  but  this  bill  was  never 
reported.  It  is  our  intention  at  the  present  time  to  present  a  bulletin  upon  this  subject 
to  supplement  the  one  on  "Commission  Government"  which  I  am  forwarding  you. 
(To  E.  E.  B.,  Richland  Center,  Wisconsin,  December  12,  1913.)" 

Comment:  Mr.  Allen's  exhibit  neglects  to  state  that  this  inquirer  asked  for  material 
on  both  commission  government  and  the  city  manager  plan.  The  commission  government 
material  was  forwarded  as  requested  and  the  above  statement  made  with  reference  to  the 
city  manager  plan. 

Subsequent  to  the  receipt  of  this  request,  a  large  amount  of  material  on  the  city  manager 
plan  was  collected.  A  list,  covering  4  typewritten  pages,  of  the  material  on  file  in  the  bureau 
at  the  time  of  Mr.  Allen's  investigation  was  submitted  to  him  before  his  report  was  com- 
piled. This  material  included  19  city  charters,  6  ordinances  and  5  state  laws  providing  for 
the  city  manager. 

Exhibit:  "XIX.  How  far  has  the  bureau  availed  itself  of  the  opportunity  to  reach 
its  public  through  bulletins?      (The  bureau  has  had  abortive  plans) 

1.  'The  results  of  an  investigation  of  the  municipal  legislation  upon  the  prevention, 
care,  and  cure  of  tuberculosis  in  the  United  States  is  about  ready  for  publication  in 
bulletin  form"  (Biennial  Report,  1908-1910,  page  244). 
a.  This  has  not  been  published." 

Comment:  Before  the  plans  for  publication  were  carried  out,  the  .\nti-Tuberculosis 
Association  published  the  Anti-Tuberculosis  Directory,  which  did  all  that  the  bureau  planned 
to  do  and  more.  Therefore,  the  bureau  was  not  justified  in  dui)licating  the  expense  of  this 
publication. 

Exhibit:  XIX.  "4.  'During  the  past  year  no  bulletins  have  been  published  by  the  Bureau, 
but  during  the  last  few  months  the  material  has  been  collected  and  analyzed  for  five  i)ulle- 
tins,  which  it  is  hoped  will  be  published  during  the  summer  and  ready  for  distribution  in  the 
fall.  These  cover  voting  machines,  probation  officers  for  juveniles,  garbage  collection,  the 
work  of  the  municipal  reference  bureau,  and  the  citv  manager  plan.'  (Annual  Report, 
July,  1914,  page  18.) 

a.  On  September  10,  1914,  these  bulletins  were  not  ready  for  publication." 

Comment:  The  first  draft  of  the  probation  bulletin  and  the  manuscript  for  the  voting 
machine  bulletin  were  in  the  hands  of  Mr.  Allen  at  the  time  this  statement  was  made.  They 
have  since  been  published. 

Exhibit:  XIX.  "6.  The  bureau's  publications  are  few  in  iiuiiiIxt  and  varied  in 
character 

a.  The  pamphlet  on  'City  Government  by  Commission'  is  not  adapted  to  meet  the 
needs  which  the  Municipal  Reference  Bureau  has  to  meet  as  described  by  the  chief, 
because  it  is  too  long." 

Comment:  This  is  not  now  and  never  has  been  conceded.  On  the  contrary,  it  is 
believed  that  this  bulletin  admirably  fulfilled  the  purpose  for  which  it  was  designed.  This  is 
fully  demonstrated  by  the  unusual  demand  for  the  bulletin,  an  edition  of  iiOOO  copies  being 
exhausted  in  less  than  3  years. 

561 

Sen. — 36 


University  Survey  Report 

I'^xhibil:  "XX.  What  att«'nipt  has  been  made  to  find  out  what  other  agencies  are 
doing  on  the  subjects  of  proposed  bulletins? 

1.  During   1910-12 

a.  "After  collecting  information  on  municipal  (ire  insurance,  I  found  that  the 
Insurance  Investigating  Committee  would  proijably  deal  with  this  subject  and  the 
matter  was  held  up  waiting  their  report.'  " 

tloninient:  Most  of  this  material  was  collected  and  used  before  the  committee  began  its 
investigation.  After  the  creation  of  this  Insurance  Investigating  Committee  the  publication 
of  the  bulletin  was  suspended  with  the  definite  understanding  that  the  committee  would 
cover  the  field,  and  in  order  to  save  the  university  unnecessary  expense.  As  a  matter  of  fact 
the  committee  did  not  do  this.  A  report  by  the  chief  of  the  bureau  covering  the  ground 
intended  to  be  covered  by  the  bulletin  was  published  in  the  Municipality  for  May,  1911, 
without  expense  to  the  bureau,  and  was  freely  distributed. 

There  was  no  duplication  of  effort,  as  Mr.  Allen  implies,  and  it  is  believed  that  the  bureau 
is  the  only  agency  in  the  state  that  has  collected  information  on  this  subject.  It  is  still 
believed  that  a  bulletin  on  this  subject  would  be  valuable. 

Exhibit:  XX.    "2.   During  the  year  1913—14  a  similar  thing  happened 

a.  'Our  collection  of  building  codes  was  begun  following  the  agitation  for  a  building 
code  here  in  Madison.  Milwaukee  was  at  that  time  working  on  a  building  code.  I 
anticipated  that  this  would  be  a  subject  on  which  the  cities  would  want  information. 
These  were  collected  and  are  on  file.  Since  this  time,  however,  the  State  Industrial 
Commission  has  prepared  a  building  code  which  it  proposes  to  put  into  effect  in  the 
state.'  " 

Comment:  It  should  be  noted  that  the  work  of  the  bureau  was  begun  first.  The  state 
industrial  commission  could  have  used  these  codes  and  have  avoided  the  necessity  of  collect- 
ing them  itself,  had  it  not  wished  to  have  a  permanent  file  of  them  continuously  in  its  office. 

Exhibit:   "XXI.    Should  the  bulletin  on  voting  machines  be  published? 

***** 

2.  With  the  commercial  backing  of  voting  machines  it  ought  to  be  easily  possible  to 
get  such  information  as  is  presented  in  the  bulletin  without  cost  to  the  University  Exten- 
sion Division." 

Comment:  The  same  might  be  said  of  paving  brick,  concrete,  sewer  pipe,  or  any  other 
material  or  eciuipment  purchased  by  the  city.  It  is  a  well-known  fact  that  parties  trying  to 
sell  their  goods  to  a  city  present  only  favorable  information.  It  is  the  purpose  of  the  bureau 
to  furnish  unbiased,  impartial,  and  reliable  information  on  the  problem  in  hand,  presenting 
both  sides  with  equal  fairness.  Both  the  advantages  and  disadvantages  were  presented  in 
this  bulletin.  Such  information  is  not  furnished  by  those  who  have  products  to  sell  to  the 
city. 

Exhibit:  XXI.    "3.   The  bulletin  does  not  contain  the  records  of  important  tests 

1.  As  reported  in  the  Milwaukee  Sentinel,  January  20,  1914 

2.  As  reported  in  the  Chicago  Tribune,  August  2,  1913." 

Comment:  The  newspaper  item  which  appeared  in  the  Milwaukee  Sentinel,  and  which 
apparently  was  the  source  of  Mr.  .\Ilen's  information,  was  biased  and  unreliable,  as  shown  by 
the  action  of  the  board  of  election  commissioners.  The  test  made  was  a  test  for  speed  in 
voting.  The  machines  were  continued  in  use  at  the  spring  election  following  the  test,  and  the 
letter  of  the  secretary  quoted  in  the  l)ulletin  expressing  the  satisfaction  of  the  commission 
was  written  subsequent  to  both  the  test  and  the  election. 

The  tests  held  by  the  Butts  committee  reported  in  the  Chicago  Tribune  of  August,  2,  G,  7, 
8,  and  following,  1913,  showed  that  voting  machines  could  be  tampered  with.  The  possi- 
bility of  tampering  with  them,  however,  usually  depends  on  the  possibility  of  corrupting  the 
election  officials  and  getting  at  the  back  of  the  machine  after  it  has  been  set  for  the  election. 
So  far  as  the  bureau  had  been  able  to  find  there  was  no  record  of  this  having  ever  been  actu- 
ally done  in  practice  at  an  election.  Eor  this  reason  the  records  of  the  test  were  omitted, 
but  the  possibility  of  tampering  with  the  machine  was  included  in  a  statement  of  disad- 
vantages in  the  bulletin. 

Exhibit:  XXI.  "4.  The  only  evidence  submitted  in  the  report  is  the  personal  opinion 
of  city  officials." 

Comment:  Statements  were  secured  from  the  city  clerk  or  other  supervising  election 
official  of  every  city  in  the  state  which  has  ever  used  voting  machines.  These  were  included 
in  the  bulletin  in  the  belief  that  the  experience  and  opinions  of  those  actually  charged  with 
the  conduct  of  elections  and  the  use  of  voting  machines  would  be  the  best  evidence  upon 

562 


Exhibit  17 


which  to  judge  their  success.  To  the  city  official  contemplating  the  purchase  of  voting 
machines,  such  evidence  would  certainly  hear  more  weight  than  the  opinion  of  what  he  is 
pleased  to  call  a  theorist  or  investigator. 

Exhibit:  XXI.  "6.  The  voting  machine  in  its  relation  to  the  whok  electoral  process  is 
not  considered. 

a.  F"or  example,  such  questions  as  are  raised  in  the  case  of  Nichols  v.  Minton  et 
al.  (Supreme  Judicial  Court  of  Massachusetts,  SufTolk,  Oct.  30,  1907)  have  received 
no  attention  in  this  bulletin.  The  question  raised  in  this  decision,  beside  the  question 
of  'written  votes'  is  the  question  of  an  unseen  mechanism  coming  in  between  the  voter, 
indicating  his  choice  and  its  registering  in  the  ofTicial  count." 

Comment:  The  case  of  Nichols  v.  Minton  does  not  apply.  There  is  no  such  provision 
in  the  Wisconsin  constitution  as  that  contained  in  the  Massachusetts  constitution  and  under 
which  this  case  arose.  The  provision  of  the  Wisconsin  constitution  is  similar  to  those  of 
Minnesota,  Michigan,  Illinois,  and  Rhode  Island,  where  the  supreme  courts  have  held  that 
voting  machines  may  be  used. 

The  question  of  the  "unseen  mechanism,"  of  the  voter's  not  being  able  actually  to  see  his 
vote  registered,  is  listed  in  the  bulletin  as  one  of  the  disadvantages  of  the  voting  machine. 

Exhibit:  XXI.  "7.  If  the  voting  machine  bulletin  is  to  be  printed,  the  following  things 
should  be  noted: 

a.  In  the  first  part  of  the  paper  there  is  a  slight  inaccuracy  in  number.  In  one  place 
it  is  stated  that  Milwaukee  owns  153  machines  (on  page  2)  and  on  page  3  it  is  stated 
that  Milwaukee  owns  142.  The  difference  is  probably  due  to  the  fact  that  while 
Milwaukee  might  own  153  machines,  there  are  only  142  precincts  in  the  city." 

Comment:  One  figure  was  given  by  the  election  commission  of  Milwaukee  and  the  other 
by  the  manufacturers.  The  discrepancy  was  noted  when  preparing  this  draft  of  the  bulletin, 
and  the  figures  were  later  harmonized.  It  was  found  that  Alilwaukee  owns  153  machines, 
but  uses  143,  one  in  each  precinct.     Ten  machines  are  held  in  reserve  for  emergency. 

These  facts  were  submitted  to  Mr.  Allen  before  his  exhibit  was  compiled  but  were  ignored. 

Mr.  Allen's  statement  that  there  are  only  142  precincts  in  Milwaukee  is  incorrect. 

The  other  points  of  criticism  are  matters  of  personal  preference  upon  which  there  may  be 
legitimate  difference  of  opinion. 

Exhibit:  "XXIII.  What  eflfect  does  the  bureau's  connection  with  the  Leajiue  of 
Wisconsin  Municipalities  have  in  stimulating  interest  in  the  bureau?" 

Comment:  It  is  believed  that  the  connection  between  the  bureau  and  the  League  of 
Wisconsin  Municipalities  has  been  of  value  to  the  Bureau,  but,  as  the  chief  frankly  states, 
this  relation  can  doubtless  be  made  more  effective  in  the  future. 

However,  the  statements  of  the  exhibit  dealing  with  the  scope  and  purpose  of  this  league, 
and  of  its  organ,  are  not  pertinent  because  neither  the  league  nor  its  organ  is  under  the 
control  of  the  university. 

We  have  not  attempted  to  point  out  all  the  defects  in  this  exhibit.  But  enough  has  been 
done  to  indicate  why  the  Extension  Division  finds  in  it  a  minimum  of  desire  to  help  and  a 
maximum  of  effort  to  discredit. 

(Signed)  W.  H.  LIGHTY, 

R.  S.  BUTLER. 


563 


EXHIBIT   1« 

ARE  STUDENT  ASSEMBLIES  DESIRABLE? 

Among  miscellaneous  questions  sent  to  faculty  members  was  this: 

Are  student  assemblies  desirable? 

From  significant  answers  have  been  selected  71  from  faculty  members  as  follows:  21  from 
professors;  8  from  associate  professors;  20  from  assistant  professors;  14  from  instructors;  8 
from  assistants. 

By  student  assemblies  different  faculty  members  mean  not  merely  the  present  convoca- 
tions but  other  special  meetings  such  as  Sunday  vesper  services,  group  meetings  within  col- 
leges and  courses,  and  gatherings  "where  the  student  body  meet  as  a  unit  and  react  as  a 
unit,"  and  "for  the  arousal  of  college  and  university  spirit." 

21  professors 

1.  I  think  much  good  could  come  out  of  student  assemblies. 

2.  No  one  who  has  taught  at  other  universities  where  all  the  students  are  brought 
together  once  a  week  at  chapel  exercises  can  not  but  regret  the  impossibility  of  more 
frequent  convocations  than  are  held  at  the  university. 

3.  I  think  student  convocations  are  highly  desirable;  they  have  been  useful  as  con- 
ducted during  the  past  five  years  and  they  might  well  be  doubled  in  number  if  satis- 
factory speakers  of  high  ideals  could  be  secured. 

4.  Student  assemblies  are  very  desirable  if  properly  conducted.  Our  present  convoca- 
tions are  a  failure. 

5.  Student  assemblies  are  very  desirable.  The  memories  which  remain  most  viivd  in 
the  years  to  come  are  those  where  the  student  body  meet  as  a  unit  and  react  as  a  unit  to 
the  address  or  prayer  made. 

6.  They  might  be  made  very  useful  as  a  means  of  spreading  uniform  cultural  standards 
among  the  students.    See  the  practice  at  Chicago. 

7.  I  believe  that  student  assemblies  are  desirable  when  not  held  too  often  so  as  to  lose 
their  novelty  and  when  addresses  can  be  secured  from  men  prominent  in  public  and  edu- 
cational matters. 

8.  The  most  serious  criticism  which  I  would  ofTer  of  this  institution  is  the  low  mora! 
tone  of  the  student  body,  and  the  fact  that  little  is  done  to  raise  it  either  by  the  admin- 
istration or  individual  teachers.  By  "moral  tone"  ...  I  refer  rather  to  trustworthi- 
ness, unselfishness,  gratitude,  and  public  spirit.    The  tone  in  those  matters  is  low. 

As  a  means  to  helping  this  situation  (and  accomplishing  many  other  ends  also)  I  would 
suggest  the  system  of  freshman  addresses  such  as  obtains  at  Reed  C.oUege.  Portland. 
Oregon.     "Assemblies"  will  hardly  meet  the  need. 

9.  It  is  possible  that  by  making  certain  departments  responsible  for  a  convocation 
once  in  two  years,  a  more  general  interest  and  a  more  divided  responsibility  would  be  en- 
couraged. This  means  that  each  of  certain  departments  will  be  regularly  responsible, 
and  all  convocations  thus  representative. 

10.  It  seems  to  me  very  desirable  that  there  should  be  much  more  emphasis  placeil 
upon  student  assemblies  (convocations)  than  is  now  given  them.  The  assemblies  should 
be  held  regularly  at  stated  times.  Attendance  upon  them  should  be  required  (at  least 
from  freshmen)  and  the  fact  of  such  attendance  should  be  controlled. 

11.  I  deprecate  attitude  of  students  toward  assemblies.  We  often  bring  here  men  of 
prominence  and  attendance  on  lecture  is  only  a  very  small  fraction. 

12.  Student  assemblies  are  very  desirable,  I  think,  but  we  have  no  convenient  or 
pleasant  place  for  such  assemblies.  We  need  an  assembly  hall  very  badly.  At  present  we 
are  obliged  to  place  chairs  in  the  gymnasium  whenever  we  have  a  convocation. 

13.  Student  assemblies  are  thinly  attended  because  of  study  and  a  student's  tendency 
to  take  his  recreation  in  some  other  way. 

14.  Yes,  but  more  or  less  impossible,  except  when  there  is  something  to  make  them 
spontaneous.    They  should  not  be  scheduled  regularly. 

5G.'i 


University  Survey  Report 

15.  Student  assemblies  under  mild  faculty  control  are  desirable. 

16.  Student  assemblies,  theoretically,  are  desirable;  but  everything  depends  upon  the 
character. 

17.  No — students  are  too  numerous,  and  they  have  too  many  "assemblies"  of  their 
own  as  it  is. 

18.  Student  assemblies  might  be  desirable  under  favorable  circumstances,  i.  e.,  ade- 
quate audience  room,  not  too  frequent,  addressed  by  strong  men  on  real  questions  not 
"live  topics." 

19.  Desirable  when  carefully  prepared  and  instructive  program  is  provided. 

20.  It  is  well,  too,  that  the  president  and  the  deans  should  occasionally  address  the 
whole  body  of  students  of  university  or  college. 

21.  I  think  student  assemblies  are  not  only  desirable,  but  essential  to  a  healthy  social 
condition  among  the  students. 

8  associate  professors 

1.  I  believe  thoroughly  in  student  assemblies. 

2.  I  think  student  assemblies  are  desirable.    They  promote  exchange  of  ideas. 

3.  Some  means  of  getting  students  together  for  general  convocation  seems  very  de- 
sirable. 

4.  Student  assemblies  are  desirable;  one  of  the  most  advantageous  innovations  I  have 
seen  made  in  the  period  of  my  connection  with  the  university  has  been  the  student  con- 
vocations which  give  to  the  student  body  both  a  great  intellectual  and  spiritual  stimulus 
as  well  as  a  sense  of  university  solidarity  and  university  spirit  in  its  best  sense.  Better 
provision  for  this  assembling  should  be  provided  than  the  armory  and  music  hall  now 
furnish. 

5.  I  presume  this  refers  to  the  general  convocations,  and  I  would  unhesitatingly  an- 
swer. Yes,  because,  better  than  anything  else,  they  are  apt  to  engender  the  feeling  of 
solidarity  among  all  the  students,  and,  secondly,  because  such  meetings  provide  the  best 
opportunities  to  appeal  to  the  higher,  spiritual  aspirations  of  the  whole  student  body.  I 
think  the  present  system  of  calling  convocations  not  regularly,  but  at  irregular  inter- 
vals, is  preferable  to  the  one  we  used  to  have,  viz.,  to  hold  a  meeting  once  every  week, 
because  the  regularity  of  the  meetings  is  likely  to  bring  about  a  feeling  of  surfeit. 

6.  Student  assemblies  are  desirable.  I  believe  that  one  of  the  principal  advantages  of  a 
young  man's  going  to  school  is  the  chance  to  rub  shoulders  with  other  young  men  from 
different  localities. 

7.  Student  assemblies  are  surely  desirable,  not  daily  or  even  weekly — occasional. 

8.  Student  assemblies  (convocations)  are  of  little  value. 
20  assistant  professors 

1.  Student  assemblies  are  highly  desirable. 

2.  Until  he  has  been  to  (a  convocation)  the  student  has  no  idea  at  all  adequate  of  what 
an  institution  he  is  a  member.  If  it  is  inspiring  to  me  to  attend  one,  must  it  not  be  to  the 
freshman? 

.3.  Student  assemblies  are  undoubtedly  desirable  because  of  the  general  contact  and 
the  arousal  of  college  and  university  spirit. 

4.  Assemblies  are  very  desirable,  if  only  as  furnishing  a  means  for  bringing  together 
the  heterogeneous  elements  of  our  student  body. 

5.  A  moderate  number  of  student  assemblies  is  highly  desirable. 

6.  Yes,  I  think  they  are  very  desirable.  Those  that  have  been  held  for  engineering 
students  have  been  very  successful. 

7.  There  should  be  more  of  student  and  (student  and  faculty)  assemblies. 

8.  Student  assemblies  are  valuable  in  fostering  university  spirit. 

566 


Exhibit  18 

9.  Student  assemblies  where  student  body  singing  would  be  enrouragcd  would  be  ex- 
cellent in  my  opinion.  It's  hard  to  find  very  many  students  who  can  sing  our  national 
airs  through  such  as  our  German  friends  can.  Assemblies  at  which  some  of  our  bigger 
university  men  might  take  an  active  part  would  be  of  value  to  all  concerned. 

10.  From  my  references  in  other  institutions,  I  am  a  thorough  -believer  in  student 
assemblies — with  both  student  and  faculty  attendance.  I  believe  in  frequent  ad- 
dresses, both  by  imported  and  by  local  speakers  before  such  assemblies. 

11.  A  larger  number  of  student  assemblies  seems  to  me  to  be  desirable.  They  should 
be  general  assemblies,  and  present  facilities  are  not  adequate. 

12.  There  are  not  enough  student  assemblies  and  convocations.  There  is  a  unifying 
influence  in  such  assemblies.  If  there  could  be  many  such  gatherings  of  the  student 
body,  it  would  serve  a  definite  purpose,  it  seems  to  me;  and  instead  of  occasional  formal 
convocations  there  should  be  many  informal  ones — perhai)s  once  a  week,  at  which  dif- 
ferent professors  might  make  helpful  addresses.  In  this  way,  the  students  at  least  might 
become  acquainted  with  the  voice  and  personal  appearance  of  certain  noted  i)rofessors, 
whom  perhaps  they  might  in  a  whole  university  course  come  to  know  in  no  other  way. 

13.  Have  always  considered  it  advisable  to  get  the  students  together  occasionally  if 
possible.  That  may  be  because  when  in  college  the  numbers  were  not  so  large  and  the 
"fellow  feeling"  appears  to  have  been  more  developed  than  seems  possible  with  such 
a  large  number  of  students  as  there  is  now. 

14.  By  "student  assemblies'"  I  take  it  that  convocations  are  meant.  By  all  means, 
they  are  desirable.  The  students  should  be  given  every  opportunity  to  hear  such  men  as 
have  addressed  our  convocations  in  recent  years. 

15.  Student  assemblies  in  groups  of  not  over  a  few  hundred,  and  occasionally  one  large, 
group  seem  to  me  desirable  provided  valuable  i)rograms  could  be  arranged  for  them,  i.  e., 
they  are  desirable  in  an  abstract  way;  whether  they  would  produce  desirable  effects 
would  depend  entirely  upon  how  they  were  used.  Gatherings  of  students  for  football 
games  do  not  seem  to  me  to  be  very  desirable,  for  instance. 

16.  Yes.  An  assembly  auditorium  is  needed  badly  upon  the  campus,  centrally  located. 
This  would  overcome  much  of  the  criticism  that  lower  classmen  do  not  see  the  higher 
ranking  professors.  They  could  see  them  in  the  assembly  and  in  their  talks  to  students 
more  frequently. 

.  17.  Student  assemblies  are  excellent,  but  they  should  not  be  allowed  to  conflict  with 
many  class  exercises,  as  frequently  has  happened  in  the  past.  Conditions  in  this  respect 
have  much  improved  the  last  couple  of  years. 

18.  Regular  student  assemblies  become  almost  prohibitive,  or  impossible  to  exact  at- 
tendance, when  an  institution  grows  beyond  a  certain  limit,  say  one  or  two  thousand 
students. 

19.  They  should,  I  think,  be  allowed  to  assemble,  but  must  be.  taught  to  govern  their 
passions  and  be  ruled  by  reason.  If  these  assemblies  are  lessons  in  anarchy,  they  should 
not  be  permitted  under  any  conditions. 

20.  Student  assemblies  and  politics  are  not  desirable  in  my  estimation.  They  detract 
from  the  best  efTort  on  the  part  of  the  student  and  give  an  exaggerated  notion  of  his  own 
importance  to  many  a  student  who  is  not  entitled  to  any  mention  in  any  way. 

14  instructors 

1.  Most  desirable. 

2.  Student  assemblies  are  a  valuable  asset  to  student  life. 

3.  Student  assemblies  are,  to  my  mind,  desirable;  should  be  held  by  colleges. 

4.  A  means  of  giving  unity  to  student  opinion  and  also  a  means  of  obtaining  a  medium 
of  exchange  for  student  and  faculty  opinion.  This  means  might  be  found  in  some  form 
of  general  assembly. 

5.  Student  assemblies,  such  as  the  convocations  we  used  to  have  where  the  whole  stu- 
dent body  was  sometimes  assembled,  should  be  revived,  and  inspired  by  hearing  ad- 
dresses by  prominent  men. 

6.  Why  not?  They  make  for  a  feeling  of  solidarity  in  the  student  body  and,  in  my 
experience  at  Wisconsin,  have  been  conducted  with  luojiriety  and  consideration. 

5t)7 


University  Survey  Report 

7.  Student  assemblies  are  highly  desirable.  We  lack  an  esprit  de  corps  in  the  student 
body;  thought  of  any  sort  is  hard  to  circulate  in  a  body  so  lacking  in  the  mechanical  de- 
vices for  communicating  thought. 

8.  Student  assemblies  are  desiral)le — inasmuch  as  dormitories  are  lacking.  I  should 
like  to  see  daily  chai)el  inaugurated,  not  for  religious  reasons,  but  i)ecause  it  would  fur- 
nish a  daily  meeting  of  students  and  foster  class  and  university  solidarity  of  feeling. 

9.  Student  assemblies  are  desirable,  in  order  to  get  unity  of  action  and  to  inspire 
higher  ideals  among  the  students.  They  should  be  held  only  when  there  is  some  real 
purpose. 

10.  Yes.   If  they  do  not  overdo  the  thing. 

11.  Occasional,  yes. 

12.  Student  asseml)lies  are  desirable  because  of  the  personal  contact  with  themselves 
and  the  instructors. 

13.  Student  assemblies,  such  as  the  present  Union,  are  certainly  desirable.  Students 
seldom  are  allowed  enough  time  to  gather  in  such  assemblies.  It  is  also  desirable  to  have 
the  in'^tructional  force  with  the  students  at  these  assemblies.  I  might  say  that  the  open 
air  band  concerts  given  by  the  U.  W.  band  on  the  upper  campus  are  excellent  for  getting 
out  tlie  students  so  that  they  may  become  acquainted.  Also  I  think  it  is  a  fine  means  of 
recreation  for  the  student  body. 

11.  Free  discussion  and  complete  understanding  between  students  and  the  faculty 
help  to  make  the  work  of  the  university  go  better. 

8  assistants 

1.  Yes,  to  augment  school  enthusiasm. 

2.  Student  assemblies?  By  all  means  in  a  university  which  stands  as  the  educational 
exponent  of  a  democracy. 

3.  Student  assemblies  and  assemblies  of  smaller  groups  should  be  more  frequent. 
They  give  the  student  more  of  a  feeling  of  his  responsibility  to  the  social  unit. 

4.  Student  assemblies  are  highly  desirable.  A  great  problem  in  a  large  institution 
of  this  sort  is  to  keep  uniformity  in  student  ideals.  This  can  be  best  done  through  stu- 
dent assemblies. 

5.  Student  assemblies  rightly  conducted  are  desirable. 

6.  Student  assemblies  are  certainly  desirable.  They  are  far  too  few  to  secure  any 
unity  of  the  student  body. 

7.  I  think  that  student  assemblies  are  very  desirable,  having  an  especial  function,  it 
seems  to  me,  in  an  enormous  institution  of  this  kind,  where  the  only  common  ground  for 
the  demonstration  of  loyalty  and  class  spirit  is  a  football  or  baseball  game.  There  ought 
to  be  some  higher  level  for  this  esprit  de  corps.  1  do  not  think  that  convocations  answer 
the  pupose  as  they  are  too  occasional,  impersonal,  and  (sometimes)  uninteresting.  I 
suppose  that  everyone  feels  the  lack  of  a  suitable  auditorium.  It  is  certainly  deplorable 
that  a  university  such  as  Wisconsin  suffers  such  a  lack. 

8.  I  do  not  think  student  assemblies,  to  any  considerable  number,  are  desirable.  The 
average  student  stretches  his  or  her  energies  over  too  many  fields  as  it  is. 

UNIVERSITY  COMMENT  ON  ALLEN  EXHIBIT  18,  ENTITLED  "ARE  STUDENT 

ASSEMBLIES  DESIRABLE?" 

The  general  sentiment  expressed  in  these  seventy-one  replies  is  that  student  assemblies 
are  desirable,  and  it  may  be  of  interest  to  note  in  this  connection  that  a  movement  inaugu- 
rated by  the  Student  Conference,  hence  entirely  independent  of  the  Allen  report,  has  resulted' 
in  the  appointment  of  a  committee  of  representatives  of  the  Conference,  the  S.  G.  A.,  and 
the  faculty,  which  is  now  at  work  upon  a  comprehensive  plan  of  student  assemblies,  including 
all-university  convocations,  class  convocations.and  college  convocations,  at  least  one  of 
each  kind  each  month.  The  Y.  M.  C.  A.  is  this  year  conducting  a  helpful  series  of  Sunday 
evening  meetings,  "Big  Men  on  Big  Subjects,"  which  are  well  attended.  Sunday  vesper 
services  have  been  a  feature  of  the  summer  session  for  two  years  past. 

(Signed)     S.  H.  GOODNIGHT. 

568 


EXHIBIT  19 

EFFECT  OF  SOCIAL  DIVERSION  OX  STUDENTS'  ABILITY  TO  DO  CLASS  WOP.K 
AS  REPORTED  BY  351   FACULTY  MEMBERS 

Of  458  faculty  members  107  answered  this  question  indefinitely.  Of  these,  16  were  pro- 
fessors; 5  associate  professors;  D  assistant  professors;  34  instructors;  31  assistants;  and  7 
others. 

Of  351  definite  answers  274  said  that  social  diversions  interfere  with  students'  class  work. 

Of  77  who  said  that  social  diversions  do  not  interfere  with  students'  class  work  there  were 
15  professors;  2  associate  professors;  19  assistant  professors;  21  instructors;  16  assistants; 
and  1  other. 

Of  274  who  said  that  social  diversions  do  interfere  with  students'  work  19  were  professors; 
34  were  associate  professors;  58  assistant  professors  ;  88  instructors;  42  assistants;  and  three 
others. 

Of  274  answers  55  were  categorically  yes;  142  said  some  students;  49  said  many  students; 
28  gave  percentage — such  as,  small  per  cent,  large  per  cent,  etc.  Rushing  was  mentioned  as 
a  cause  of  interference  by  68  faculty  members;  dancing  and  week-end  parties  l)y  18. 

Of  40  letters  and  science  professors  reporting  definite  answers  10  say  that  social  diversions 
do  not  interfere  with  students'  class  work;  30  say  they  do. 

Of  12  professors  in  agriculture  3  say  no;  9  say  yes. 

Of  7  professors  in  engineering  all  say  yes,  as  do  1  of  3  professors  in  medicine  and  2  of  2 
professors  in  law. 

In  letters  and  science  24  of  26  associate  professors;  45  of  51  assistant  professors;  .59  of  ()7 
instructors;  37  of  50  assistants,  declare  that  social  diversions  do  interfere  with  class  work. 

Comments  of  2.31  upperclassmeii  on  outside  activities 

On  registration  day  231  upperclassmen  checked  survey  cards  asking  whether  outside  ac- 
tivities took  enough,  too  much,  or  too  little  time  of  students  in  general  (not  of  the  particular 
students  answering). 

Of  231  upperclassmen  reporting  124,  or  44  per  cent,  said  outside  activities  took  enough 
time  of  students  in  general;  74,  or  32  per  cent,  said  outside  activities  took  too  much  time;  and 
33,  or  13  per  cent,  said  that  outside  activities  took  too  little  time. 

Among  the  comments  on  the  back  of  the  card  regarding  outside  activities  were  these:  That 
freshmen  are  too  often  urged  to  take  part  in  too  many  activities;  that  a  better  adjustment 
should  be  made  so  that  outside  activities  should  be  more  eciually  distributed;  that  too  little 
attention  was  given  to  literary  activities;  that  there  were  too  few  occasions  when  faculty  and 
students  could  meei  socially. 

Comments  such  as  these  emphasize  again  the  valuable  sources  of  suggestion  and  helpful 
criticism  which  might  be  drawn  upon  if  students  and  alumni  were  encouraged  to  express  their 
judgments  with  regard  to  the  university  in  relation  to  students.  The  answers  by  alumni  to  a 
questionnaire  sent  out  by  the  survey,  as  well  as  the  Board  of  Visitors'  questionnaire  to  stu- 
dents will  well  repay  further  study. 

UNIVERSITY    COMMENT   ON   ALLEN   EXHIBIT   19,    ENTITLFD   ••EFFECT   OF 
•     SOCIAL  DIVERSION  ON  STUDENTS'  ABILITY  TO  DO  CLASS  WORK  AS 
REPORTED  BY  351  FACULTY  MEMBERS 

This  section  adds  nothing  whatever  to  our  knowledge  of  the  subject.  In  fact,  the  series  of 
Cardinal  editorials,  run  about  a  year  ago,  which  emphasized  the  necessity  of  weeding  out 
useless  organizations,  the  correlation  of  certain  activities  with  class  room  work,  the  restric- 
tion of  others  prior  to  examinations,  and  the  creation  of  healthy  student  sentiment  against 
subordinating  scholastic  work  to  extra-curricular  activities,  was  a  far  more  illuminating  and 
suggestive  treatment  of  the  subject  than  is  contained  in  this  exhibit  and  Dr.  .Mien's  com- 
ments in  Part  IV  of  This  Report  (question  11). 

(Signed)     S.  II.  C.OODXIGHT. 


569 


» 


EXHIBIT  20 

CHANGES   IN   CLASS   REQUIREMENTS,    DUE  TO   CHANGES   IN   ABILITY   OF 
STUDENTS,  AS  REPORTED  BY  FACULTY  MEiMBERS 

MISCELLANEOUS  CRITICISMS  BY  FACULTY  MEMBERS 

All  faculty  members  were  asked  whether  they  considered  students  of  today  more,  equally, 
or  less  able  as  compared  with  students  of  10  years  ago,  also  how  if  at  all  the  standard  of  their 
work  had  changed  in  10  years. 

Regarding  changes  of  requirements,  288  reported  in  general  terms  which  do  not  lend  them- 
selves to  comparison. 

Ninety-eight  reported  no  changes,  very  little  change,  or  no  change  because  of  students' 
ability,  etc.  Many  others  had  not  taught  10  years  and  said  they  could  not  therefore  make  the 
comparison. 

Seventy-one  indicated  changes  as  follows: 

30  had  raised  their  standards  of  work  either  in  quality,. quantity,  or  both. 
36  had  lowered  their  standards  of  work  either  in  quality,  quantity  or  both. 
2  were  giving  less  work,  but  had  raised  their  standards. 

2  were  giving  more  elementary  work  in  lower  classes,  but  were  getting  better  work  in 
upper  classes. 

1  was  laying  more  emphasis  on  special  parts  of  subject,  due  to  students'  poor  prepara- 
tion. 

Of  the  30  who  had  raised  their  standards, 

9  stated  simply  that  standards  had  been  raised. 

3  stated  that  quantity  and  quality  had  been  increased. 
6  stated  that  more  advanced  work  is  being  given. 

3  stated  that  work  was  better  organized  and  also  that  more  advanced  work  was  given. 

1  stated  that  more  rigid  entrance  examinations  were  now  required. 

2  stated  that  they  had  tried  to  get  students  to  work  more  independently. 

6  stated  that  standards  had  been  raised  due  to  better  preparation  of  students. 

Of  these  same  30  instructors,  there  were 
12  professors. 

7  associate  professors. 

4  assistant  professors. 

5  instructors. 

2  assistants. 

Stated  by  colleges  these  30  were  distributed  as  follows: 
19  in  letters  and  science. 

4  in  agriculture. 

5  in  engineering. 
1  in  law. 

1  in  medicine. 

Of  the  36  whose  standard  had  been  lowered, 

9  stated  simply  that  they  had  lowered  their  standards. 
10  stated  that  more  elementary  work  was  now  taught. 
5  stated  that  less  material  or  work  was  now  required. 
5  stated  that  quantity  and  quality  had  been  reduced. 
1  stated  definitely  that  the  work  is  now  33  per  cent  easier  than  10  years  ago. 

1  stated  that  the  lowering  of  his  standards  was  due  to  the  increased  numbers  coming 
to  the  university. 

3  stated  that  their  standards  were  lowered  as  to  quality. 

2  gave  as  reason  for  lowering  their  standards  that  it  was  done  to  meet  lower  abilities 
of  students. 

Of  these  36  instructors  there  were 

12  professors.  ^ 

4  associate  professors. 
11  assistant  professors. 

8  instructors. 

1  assistant. 

571 


University  Survey  Report 

Stated  by  colleges  these  36  were  distributed  as  follows: 
26  in  letters  and  science. 
5  in  agriculture. 
5  in  engineering. 
0  in  law. 
0  in  medicine. 

Of  the  98  instructors  who  say  that  they  have  made  "no  change,"  "very  little  change"  or 
'no  change  for  this  reason,"  there  were 

,     35  professors. 

18  associate  [)rofessors. 
26  assistant  professors. 
15  instructors. 
4  assistants. 

Stated  by  colleges  these  98  were  distributed  as  follows: 

70  in  letters  and  science. 
13  in  agriculture. 
10  in  engineering. 

3  in  'aw. 

2  in  medicine. 


Changes  in  ability  of  students* 

Of  457  faculty  members,  26  did  not  answer  the  question  and  98  said  that  the  question  did 
not  apply  to  them  as  they  had  not  been  on  the  faculty  10  years;  13  answered  indefinitely;  99 
said  they  did  not  know. 

The  99  who  said  they  did  not  know  were  distributed  by  college  and  rank  as  follows; 
70  in  letters  and  science. 
19  in  agriculture. 

8  in  engineering. 

2  in  law. 

6  were  professors. 

2  were  associate  professors. 
14  were  assistant  professors 
45  were  instructors. 
32  were  assistants. 

Of  216  definite  comparable  answers 

102  say  students  of  today  are  equally  able. 
66  say  they  are  more  able. 
55  say  they  are  less  able. 
1  said  there  are  as  many  who  are  able,  but  more  who  are  less  able. 

Of  102  who  say  that  present  day  students  are  equally  able 
84  say  categorically  "able." 
5  say  "but  less  seriously  inclined." 
5  say  "but  subject  to  more  social  distractions." 
2  say  "less  well  prepared  in  general  education." 
2  say  "but  due  to  lower  grade  of  work." 

1  said  "due  to  better  teaching,"  etc. 

Of  66  who  say  that  present  day  students  are  more  able 
48  answer  categorically  "more  able." 

2  say  "more  able  to  do  assigned  work." 

3  say  "because  better  prepared  in  high  school." 

2  say  "but  less  seriously  inclined." 

Others  limit  statement  to  students  in  eastern  universities,  to  graduate  students,  to 
special  lines  of  work,  to  students  with  lower  incomes,  to  upper-grade  students  only,  to 
country  students  only,  to  work  in  practical  courses  only,  etc. 

(  f  55  who  say  that  present  day  students  are  less  able 
29  answer  categorically  "less  able." 

4  say  due  to  outside  activities. 

4  say  due  to  increased  number  at  the  university. 

3  say  much  less  able. 

3  say  due  to  extension  of  high  school  activities. 

2  say  due  to  lack  of  initiative. 

2  limit  statement  to  city  students  only. 

2  speak  only  for  their  own  dej^artments. 

572 


Exhibit  20 

Of  55  who  say  that  students  are  less  able 

14  are  professors. 

10  are  associate  professors. 

15  are  assistant  professors. 
12  are  instructors. 

4  are  assistants. 

By  colleges  the  55  are  distributed 
38  in  letters  and  science. 
9  in  agriculture. 
8  in  engineering. 

Quotations  from  36  fa<"ulty  members  comparinji  ability  of  present    day    with  'that 
of  10  years  ago 

13  Professors 

Very  much  more  able.  There  has  been  great  progress  in  this  particular. 

I  have  been  here  13  years.  I  feel  certain  that  the  students  who  now  enter  have  had  a 
better  grounding,  and  that  so  far  as  the  high  school  is  concerned  they  have  had  better 
training.  I  think,  however,  (a)  that  more  students  now  enter  to  have  a  good  time;  (b) 
that  student  distractions  divert  more  energies  than  10  years  ago.  In  brief,  the  students 
are  scholastically  more  able  and  morally  (from  the  standpoint  of  will)  less  able  to  do  real 
university  work;  that  is  on  the  average, 

I  believe  a  larger  proportion  show  ability,  but  not  a  large  proportion  show  distinction. 

In  my  own  classes  (both  graduate  and  undergraduate)  I  am  getting  better  work  than 
10  years  ago.  I  am  not  sure,  however,  whether  this  is  due  to  a  general  improvement  of 
the  student  or  to  the  thorough-going  changes  in  the  previous  work  in  the  department 
itself.   I  lean  toward  the  latter  view. 

Possibly  my  requirements  are  a  trifle  less  strict,  owing  to  the  less  strict  requirement 
of  the  faculty  in  general. 

The  larger  number  now  in  attendance  indicates  a  somewhat  larger  percentage  of  stu- 
dents who  are  less  seriously  inclined. 

There  is  not  much  difference  so  far  as  ability  is  concerned,  but  the  students  now  are 
interested  in  many  other  subjects  besides  their  studies  and  this  is  unfortunate. 

Quantitatively  the  amount  of  work  has  been  reduced  one-third.  Qualitatively  my 
standard  for  approved  work  has  gone  down  in  order  to  be  adapted  to  the  ability  of  the 
majority.  The  principal  sufferers  have  been  students  of  ability. 

My  impression  of  the  whole  student  body  is  that  there  are  more  of  the  intellectually 
unfit" in  college,  proportionately,  than  before.  The  total  amount  of  intellect  among  the 
students  of  today  is  probably  "much  greater  than  it  was  when  the  university  was  one 
fourth  in  size. 

Less  able,  taking  the  student  body  as  a  whole.  Students  who  are  trained  in  the  best 
high  schools  in  those  subjects  that  require  exactness  and  ability  to  think,  such  students 
are  probably  better  able  than  10  years  ago.  The  widening  of  the  number  of  subjects  in 
the  high  school  curriculum  has  resulted  in  lowering  the  average  efliciency  of  the  teach- 
ing— hence  poorer  preparation  for  college. 

The  type  of  student  coming  to  the  agricultural  college  has  changed  from  mainly  those 
from  the  farm  to  about  58  per  cent  city-bred.  This  is  a  very  serious  matter  as  city-bred 
boys  are  far  inferior  to  country-bred  boys  when  they  graduate  from  agriculture  and  a 
few  years  after.  We  cannot  recommend  these  until  they  have  been  tried. 

There  are  more  diversions  in  the  university  than  there  were  10  years  ago,  and  certain 
students  are  going  to  excess  in  these  directions.  On  the  other  hand,  there  are  students 
who  are  living  a  simple  social  life,  and  who  are  doing  belter  work  than  was  done  by  any 
group  of  students  in  the  university  10  years  ago.  There  is  a  greater  clilTerence  now  be- 
tween the  serious  students  who  apply  themselves  mainly  to  university  work,  and  the  less 
serious  students  who  devote  themselves  pretty  largely  to  social  diversions.  There  should 
be  less  dancing,  much  less  smoking,  and  probably  less  drinking  than  there  is  today,  al- 
though there  is  undoubtedly  an  improvement  in  the  latter  respect. 

573 


University  Survey  Report 

I  am  told  that  in  the  10  years  the  proportion  of  the  population  attending  the  univer- 
sity is  presumably  seven  times  as  great  [actually  less].  If  the  universities  grow  seven 
times  or  even  three  or  four. times  as  rapidly  as  the  population  at  large,  it  means  less 
selection. 

16  Associate  professors 

I  can  scarcely  judge,  because  I  was  a  student  myself  10  years  ago.  Judging  from  my 
own  development  at  the  time  of  my  graduation  from  college,  however,  I  am  inclined  to 
think  that  present  day  students  are  more  nuiture  (not  in  years,  perhaps,  Imt  in  expe- 
rience), belter  posed,  more  sure  of  themselves  than  the  members  of  my  own  student 
generation.  I  am  continually  surprised  by  the  evidences  of  unusual  ability  that  I  fre- 
quently tind  in  students. 

I  consider  them  more  able  to  do  the  university  work  that  is  assigned;  less  able  to  do 
distinguished  individual  work.  It  is  hard  for  a  student  to  find  himself  here.  He  is  suf- 
focated. 

Equally  able  i)ut  they  do  not  do  the  same  grade  of  work.  There  are  more  who  come  to 
the  university  without  the  whip  of  poverty — and  ambition — behind  them  than  was  the 
case  10  years  ago.  The  necessity  of  making  his  university  education  count  after  he  has 
his  degree  is  the  greatest  stimulant  any  student  can  have. 

I  consider  present  day  students  more  regular  and  more  carefully  guided.  Ten  years  is 
not  enough.  The  average  is  better  than  10  or  20  years  ago.  Twenty  years  ago  a  part  of 
the  students  did  firmer  and  more  original  work  than  they  now  do.  On  the  other  hand, 
there  were  more  inferior  students.  I  think  things  were  worse  10  years  ago. 

The  number  of  good  workers  is  noticeably  less. 

They  seem  less  able.  I  find  decidedly  fewer  students  of  unusual  excellence  (outside 
activities  are  responsible  chielly,  I  think). 

I  think  from  what  I  have  heard  that  the  average  of  the  Wisconsin  student  has  deter- 
iorated in  the  last  decade. 

In  college  algebra  we  now  include  radicals  and  quadratic  equations  which  10  or  more 
years  ago  we  assumed.  I  can  scarcely  believe  that  our  students  are  "less  able"  than  they 
were  10  years  ago.  When  the  preliminary  weeding  out  is  accomplished  among  the  fresh- 
men we  are  able  to  do  much  more  with  the  students  in  the  upper  classes  than  formerly. 

In  the  department  of  mathematics  the  conviction  has  been  growing  that  students  who 
come  to  us  from  the  normal  schools  and  from  the  small  colleges  after  two  years'  work 
are  not  prepared  to  carry  on  the  work  of  the  junior  class.  Evidence  to  this  effect  seems 
to  be  particularly  strong  this  year. 

The  students  of  today  are  less  seriously  minded  than  those  of  10  years  ago.  Too  many 
are  here  because  they  are  sent.  Those  who  work  their  way  through  are  often  in  poor 
physical  condition  for  serious  thinking.  Too  many  students  take  subjects  because  they 
are  required. 

So  far  as  agriculture  is  concerned  we  are  getting  more  and  more  students  who  lack 
fundamental  knowledge  of  agriculture  because  we  are  getting  more  and  more  men  from 
the  city.  Many  of  these  men  have  better  preparation  along  the  lines  of  English,  chem- 
istry, etc.,  but  they  are  badly  lacking  in  agricultural  knowledge  and  one  cannot  delay 
the  class  to  teach  them  what  some  of  the  members  of  the  class  have  known  since  they 
were  10  years  of  age.  For  some  lines  of  agricultural  work  this  matter  of  farm  experience 
is  not  so  important.  For  example,  plant  pathology,  agricultural  chemistry,  and  so  on, 
probably  do  not  find  as  much  trouble  as  I  do  along  poultry  lines.  Ten  years  ago  we  had 
the  same  i)roblem  but  the  proportion,  in  my  judgment,  was  different. 

We  [in  our  department]  have  better  students,  simply  because  the  poorer  ones,  who 
used  to  take  Greek  because  it  was  required  for  the  B.A.,  no  longer  do  so. 

I  see  little  difference.  There  is  evidence  that  students  are  unwilling  to  work  very  hard 
on  college  work.  They  are  looking  for  snaps,  but  so  were  they  10,  20  or  50  years  ago. 

On  the  whole  less  able  because  not  so  thoroughly  trained.  We  have  just  as  many  able 
boys  and  girls  as  10  years  ago.  I  think  the  high  schools  in  many  cases,  like  the  universi- 
ties of  the  country,  permit  too  many  distractions  in  the  way  of  extra-curricular  activi- 
ties. I  am  sure  there  is  not  so  much  intellectual  strenuousness  in  high  schools  or  univer- 
sities as  there  was  10  years  ago.  For  example,  I  hear  a  great  deal  more  frequently  now 
than  then  that  Latin  is  hard  and  therefore  that  the  students  do  not  want  to  take  it. 

574 


Exhibit  20 

This  last  semester  with  two  seniors,  I  found  that  as  long  as  I  was  willing  to  help  them 
plan  their  thesis  they  did  but  little  thinking.  When  I  changed,  and  made  them  make 
their  own  plans,  they  were  slow  for  a  time  but  developed  originality  before  they  finished. 

In  my  own  classes  I  see  no  great  difference.  I  fancy  that  I  can  teach  a  great  deal 
better  than  I  could  10  years  ago,  and  attribute  the  improvement  largely  to  that.  I  don't 
see  that  the  students  are  better  prepared  or  more  capable  than  in  190 1. 

4  Assistant  professors 

It  is  fashionable  and  conventional  to  say  less  able.  I  believe  very  firmly  average  re- 
mains where  it  was. 

In  agriculture  we  are  getting  a  greater  proportion  of  city  boys  now,  JMit  as  a  rule  they 
are  enthusiastic  students.  A  small  per  cent  of  these  city  boys  are,  however,  taking  agri- 
culture because  it  is  the  popular  course  at  the  present  time. 

I  consider  them  less  able,  especially  if  I  take  English  as  the  criterion.  Poor  orthography 
is  on  the  increase. 

I  am  throughout  opposed  to  our  paternalism.  On  all  sides,  in  all  relations,  students, 
undergraduates,  expect  to  be  "told" — take  no  initiative,  except  in  such  classes  as  are 
conducted  by  instructors  who  definitely  train  them  to  manage  their  own  alTairs.  I  could 
give  examples  out  of  my  own  experience.  It's  a  big  question. 

2  Instructors 

No  material  change.  However,  the  work  which  I  teach  to  entering  freshmen  here  at 
Wisconsin  is,  I  think,  more  elementary  than  the  corresponding  work  I  had  as  a  freshman 
in  an  Ohio  college  in  1902-03. 

Great  waste  to  the  community  to  try  to  drag  incompetent  students  through  a  college 
course. 

How  faculty  members  would  modify  entrance  requirements 

52  would  not  allow  vocational  studies  for  entrance  credit. 

15  would  raise  the  standard. 

15  would  pass  on  training  and  ability  rather  than  on  credit  or  entrance  examinations. 

Adult  specials  should  not  be  required  to  pass  entrance  examinations  to  receive  a  degree  if 
their  college  work  has  been  satisfactory  (by  5). 

Two  would  cut  out  language  requirements. 

One  would  have  students  take  examination  on  fundamentals  before  admission  to  particular 
courses. 

This  very  brief  summary  is  given  here  merely  to  indicate  the  advantage  to  the  university 
of  studying  these  answers  more  in  detail,  so  as  to  benefit  from  the  experience  and  judgment 
of  the  faculty  itself. 

Miscellaneous  criticisms  of  present  practices  by  faculty  members 

At  the  end  of  the  general  questionnaire  faculty  members  were  invited  to  volunteer  their  ex- 
perience and  judgment  with  respect  to  points  not  previously  considered  by  the  survey. 
Sixteen  questions" were  cited  to  illustrate  the  opportunities  for  further  discussion.  Many  of 
these  questions  were  not  answered  or  were  answered  indefinitely.  The  tabulation,  however, 
shows  a  great  ditference  of  opinion  within  the  faculty  which  diiTerence  is  hero  summarized  in 
the  terms  of  onlv  those  answers  which  were  clearlv  affirmative  or  clearly  negative. 

That  students  are  expected  to  do  too  little  work  was  stated  by  50.  or  29  per  cent,  of  171 
instructors. 

That  demands  upon  students  by  different  courses  are  not  uniform  is  stated  by  151.  or  90 
per  cent,  of  172  instructors. 

That  not  enough  attention  is  given  to  English  in  other  than  l£nglish  courses  is  staled  by 
135,  or  79  per  cent,  of  170. 

That  courses  attended  by  both  men  and  women  arc  in  certain  subjects  undesirable  is  stated 
by  18,  or  18  per  cent,  of  95. 

That  combination  of  graduate  with  undergraduate  students  in  classes  is  undesirable  is 
stated  by  40,  or  28  per  cent,  of  144. 

That  the  semester  is  not  the  most  effective  unit  is  stated  by  44.  or  33  per  cent,  of  134. 

That  freshmen  and  sophomores  do  not  see  enough  of  instructors  of  higher  rank  is  stated  by 
68,  or  49  per  cent,  of  1.38. 

That  library  facilities  are  not  adequate  is  stated  by  31,  or  21  percent,  of  12/. 

That  regular  student  assemblies  are  desired  is  stated  by  103,  or  94  per  cent,  of  1 10. 


University  Survey  Report 

That  work  of  related  departments  is  not  adequately  correlated  is  stated  bv  61,  or  66  per 
cent,  of  93. 

That  cuts  should  be  eliminated  is  stated  by  31,  or  19  per  cent,  of  165. 

That  students  should  be  made  to  show  that  lost  work  is  made  up  is  stated  by  11,  or  9  per 
cent,  of  125. 

That  there  is  not  enough  application  of  theorv  to  practice  is  stated  bv  29,  or  35  per  cent, 
of  82. 

That  entrance  requirements  should  be  modified  in  certain  respects  specified  is  stated  by 
51,  or  72  per  cent,  of  71. 


UNIVERSITY    COMMENT    ON    ALLEN    EXHIBIT    20,    ENTITLED 

"CHANGES  IN   CLASS  REQUIREMENTS,  DUE  TO   CHANGES  IN  ABILITY  OF 
STUDENTS,  AS  REPORTED  BY  FACULTY  MEMBERS" 

Mere  personal  opinion,  expressed  in  reply  to  a  questionnaire  concerning  changes  in  re- 
quirements and  changes  in  the  abilities  of  students  m  a  period  of  ten  years,  is  too  inaccurate 
a  measure  to  be  of  any  value.  In  the  absence  of  deOnite  tests  both  of  abilities  of  students  and 
the  rigor  of  selection  ten  years  ago  and  now,  the  opinions  expressed  show  the  divergence  to 
be  expected  and  throw  little  if  any  light  on  the  question  of  changes  in  abilities  of  students. 

Likewise  the  opinions  on  the  changes  in  requirements  are  not  specific  and  definite  enough 
and  are  not  based  on  a  sufficient  number  of  cases  to  be  of  value.  It  is  difficult,  therefore,  to 
discover  the  purpose  subserved  by  the  detailed  statistical  analysis  of  the  opinions  of  members 
of  the  faculty  shown  in  the  Allen  Exhibit  20. 

Miscellaneous  critieisms  of  present  practices  by  faculty  members 

The  fourteen  questions,  replies  to  which  from  a  small  proportion  -of  the  faculty  members 
are  tabulated,  relate  to  matters  all  of  which  have  frequently  been  the  subjects  of  depart- 
mental, committee,  and  faculty  discussion  and  action,  While,  therefore,  none  of  the  ques- 
tions are  new,  the  statistical  representation  of  faculty  opinion  would  be  interesting  if  a  larger 
proportion  oi  the  faculty  had  recorded  their  judgments  upon  them.  The  modification  of  en- 
trance requirements  is  a  perennial  question,  and  the  judgments  of  the  members  of  the  faculty 
are  to  be  found  frequently  in  the  minutes  of  faculty,  committee,  and  departmental  meetings. 

(Signed)     V.  A.  C.  HENMON. 


576 


EXHIBIT  21. 


THE    UNIVERSITY'S     INSPECTION  AND  ACCREDITING  OF    HIGH    SCHOOLS 

IN  WISCONSIN 

The  public  hi^h  school  system  of  the  state  is  the  direct  and  immediate  product 
of  the  university's  initiative,  leadership  and  oversijiht. 

College  men  assume  much  credit  for  the  tremendous  advance  in  attendance 
in  colleges  and  universities  during  the  past  20  years.  This  is  largely  a  mistake. 
The  secondary  schools  have  grown  in  the  last  20  years  tremendously.  They  have 
been  crowding  the  university. 

The  two  foregoing  statements  conflict  with  one  another.  They  give  different  forces 
credit  for  the  growth  of  high  school  enrollment  in  Wisconsin.  Both  are  in  a  sense  official 
statements.     Both  views  are  widely  held  by  educators  outside  the  university. 

The  first  statement  is  quoted  directly  from  a  10  year  summary  of  the  university's  service 
to  Wisconsin,  prepared  for  the  president  of  the  university  by  the  director  of  the  course  for 
the  training  of  teachers. 

The  second  was  made  by  a  regent,  chairman  of  the  university  finance  committee,  who, 
at  the  same  time  as  president  of  a  local  board  of  education,  has  for  years  been  interested  in 
high  school  needs. 

Whether  "initiative,  leadership  and  oversight"'  on  the  part  of  the  university,  or  ambition 
and  sacrifice  and  wise  investment  on  the  part  of  parents  and  children  in  Wisconsin  com- 
munities, plus  state  subsidy  and  state  supervision,  is  the  main  phase  of  Wisconsin's  high 
school  program  is  an  important  question  of  fact.  Upon  the  answer  to  that  question  on 
the  basis  of  fact  should  depend  various  administrative,  legislative  and  financial  policies  of 
legislature  and  university. 

The  university's  relation  to  high  schools  is  many  sided.  In  part,  that  relation  is  indirect 
and  unofficial.     In  part,  it  is  official  and  direct.      (See  Part  IV.) 

How  the  state  has  benefited  from  the  university's  indirect  relation  to  high  schools  is  not 
considered   here. 

The  direct  relation  of  university  to  high  school  finds  expression  in  two  ways. 

1.  The  preparing  of  students  to  teach  in  high  schools;  and, 

2.  Inspecting  and  accrediting  of  high  schools. 

So  far  as  the  training  and  placing  of  teachers  in  Wisconsin  high  schools  is  known  to  the 
committee  on  appointments  that  work  has  been  briefly  described  in  the  survey  re])ort  on  the 
committee  on  ap])ointments.      (Exhibit  22.) 

The  university's  direct  influence  through  inspecting  and  accrediting  of  high  schools  has 
been  studied  by  the  survey,  as  here  reported,  with  special  effort  to  answer  the  following 
questions: 

1.  What- is  the  value  to  high  schools  of  being  on  the  accredited  list? 

2.  How  do  high  schools  benefit  from  the  process  bv  which  thev  are  placed  on  the  accredited 
list? 

3.  How  effective  is  the  work  of  a  committee  which  inspects  and  accredits,  organizes  and 
manages? 

4.  How  does  the  university  itself  benefit  from  visiting  high  schools? 

5.  What,  if  any,  changes  should  be  made  in  the  program  or  method  of  inspecting  and 
accrediting  high  schools? 

The  fact  base  for  this  report  consists  of  the  following:  the  files  of  the  committee  showing 
correspondence  in  and  out  for  four  years:  reports  of  inspections  during  four  years:  reports 
of  inspections  for  the  same  schools  by  the  State  Department  of  Public  Instruction;  numerous 
published  reports  of  the  committee;  monthly  reports  filed  with  the  faculty;  written  state- 
ments to  the  survey  by  the  committee's  former  secretary,  former  chairman,  etc.;  other 
manuscript  and  printed  official  documents  of  university  and  state  department:  reiilies  to 
questionnaire  by  high  school  principals  and  city  superintendents.       ' 

The  indirect  and  direct  advantages  to  high  schools  of  having  the  university's  inspectors 
visit,  confer  and  report  and  of  being  advertised  as  on  the  accredited  list  wUl  be  summarized 
in  the  words  of  high  school  principals  and  city  superintendents,  in  the  supi^lemenl  to  this 
exhibit.  This  section  has  to  do  only  with  the  direct  ofiicial  administrative  program  and 
routine  of  the  committee  on  high  school  inspection  and  accredited  schools,  which  represents 
the  university  in  dealing  with  the  state's  high  schools. 

577 

Sub.— 37 


University  Survey  Report 

I. — Accredited  schools  have  no  advantage  over  unaccredited  schools  in  exemption 
of  their  graduates  from  entrance  examinations 

Students  recommended  by  principals  of  accredited  schools  are  admitted  to  the  university 
without  examination. 

Those  students  of  unaccredited  schools  who  are  not  recommended  by  their  principals 
are  compelled  to  take  an  examination  for  entrance  to  the  university. 

So  are  students  from  accredited  schools  compelled  lo  take  an  examination  for  entrance 
unless  recommended  by  their  principals. 

The  only  difi'erence  in  the  university's  treatment  of  the  two  schools  is  in  the  publicity 
given  to  the  exemptions  of  their  reconimended  students.  The  principal's  recommendation 
is  emphasized  when  discussing  the  unaccredited  school.  The  exemption  from  examination 
is  emphasized  when  discussing  the  accredited  school.  The  1913-14  catalogue,  page  118, 
tells  every bodv  that  graduates  of  accredited  schools  must  have  their  principal's  recommen- 
dation. The  "catalogue  is  silent  with  respect  to  the  exemption  of  recommended  students 
from  non-accredited  schools,  but  such  exemption  is  made  clear  in  correspondence  of  the 
university  with  principals  through  the  committee  on  accredited  schools,  and  has  been 
affirmed  to  the  survev  bv  the  president. 

The  letter  files  show  for  school  after  school  which  have  been  refused  accrediting  that  the 
principals  have  been  assured  that  any  graduates  whom  they  recommend  will  be  admitted 
without  examination.  In  cases  where  schools  are  given  less  than  the  maximum  credit 
in  special  subjects,  principals  are  likewise  assured  that  additional  credits  will  be  allowed, 
if  they  are  needed  by  entering  students,  e.g.,  Appleton,  Jefferson,  etc. 

II. — High   schools   have  benefited   less   than   they   might   have  benefited  from   the 
process  by  which  they  are  accredited,  or  refused  accrediting 

Important  facts  about  defective  work  and  defective  conditions  have  not  been  reported 
to  the  communities  involved.  So  far  as  the  committee's  available  information  shows,  the 
university  has  for  the  most  part,  dealt  not  with  the  school  system,  not  with  the  school 
superintendent,  but  in  some  matters  directly  with  the  principal,  and  in  still  others  directly 
with  the  teachers  alone. 

A  larger  part  of  all  suggestions  given  are  made  to  the  teachers  whose  classes  are 
visited.  Of  these  visits  and  findings,  the  principal  receives  no  written  information  and  is 
unable  therefore  to  follow  them  up  except  as  he  is  told  by  teachers  or  as  he  receives  oral 
details  as  to  each  teacher  from  the  university  inspector. 

Most  of  the  suggestions  given  to  principals  are  given  orally,  and  do  not  become 
matter  of  jecord  in  the  office  either  of  the  local  schools  or  of  the  university's  committee; 
consequently  the  later  constructive  use  of  this  information  depends  upon  memory. 

The  local  officers  responsible  for  teacher  and  principal  receive  no  information 
directly,  except  a  very  small  number  who  ask  for  it.  What  they  receive  is  limited  to  the 
letter  sent  by  the  committee  to  the  principal,  which,  as  a  rule,  omits  mention  of  specific  un- 
favorable comment.  In  fact,  the  oft-cited  inspirational  value  of  the  inspector's  visits  to 
high  schools  includes  among  its  benefits  a  biennial  patting  on  the  back  of  teachers  and 
principals  by  the  inspectors  and  the  committee. 

Even  unfavorable  comment  made  by  the  inspectors  in  their  reports  to  the  com- 
mittee is  frequently   not    mentioned  or  included   in   letters   written    to  principals. 

Other  cases  have  been  noted  where  points  criticised  in  the  formal  reports  by  inspectors 
are  commended  in  letters  to  principals. 

Of  Miss  S 's  classes  in  English  in  the  B high  school,  the  inspector's  report 

to  the  committee  reads:  English  I.  "Pupils  were  repeating  poetry  from  memory;  some 
of  them  did  not  know  its  meaning,  as  the  later  recitation  showed."  English  2.  "Beginning 
one  of  the  Shakespeare  plays  the  class  had  not  studied  the  work,  hence  recited  quite  poorly." 

The  letter  to  the  principal  regarding  this  inspection  reads:     "Miss  S is  doing  creditable 

work.    She  gets  to  the  kernel  of  the  subject." 

Reasons  for  committee's  action  when  refusing  to  accredit  schools  or  when  ac- 
crediting for  one  year  only  are  formal,  not  specific.  The  way  results  are  obtained, 
not  proof  of  deficient  results,  is  the  point  of  comment.  Schools  have  been  refused  accrediting 
because  teachers  are  teaching  more  than  six  classes,  even  though  all  the  teaching  done  was 
reported  to  be  commendable.  Small  schools  have  been  refused  accrediting  because  they 
were  small,  although  the  work  itself  was  commended. 

The  principal  of  the  Oakwood  high  school  was  written:  "The  main  reason  for  this  (not 
accrediting)  was  the  small  enrollment  in  your  school." 

"Surprisingly  good,"  "pupils  doing  creditable  work"  was  said  to  be  the  general  condition 
of  the  Friendship  high  school,  and  the  pupils'  teacher  of  English  and  History  "an  active, 
alert,  intelligent  woman,  who  appears  to  be  doing  good  work  in  English,  except  that  no 
systematic  instruction  in  theme  writing  is  given  in  the  last  three  years  ....  no  themes 
have  been  written  in  the  first  year."  Of  the  work  in  history,  the  report  says:  "Good  reci- 
tation on  textbook  facts.     Pupils  and  teacher  made  a  favorable  impression."     Of  the  princi- 

578 


Exhibit  21 

pal's  work,  the  report  reads:  "In  algebra  new  pupils  are  doing  well.  In  geometry — good 
impression;  in  mathematics,  good  class,  well  instructed,  good  notebooks."  Of  the  teaching 
in  physical  geography:  "Pupils  and  teacher  doing  well.  The  recitation  was  intelligently 
conducted."  With  the  foregoing  characterizations  of  work  before  it,  the  committee  in- 
structed its  secretary  to  write  the  principal  of  the  I-'riendship  high  school:  "Our  committee 
recommends  that  the  accrediting  of  the  i^'riendship  high  schoolbe  deferred  for  the  present. 
The  reason  for  not  accrediting  this  school  this  year  is  due  to  the  fact  that  your  school  does 

not  have  an  adequate  teaching  force  for  maintaining  the  courses .1  wish  to  make 

it  clear  to  you  and  to  your  board  of  education  that  the  failure  to  accredit  the  school  is  due 
wholly  to  the  maintenance  of  two  courses  (German  and  English)  with  only  two  teachers." 

Vocational  subjects  were  not  added  to  high  school  courses  of  study  because  of 
the  university's  inspection.  Recognition  of  such  subjects  began  after  a  faculty  meeting 
Januar>^  16,  1911  when  it  was  decided  to  accept  high  school  courses  in  agriculture,  com- 
mercial work,  domestic  science  and  manual  arts,  after  proper  inspection,  toa  total  amount 
not  to  exceed  four  units.  Commercial  and  domestic  science  work  was  not  inspected  until 
the  fall  of  1912.  Manual  arts  work  was  inspected  after  mid-year  1911.  Before  the  in- 
spection began  vocational  subjects  had  been  so  generally  introduced  into  the  high  schof)ls 
of  the  state  that  the  university  felt  it  necessary  to  allow^  entrance  credit  for  them. 

Up  to  October  1914,  only  five  schools  had  been  inspected  with  respect  to  domestic 
science.  These  were  in  1913.  No  inspection  of  this  subject  was  carried  on  last  year, 
because  arrangement  was  made  to  use  the  results  of  the  state  department's  inspection.  Xo 
schools  are  reported  as  accredited  for  domestic  science. 

Numerous  departures  w^hich  have  characterized  recent  high  school  progress,  such  as 
courses  in  business  English,  office  practice;  cooperation  with  factories  and  with  industries 
and  commerce  on  the  outside;  training  pupils  through  requiring  assistance  in  high  school 
management,  bookkeeping,  record  keeping,  printing,  manufacture  of  minor  equipment; 
use  of  high  schools  for  social  centers;  parent  and  teacher  association  work,  etc.,  have  not 
been  the  subject  of  inspection  or,  so  far  as  the  correspondence  and  reports  show,  the  subject 
of  suggestion. 

Failure  to  reach  the  minimum  standard  expected  in  vocational  subjects  does 
not  in  1914  exclude  a  school  from  the  accredited  list.  Thus  vocational  subjects  are 
not  yet  on  the  same  basis  as  the  other  subjects  of  the  curriculum. 

The  number  of  library  books  on  various  subjects  or  the  amount  of  laboratory 
apparatus    (not   usually  specified)    has  been  almost  invariably  commented   upon. 

Whether  or  not  the  books  counted  were  satisfactory  and  whether  that  part  of  the  science 
work  not  requiring  the  apparatus  was  efficient  has  not  been  included  in  the  report  to  the 
principal. 

The  fact  that  English  work  did  not  include  a  certain  amount  of  formal  work 
in  composition  has  frequently  been  mentioned.  In  no  case  during  four  years  has  any 
test  been  reported  which  attempted  to  show  facility  in  written  expression. 

III. — Is  the  machinery  for  inspecting  and  accrediting  effective? 

1.  Previous  high  school  experience  has  not  been  required  of  the  university 
high  school  inspectors.  Of  26  inspectors  reported  for  191  1,  seven  had  never  taught  in 
a  high  school,  two  had  taught  only  two  years,  one  had  taught  a  year  and  a  half,  two  had 
taught  only  one  year,  nine  had  taught  from  four  to  11  years;  the  experience  of  live  is  un- 
known. The  chairman  for  last  year  and  next  year  has  never  taught  in  a  high  school.  The 
chairman  for  several  years  prior  to  1914  had  taught  two  years  and  was  city  superintendent 
of  schools  for  five  years.  .  ^^ 

2.  A  report  of  facts   is  not  called  for  from   the  inspectors  by   the  committee. 

The  blanks  which  are  furnished  to  inspectors  invite  not  description,  but  expression  of  opinion. 

3.  No  objective  standards  are  used  in  judging  the  efficiency  of  higli  school 
teachers,  although  the  director  of  the  training  course  for  teachers  who  for  several  years 
has  been  chairman  of  the  high  school  inspection  committee  has  worked  out  and  circulated 
widely  such  objective  tests  for  use  by  school  men. 

4.  Score  cards  are  not  used  cither  for  judging  the  efficiency  of  class  work,  or  for 
judging  adequateness  of  equipment  or  administration. 

5.  Efficiency  of  administration,  as  reflected  in  facts  gathered,  recorded  and 
studied  by  high  school  principals,  has  not  been  reported  upon.  In  not  a  single 
instance  during  four  years  was  comment  made  by  inspectors  either  in  reporting  to  their 
committee  or  in  correspondence  with  principals  ujion  excellence,  completeness,  deficiency, 
use  or  non-use  of  information  regarding  local  school  needs,  methods,  results,  children's 
progress,  dropping  out,  failures,  proportion  going  to  college,  etc. 

579 


University  Survey  Report 

6.  No  efForl  has  lieen  made  to  insure  tinif<»rniity  of  Jiulfinienl  among  inspeetors 
as  to  what  is  to  he  reported  as  poor,  fair,  good  and  ex<'ellent  in  teaching,  equipment, 
or  scholarship. 

7.  Information  gathered  and  recommendations  made  by  inspectors  do  not 
become  matter  of  record  with  the  committee.  The  reports  filed  give  opinions  of 
inspectors,  not  description  of  the  school,  teachers  and  classes.  The  letters  filed  often  refer 
to,  but  seldom  re|K)rt  criticisms  and  suggestions  made  at  the  time  of  the  inspector's  visit. 
The  retirement  in  191  1  of  the  secretary  of  the  committee  (and  one  of  the  most  experienced 
inspectors)  makes  unavailable  for  future  reference  by  the  university  the  greater  part 
of  the  information  about  the  high  schools  of  the  stale,  which  has  been  gathered  at  considerable 
expense  of  time  and  money,  because  it  has  been  and  remains  the  personal  knowledge 
of  the  retired  secretary   (and  inspector)  without  becoming  matter  of  record. 

8.  Adequate  provision  for  following  up  the  committee's  suggestions  from  year 
to  year  has  not  been  made.  Even  where  the  memory  of  the  individual  inspectors  has 
been  correct  as  to  the  items  to  be  followed  up  the  system  has  not  called  for  follow-up,  and 
hence  needed  steps  were  not  taken. 

For  example,  the  Wonewoc  high  school  was  accredited  for  one  year  only  in  1912,  the 
reason  being,  as  the  secretary  w-rote:     "Our  reason  for  accrediting  the  school  for  one  year 

only  is  due  to  the  somewhat  unsatisfactory  report  on  the  teaching  of  Miss  B ."     The 

same  inspector  visited  this  school  in  1913.  Ilis  letter  to  the  principal  reads:  "I  am  sorry 
I  did  not  get  to  see  Miss  B at  work  for  I  was  not  fully  satisfied  with  her  work  last  year." 

9.  Inaccurate  and  conflicting  reports  have  resulted  from  the  inadequate  reports 
and   inadequate   clerical   records   kept   by    the   committee. 

For  example,  in  the  committee's  1913-14  report  two  schools  are  reported  as  having  never 
been  visited,  which  are  on  the  separately  published  accredited  list;  one  school  is  reported 
as  never  visited,  which  a  letter  shows  was  visited  last  year  and  not  accredited  and  so  indi- 
cated in  another  part  of  the  same  report. 

The  secondary  schools  of  each  of  three  classes  (free,  independent,  and  private)  which  are 
accredited  according  to  the  final  report  do  not  agree  with  the  committee's  record  of  letters 
sent  to  schools  in  each  of  these  classes  advising  that  they  were  accredited;  nor  do  they  agree 
with  the  printed  list  distributed  by  the  committee;  nor  does  the  printed  list  agree  with  the 
record  contained  in  the  letters. 

10.  The  total  cost  for  high  school  inspection  is  not  known  to  the  university. 

It  could,  of  course,  be  found  out  for  the  current  year.  It  could  not  accurately  be  learned 
for  last  year,  because  proper  records  have  not  been  kept.  The  salary  of  the  secretary, 
ofiice  expenses,  clerical  help  and  the  proportionate  traveling  expenses  are  allotted  arbitrarily 
between  the  two  divisions  of  one  committee's  work;  i.e.,  the  work  of  inspecting  and  accrediting 
schools  and  the  work  of  appointments.  How  much  each  service  should  be  charged  cannot 
be  approximated  until  time  records  are  kept. 

Again,  nine  men  who  devote  a  considerable  amount  of  time  to  the  inspection  of  high  schools 
receive  part  of  their  salaries  because  they  inspect  high  schools,  but  the  entire  salary  is  charged 
against  services  in  the  budget  to  which  they  give  no  time.  Of  this  practice  Director  Elliott 
complained  in  1913  in  behalf  of  the  course  for  the  training  of  teachers. 

Sixteen  other  men  spend  some  time  in  inspection  work,  but  the  whole  salary  of  each  is 
charged  to  the  department  to  which  he    belongs,  such  as  English,  German,  Latin,  etc. 

The  1913-14  budget  shows  an  appropriation  of  .$6,970  for  this  committee.  An  accompany- 
ing letter  from  Director  Elliott  savs  that  the  amount  which  should  be  charged  to  the  account 
of  high  school  inspection  was  $1(^087,  and  his  estimate  of  S3, 117,  or  45%,  above  the  ofificial 
budget  charge  did  not  include  any  salary  allowances  for  16  of  the  26  instructors,  whose  lime 
when  spent  on  high  school  inspection  is  paid  for  out  of  the  budgets  of  their  respective  depart- 
ments.    Correction  was  not  made  in  the  budget  for  1911-1.5. 

11.  Inspections  for  the  year  have  begun  before  a  program  of  visits  was  made  up — 
trips    are    "planned    from    time    to    time"    as    the    secretary    informed    the    survey. 

Economy  in  the  cost  of  travel  cannot  be  assured  until  all  visits  to  be  made  for  the  whole 
year  are  considered  when  planning  every  trip,  and  schools  accordingly  grouped  into  itineraries 
at  the  beginning  of  the  year.  Nor  can  the  "from  time  to  time  method"  enable  the  com- 
mittee to  give  attention  where  it  is  most  needed  in  view  of  a  comparison  of  the  needs 
of  individual  schools,  of  schools  never  yet  visited,  of  schools  visited  but  not  accredited,  as 
shown  from  the  committee's  record. 

12.  Energy  and  resources  have  been  inequitably  distributed.  Schools  about 
which  there  can  be  no  cyuestion  whatever  and  schools  whose  record  show  slight  possibility 
of  help  being  needed  or  obtained  from  the  university  have  been  visited,  when  the  same  time 
spent  upon  schools  known  to  need  help  would  have  been  vastly  more  productive. 

P'or  example,  every  year  two  of  Milwaukee's  four  large  high  schools  have  been  visited, 
and  two  the  next  year;  thus  each  of  these  four  high  schools  is  covered  once  in  two  years. 
Nor  were  the  the  visits  made  by  one  inspector.  On  the  contrary,  from  four  to  seven  in- 
spectors from  the  university  visited  the  Milwaukee  schools  at  one  time.     Altogether  69  days' 

580 


Exhibit  21 

time  had  been  spent  by  university  inspectors  in  Milwaukee  visiting  four  high  schools;  yet 
the  educational  advice  given  by  these  insi)ectors,  so  far  as  it  appears  in  the  letters  resulting 
from  these  visits  could,  as  worded,  be  j)ut  on  two  typewritten  H  x  11  i)ages. 

Visits  to  other  and  much  smaller  schools  have  been  made  !)y  two  inspectors  at  a  time. 
The  reports  made  to  the  committee  Ijy  seven  inspectors,  or  five,  or  two,  with  regard  to  one 
school  contain  no  more  detail  than  a  re|)ort  made  when  a  single  insjjector  visits  a  school. 
In  cases  where  several  men  have  visited  the  same  school  each  has  written  a  few  lines  about 
the  classes  he  has  visited  all  on  one  report  blank  after  which  some  one  of  the  group  has  written 
one  letter  for  all  inspectors  to  accompany  the  secretary's  report.  One  exception  in  1912-13 
appeared  in  the  case  of  Milwaukee  when  one  ins|)ector  wrote  a  second  and  separate  letter 
commending  the  work  of  several  teachers,  but  making  no  suggestions. 

The  complete  list  of  recommendations  for  Milwaukee,  which  resulted  from  H9  inspection 
days  and  became  a  matter  of  record  with  the  committee  is  given  later  in  this  section. 

13.  Without  reinspcc'tion,  upon  |>rotest  hy  a  priiicipaU  the  committee  has 
reversed  a  decision  based   upon  an  inspector's  written  report. 

The  Appleton  high  school  was  inspected  for  domestic  science  credit  in  March  191.'^.  The 
inspector  reported  unfavorably.  The  committee  followed  the  recommendation  of  the 
report  and  refused  credit.  Fourteen  months  later  the  principal  protested  against  its  de- 
cision. The  secretary  of  the  committee  apologized  for  having  sent  an  unprepared  inspector 
there  and  assured  the  principal  that  if  any  of  his  graduates  should  "need  the  creflit  in  domestic 
science  for  admission  here  they  will  unquestionably  be  admitted  without  hesitation." 

IV.  Benefits  either  to  the  university  or  to  hifih  schools  or  to  both  other  than 
those  resulting  from  accrediting  of  high  schools  were  said  by  the  president  of  the 
university  before  a  committee  of  the  legislature,  in  1909,  to  be  insufficient  motive 
for  continuing  high  school  inspection. 

Benefits  to  the  university  from  i)eing  in  touch  with  high  schools  were  said  by  Dean  Birge, 
at  the  joint  conference  of  regents  and  the  State  Board  of  Public  AfTairs  in  .July  191  1,  to  be 
ample  justification  for  expending  necessary  time  and  money  without  regard  to  accrediting. 

The  benefits  to  high  schools  as  reported  by  high  school  principals  are  briefly  summarized 
in  the  supplement  to  this  exhibit. 

How  far  the  university  keeps  in  touch  with  high  schools  by  means  of  its  high  school  in- 
spection is  shown  by  the  fact  that  26  different  men,  of  whom  2.0  are  teaching  in  the  university, 
went  out  last  year  to  difl'erent  sections  of  the  stale  and  reported  to  the  faculty  the  number 
of  schools  visited,  number  accredited,  number  not  accredited.  These  reports  to  the  faculty 
give  no  information  to  other  persons  or  departments  interested  in  secondary  education 
as  to  the  conditions  found  in  high  schools  or  the  light  thrown  by  high  school  conditions  upon 
university  methods  and  needs.  Meetings  have  not  been  held  at  which  the  knowledge  of 
high  school  conditions  which  is  gained  by  these  26  inspectors  has  been  made  available  to 
all  other  inspectors  or  to  other  persons  interested  in  secondary  education. 

If  the  inspector  for  Geiman  reports  conditions  to  the  German  Department  or  the  Knglish 
inspector  reports  conditions  to  his  colleagues  in  the  English  Dcjiartmcnt.  or  if  the  inspectors 
report  such  conditions  to  the  principals  of  the  high  schools  for  the  light  which  such  conditions 
throw  upon  the  Wisconsin  high  school  problem,  no  information  to  that  elTect  has  been  given 
to  the  survey  either  by  records  or  interviews. 

Of  26  ins{)ectors  for  last  year  12  were  giving  courses  for  the  training  of  teachers;  14  were 
not  giving  such  courses;  while  6  men  who  were  giving  courses  for  the  training  of  teachers 
were  not  used  as  inspectors. 

How  far  the  inspection  of  high  schools  has  raised  the  standard  of  instruction  in  high  schools, 
■so  far  as  such  standard  reilects  itself  in  the  preparation  of  those  students  who  come  from 
high  schools  to  the  university,  has  not  been  studied  in  detail  by  the  survey.  An  indication 
is  given  in  exhibit  20  where  the  testimony  of  faculty  members  appears  with  respect  to  the 
preparation  of  high  school  students  compared  with  those  of  10  years  ago. 


SUGGESTIONS  MADE  TO  THE  MILWAUKEE  HIGH  SCHOOL  FOK  THE  FOUR 
YEARS  1910-11,   1911-1912,   1912-13,   1913-U. 

By  inspector  of  manual  arts  after  13  visits. 

We  must  emphasize  quantity  as  well  as  quality  in  our  manual  arts — 2 

Specific  attention  to  design — 2 

Not  enough  attention  to  mechanical  drawing 

More  uniform  lines,  heads,  figures,  and  letters — 2 

Too  much  time  on  small  exercise  work  ^ 

More  care  to  secure  mechanical  standards  of  workmanship,  improvement  in  finish 

Circular  letter  of  suggestions  re  manual  training  sent  with  the  note:    ""I  do  not  believe  the 

letter  applies  to  Milwaukee  as  to  Wisconsin  towns  and  small  cities" 
Give  manual  arts  more  lime 

581 


University  Survey  Report 

By  inspector  of  commercial  subjects  after  eight  visits. 

New  textbook  in  typewriting 

Short  daily  drill  in  penmanship 

Letter  writing  should  be  taught  in  junior  and  senior  year 

Larger  part  of  period  in  bookkeeping  to  be  devoted  to  reeitation — more  of  the  work  done 

at  home — 2 
Start  class  in  commercial  history 

Buy  two  additional  typewriters,  new  machines  in  place  of  Smith  Premiers 
Have  classes  exchange  letters  with  classes  in  some  other  school 

Have  classes  write  to  various  persons  of  prominence  in  the  United  States  for  their  auto- 
graph and  some  word  of  advice 
More  class  discussion  in  bookkeeping 

An  experienced  teacher  in  bookkeeping  and  other  commercial  subjects 
Training  in  aliquot  parts — bank  discounts  and  percentage 
A  deiinite  system  of  penmanship 

Shift  the  commercial  teacher  to  s  me  other  department 
Give  each  teacher  fewer  different  classes 

More  mental  training  in  arithmetic — abandon  the  algebraical  method 
Increased  speed  in  shorthand 
Train  class  in  penmanship  by  arm  movements  to  series  of  counts 

By  inspector  of  academic  subjects  after  51  visits. 

A  new  building  is  necessary 

More  blackboards 

Two  consecutive  hours  for  chemistry  laboratory 

Lengthen  half  year  to  full  year  courses  in  botany 

Make  use  of  more  illustrative  material  in  history 

Better  ventilation  in  chemical  laboratory 

More  reference  books  in  history,  French  and  science 

Two  laboratory  periods  in  physics  for  pupils  having  but  one 

Greater  precision  of  statement  and  accuracy  of  knowledge  on  part  of  pupils 

Library  should  contain  one  German  periodical  and  books  in  German  and  English  on  Ger- 

'many,  its  people  and  institutions,  collection  of  German  textbooks 
Foreign  language  work  with  children  should  be  oral 


SUPPLEMENT  TO  EXHIBIT  21. 

HOW     HIGH    SCHOOL    PRINCIPALS    AND    CITY     SUPERINTENDENTS    FEEL 
ABOUT  HIGH  SCHOOL  INSPECTION  BY  THE  UNIVERSITY 

Answers  from  240  high  school  principals  and  city  superintendents  responsible  for  high 
schools  were  received  by  the  State  Board  of  Public  Affairs. 

Some  principals  answered  all  the  questions;  others  answered  part  of  the  questions  only. 
Hence  the  numbers  referred  to  under  each  question  will  differ. 

In  order  that  the  basis  of  judgment  might  come  with  the  judgment  principals  were  asked 
to  state  how  many  times  high  schools  for  which  they  were  responsible  had  been  visited  by 
inspectors  sent  by  the  university  and  by  the  State  Department  of  Public  Instruction. 

20  stated  that  they  had  been  visited  every  other  year  alternately  by  the  state  depart- 
ment and  university  inspectors. 

14  stated  that  they  had  been  visited  10  or  more  times  by  the  university. 

15  stated  that  they  had  been  visited  10  or  more  times  by  the  state  department. 
26  stated  that  they  had  never  been  visited  by  the  university. 

22  stated  that  they  had  never  been  visited  by  the  state  department. 

As  to  help  received  (not  otherwise  obtainable)  from  being  placed  on  the  accredited  list 
of  the  university,  many  different  answers  were  received,  including: 
None 

Not  very  much 
No  benefits 

Hindrance  at  times  by  making  our  course  of  study  narrow 
Help  in  improving  equipment,   teaching,   library,  working  conditions,   attitude  toward 

work 
Helps  secure  additional  teachers 
Raises  standards 
Helps  keep  up  standards 
Gives  strong  school 

Increases  pride,  inspiration,  opportunity 
Gives  recognized  standing 
Gives  student  more  confidence  in  school 

582 


Exhibit  21 

If  school  is  not  on  accredited  list  people  think  it  is  not  doing  good  work 
Removes  fear  of  entrance  examinations 
School  gets  more  tuition  students. 

Asked  in  what  ways  being  on  the  accredited  list  has  resulted  in  benefits  to  elementary 
school  work  and  in  people's  willingness  to  support  the  elementary  school,  the  majority 
thought  it  helped  in  no  way.  Others  answered  that  the  benefit  of  a  better  high  school 
reflected  led  to  imi)rovement  in  all  other  schools.     Other  answers  include: 

Helps  those  having  children  but  on  "money  pincher"  has  no  effect 

People  take  pride  in  high  school  and  this  influences  their  attitude  toward  their  schools 

Leads  to  better  teaching  in  upper  grades 

Helps  taxpayers  feel  that  the  school  is  doing  what  it  ought  to  do. 

Several  mentioned  the  fact  that  it  increases  the  public's  willingness  to  support  school 
work  while  others  stated  that  the  public  i)referred  that  the  high  school  be  independent  of 
the  university  since  such  a  small  proportion  of  the  pupils  went  on  to  the  university. 

What  the  high  schools  would  lo.se  if  iiniver.sily  aecrcdiling  were  abandoned  but 
university  visiting  and  inspecting  for  other  than   accrediting  purposes  continued 

is  given  many  different  estimates.  While  a  large  number  believe  that  the  high  school  would 
lose  nothing,  or  would  gain,  or  would  virtually  retain  the  principles  of  accrediting,  particular 
probable  losses  were  mentioned  as  follows: 

Some  schools  might  lose  appropriations  for  equipment 

Some  schools  might  lose  caste  in  the  eyes  of  the  community;  none  would  lose  anything 
vital 

Some  schools  might  lose  helpful  suggestions  and  inspiration 

Prestige 

Stimulating  effect  of  being  accredited 

Small  high  school  w^ould  lose  support  of  board  and  community  necessary  to  keep  it  up 
to  the  standard 

Would  mean  slacker  work 

Would  lose  advice  of  competent  men 

Schools  might  be  discredited  by  admission  of  one  or  two  of  its  graduates 
What  the  university  w'ould  lose  is  suggested  by  several  to  be  quite  as  important: 

University's  loss  would  be  our  loss  in  the  end 

University  should  arrange  for  inspection  of  its  own  teaching  to  be  sure  that  failure  is 
the  fault  of  the  high  school 

Persons  who  encourage  pupils  to  go  to  the  university  should  see  to  it  that  they  are  up 
to  the  standard. 


UNIVERSITY  COMMENT  ON  ALLEN  EXHIBIT  21  ENTITLED    "THE  UNIVER- 
SITY'S  INSPECTION   AND    ACCREDITING    OF   HIGH 
SCHOOLS    IN    WISCONSIN" 

"What  is  the  value  to  high  schools  of  being  on  the  accredited  list?" 

This  exhibit  slates  that  "Accredited  schools  have  no  advantage  over  unaccredited  schools 
in  exemption  of  their  graduates  from  entrance  examinations",  and  that  "The  only  difTerence 
in  the  University's  treatment  of  the  two  schools  is  in  the  publicity  given  to  the  exemptions 
of  their  recommended  students."  The  latter  statement  is  incorrect.  The  registrar  rejiorts 
concerning  the  admission  of  graduates  of  non-accredited  schools  as  follows: 

"Graduates  of  non-accredited  schools  are  in  individual  cases  admitted  without  examination 
on  probation  upon  the  favorable  recommendation  of  the  principal  in  cases  where  the  grad- 
uate has  fully  and  satisfactorily  covered  in  his  high  school  course  of  stud\-  the  full  require- 
ments for  admission  to  the  LTniversity  as  outlined  in  the  catalogue.  By  "jM-obation"  it  is 
definitely  understood  and  so  explained  to  the  student  when  so  admitted,  that  he  is  ])ermitted 
to  enter  the  University  for  the  first  semester  simply  on  trial  aiul  is  required  to  maintain  a 
good  standing  in  all  of  his  studies  during  this  probationary  period."  .\  list  of  such  students 
is  sent  to  the  executive  committee  and  special  reports  are  obtained  from  instructors  through- 
out the  year  concerning  them. 

The  statement  in  this  exhibit  that  "the  letter  files  show  for  school  after  school,  refused 
accrediting,  that  the  principals  have  been  assured  that  any  graduates  whom  he  recommends 
will  be  admitted  without  examination"  should  iiave  been  accompanied  by  evidence  as  to 
the  number  of  such  cases.  The  "fact  basis"  for  the  oi)servation  "school  after  schoor"  is 
that  in  the  case  of  three  schools  in  19i;^-l  1,  concerning  which  the  comniiltee  was  in  some 
doubt,  but  in  which  accrediting  finally  was  deferred,  the  principals  were  toUl  that  graduates 
of  191  I  would  be  admitted  on  probation  without  examination,  in  accordance  willi  the  regu- 
lation stated  above.  The  University  suDniits  that  these  minor  instances  are^no  justilication 
for  the  sweeping  indictment  made  by  Mr.  Allen. 

An  examination  of  the  two  cases  of  special  subjects  cited  by  Mr.  .Mien  (that  "in  cases 
where  schools  are  given  less  than  the  maximum  credit  in  special  subjects  jM'incipals  are  like- 
wise assured  that  additional  credits  will  be  allowed,  if  they  are  needed  by  entering  students, 
e.g.,  Appleton,  .Jefferson,  etc.")  shows  full   justilication  for  the  committee's  action.      It  is 


Uni\ersitv  Survey  Report 

iiol  tho  rt\milar  practice  of  Ihe  committee  to  withdraw  with  one  hand  and  t>rant  at  the  same 
time  with  the  other,  though  that  is  the  implication  of  Dr.  Allen's  assertion.  In  administering 
any  policy  s[)ecial  cases  re(juire  special  Irealment  and  both  these  cited  cases  were  exceptional. 
One  of  these  schools  was  inspected  in  1912-13  and  had  been  awarded  by  the  special  inspector 
for  domestic  science  less  than  the  maximum  amount  of  credits  in  that  subject.  In  the  next 
school  year  a  re-inspection  of  that  work  was  asked  for  by  the  principal,  but  that  year  the 
university,  not  having  succeeded  in  securing  a  qualified  person  to  inspect  in  domestic  science, 
was  not  inspecting  in  that  field.  On  that  account  and  on  the  basis  of  a  favorable  report 
from  the  stale  insjiector  and  a  report  from  the  jMincipal  of  improved  conditions,  and  largely 
because  ("he  committee  did  not  feel  sure  that  full  credit  had  been  awarded  by  the  inspector 
in  the  previous  year,  the  promise  was  made  that  additional  credits  would  be  allowed  if  needed 
by  entering  students.  In  the  case  of  the  second  school,  where  three  credits  had  been  given 
for  commercial  subjects,  the  committee  felt  that  the  quality  of  the  work  done  was  not  below 
grade  but  that  too  few  teachers  were  employed  to  do  it,  and  consequently  that  those  who 
were  doing  it  had  too  much  work.  It  desired,  therefore,  (1)  to  make  i)lain  its  disapproval 
of  a  policy  which,  by  laying  too  much  work  upon  the  teacher,  was  certain  to  react  unfavorably 
upon  the  school;  and  (2)  to  avoid  working  a  hardship  on  any  student  who  had  taken  four 
years  of  commercial  work.  Accordingly,  while  the  full  four  units  were  denied  the  school, 
the  i)rincii)al  was  told  that  any  student  from  that  course  flesiring  to  enter  the  University 
and  depending  on  that  fourth  unit  to  do  so,  could  have  the  fourth  year  counted  toward 
entrance. 

"How  do  high,  schools  benefit  from  the  process  by  which  they  are  placed  on  the 
accredited  list?" 

The  charge  of  the  exhibit  that  the  committee  records  do  not  contain  detailed  reports 
of  the  inspector's  findings  is  refuted  by  the  citations,  contained  in  the  exhibit  itself,  con- 
cerning the  "B "  high  school  and  the  Friendship  high  school.  These  detailed  com- 
ments, which  fill  the  inspector's  reports  and  represent  what  was  told  the  principals  and 
teachefs,  controvert  absolutely  another  implied  charge  of  the  exhibit — that  our  inspections 
amount  to  no  more  than  "a  biennial  patting  on  the  back  of  teachers  and  principals." 

The  assertion  that  "important  facts  about  defective  work  and  defective  conditions  have 
not  been  reported  to  the  communities  involved"  is  not  true,  and  equally  untrue  is  the  state- 
ment that  "The  local  officers  responsible  for  teacher  and  principal  receive  no  information 
directly  except  a  very  small  number  who  ask  for  it."  On  the  contrary,  inspectors  are  directed 
and  expected  to  confer  with  one  or  more  of  the  members  of  the  school  board  and  to  report 
such  matters  as  ought  to  be  communicated  to  them.  This  is  always  done  when  it  is  possible 
to  arrange  for  such  conferences.  Not  infrequently,  indeed,  the  school  board  is  called  together 
by  the  superintendent  at  the  request  of  the  inspector,  in  order  that  he  may  communicate 
his  impressions  directly  to  them.  The  names  of  the  members  of  the  school  board  consulted 
are  entered  on  the  regular  inspection  report.  Whenever  the  members  of  the  school  board 
cannot  be  seen  by  the  inspector,  either  a  copy  of  the  special  report  which  is  sent  to  the  princi- 
pal is  also  sent  to  the  board  (and  this  is  the  usual  procedure)  or  else  a  special  report  is  sent 
to  th'*  board. 

The  exhibit,  in  section  II,  states  that  "Even  unfavorable  comment  made  by  the  inspectors 
in  their  reports  to  the  committee  is  frequently  not  mentioned  or  enclosed  in  letters  written 
to  principals.  Other  cases  have  been  noted  where  points  criticised  in  the  formal  reports 
by  inspectors  are  commended  in  letters  to  principals."  Both  of  these  practices  are  just  as 
they  should  be.     In  the  case  cited  to  illustrate  the  latter  practice, — that  of  the  letter  to 

the  principal  of  the  B high  school, — there  is  nothing  necessarily  contradictory  or 

confiicting  between  unfavorable  criticism  of  the  work  of  the  pupils  and  commendations 
of  their  teacher.  It  is  conceivable  that  the  teacher  was  not  responsible  for  the  faults  of  her 
pupils  and  was  showing  that  she  was  doing  her  best  to  remedy  them.  Dr.  Allen  again 
misrepresents  the  committee's  practice  when  he  states  that  "Reasons  for  committee  action 
when  refusing  to  accredit  schools  or  when  accrediting  for  one  year  only  are  formal,  not 
specific."  The  conferences  of  the  inspectors  with  the  principals  bring  out  clearly  the  in- 
adequacies noted  in  their  inspections,  and  every  effort  is  made  to  give  constructive  suggestion 
with  reference  to  courses  of  study,  scholarship,  equipment,  management  and  discipline, 
organization,  etc. 

Experience  has  shown  clearly  that  there  is  no  warrant  for  expecting  that  a  good  high  school 
can  be  maintained  on  the  plan  of  each  teacher's  having  seven  or  more  classes  per  day.  In 
the  Friendship  high  school  at  the  time  referred  to  by  Dr.  Allen  one  of  the  two  teachers  had 
seven  classes,  the  other  eight.  The  Oakwood  high  school  had  an  attendance  of  but  fifteen 
pupils  with  two  teachers,  one  of  whom  was  teaching  eight  subjects  each  day,  and  the  other 
seven. 

The  statement  that  "Manual  arts  work  was  inspected  after  mid-year  1911"  is  incorrect, 
if  it  implies  that  there  was  no  inspection  of  manual  arts  work  prior  to  that  time.  Manual 
training  was  accepted  for  entrance  to  the  college  of  engineering  in  1902-03.  Professor 
Phillips  inspected  the  work  from  that  time  to  1911,  and  it  is  not  true  that  "before  the  in- 
spection began  vocational  subjects  had  been  so  generally  introduced  into  the  high  schools 
of  the  state  that  the  university  felt  it  necessary  to  allow  entrance  credit  for  them." 

It  is  incorrect  to  say  that  "arrangement  was  made  to  use  the  results  of  the  state  depart- 
ment's inspection"  of  domestic  science  last  year.  No  effective  arrangement  has  yet  been 
made. 

584 


lOXHIBIT  21 

The  "numerous  departures  whieh  have  churaelerizx-d  reeenl  high  school  progress"  have 
been  frequently  the  sul)jeet  of  suggestion  though  not  the  subject"  of  inspection.  Reports 
to  the  committee  have  frequently  l)een  made  and  suggestions  are  found  in  the  committee's 
correspondence.  The  high  school  inspectors  have  examined  the  high  school  libraries  with 
reference  to  both  the  number  and  the  quality  of  the  books.  The  committee  issues  lists  of 
recommended  books  in  the  various  high  school  fields  of  study  and  these  are  put  into  the 
hands  of  principals  as  helps  in  purchasing  new  books.  Through  such  lists  and  in  other 
ways  the  insjiectors  seek  to  imj)rove  libraries  that  are  found  to  be  inadequate.  It  is  absurd 
to  say  that  "in  no  case  during  four  years  has  any  test  been  rejjorted  which  attemi)ted  to 
show  facility  in  written  expression."  It  is  the  regular  practice  of  inspectors  to  examine  the 
compositions  and  other  written  exercises  of  the  pupils  and  to  pass  judgment  on  them.  Heports 
of  this  feature  of  high  school  work  come  to  the  committee  as  regularly  as  reports  of  any 
other. 

3.  "Is   the   machinery   for  inspectin«;   and   arereditiiifi   effeelive?" 

Section  III  of  this  exhibit  contains  thirteen  declarations  concerning  the  elTccliveness  of 
the  University  machinery  for  inspecting  and  accrediting  high  schools^  These  declarations 
are  characteristically  arbitrary  and  misleading.  The  majority  of  them  disi)lay  ignorance 
of  the  university's  practice  and  a  lack  of  comprehension  of  the  conditions  that  make  for 
harmonious  and  effective  relations  between  the  University  and  the  high  schools,  and  a 
childish  disregard  of  the  results  of  a  generation  of  experience  of  this  and  other  institutions 
in  the  work  of  school  inspection. 

The  following  brief  comments  are  made  seriatim  upon  these  several  declarations: 

1.  Mr.  Allen's  statement  that  "Previous  high  school  experience  has  not  been  required 
of  the  university  high  school  inspectors"  has  no  basis  in  fact.  Of  the  2()  inspectors  for  191  1. 
three  only  had  no  previous  secondary  school  experience.  All  of  the  five  inspectors  whose 
experience  is  reported  by  Mr.  Allen  as  "unknown"  have  taught  in  secondary  schools.  The 
three  without  secondary  school  experience  made  but  one  inspection  each  and  these  insjiections 
were  primarily  in  fourth  year  high  school  sciences  by  men  who  are  connected  with  the  fresh- 
man courses  in  these  sciences  in  the  University.  The  statement  concerning  the  experience 
of  the  chairman  of  the  committee  for  last  year  and  next  year  is  false. 

2.  The  statement  that  "a  report  of  facts  is  not  called  for  from  the  inspectors"  is  untrue. 
Both  reports  of  facts  and  the  conclusions  drawn  from  them  are  given  by  inspectors  both 
orally  and  in  writing. 

3.  "Objective  standards  to  be  used  in  judging  efficiency  of  high  school  teachers"  have  been 
experimented  with,  but  have  not  yet  been  proved  thoroughlV  usable.  The  prolMem  has 
often  been  considered  by. the  committee. 

4.  The  "score  card"  method  of  judging  the  efficiency  of  class  work,  or  for  judging  ade- 
quateness  of  equipment  or  administration  is  still  in  the  experimental  stage  and  has  not  vet 
been  proved  practicable  for  the  committee's  purposes. 

5.  The  statement  that  efficiency  of  administration  is  not  reported  upon  is  untrue  and 
absurd  on  the  face  of  it. 

6.  The  statement  that  "No  efl'ort  has  been  made  to  insure  uniformity  of  judgment 
among  inspectors  as  to  what  is  to  be  reported  as  poor,  fair,  good  and  excellent  in  teaching, 
equipment  or  scholarship"  is  false.  In  addition  to  the  regular  meetings  of  the  committee 
at  which  such  questions  naturally  come  up.  special  evening  meetings  of  all  ins|)ectors.  in- 
cluding inspectors  from  the  state  department,  have  been  held  early  in  the  first  semester 
of  each  year  to  consider  this  and  other  problems  of  inspection.  I'^our  such  meetings  were 
held  in  1912-13  and  five  in  1913-11.  The  purpose  of  the  meetings  has  l)een  to  "discuss 
specifically  what  inspectors  in  all  the  different  subjects  and  courses  should  look  for  and  what 
general  principles  should  guide  them  in  the  inspection  and  reports.  The  inspectors  in 
charge  of  departmental  teachers'  courses  have  led  in  the  discussion  of  their  subjects  and  have 
furnished  syllabi  of  notes  and  suggestions  for  other  inspectors.  These  meetings  have  tended 
to  secure  uniformity  in  methods  of  inspection  and  in  recommendatu)ns  by  men  from  the 
different  departments. 

7.  Any  one  experienced  in  the  work  of  high  school  inspection  iwhich  of  course  .Mr.  .\llen 
is  not)  will  find  in  existing  records  all  of  the  essential  items  for  whicii  it  has  been  found  worth 
while  to  spend  money  of  the  stale.  Useless  and  nonsensical  record-keeping  easily  becomes 
an  obsession  on  the  part  of  critics  whose  chief  interest  is  in  the  dead  machinery  and  not  the 
live  products  of  operation. 

8.  The  statement  that  "adequate  i)rovision  for  following  up  the  committee's  suggestions 
from  year  to  year  has  not  been  made"  either  portrays  ignorance  of  the  committee's  methods 
or  is  a  misrepresentation.  The  inspector  always  has  with  him  the  records  and  suggestions 
of  the  preceding  inspection  both  by  the  University  and  by  the  State  Dei)artment.  He 
therefore  knows,  without  reliance  upon  memory,  what  rerommendatirtns  have  been  made 
to  a  school  and  can  determine  whether  they  have  been  followed  or  not.  Moreover,  when- 
ever the  committee  is  not  entirely  satisfied  with  the  conditions  in  a  school,  it  is  placed  on  the 
list  subject  to  re-inspection  the  following  year,  and  in  such  cases  the  same  inspector  is  sent 
for  the  re-inspection. 

585 


University  Survey  Report 

The  example  cited  (under  8)  is  an  illustration  of  a  particularly  vicious  method  of  mis- 
quotation and  misrepresentation.  After  reciting  the  facts  concerning  the  inspection  of  the 
school  referred  to  in  1912  and  the  re-inspection  in  1913,  Dr.  Allen  carefully  avoids  cjuoting 

the  statement  of  the  inspector  that  "owing  to  illness  Miss  C was  substituting  for 

Miss  B for  two  months."    Miss  B's  work  was  unsatisfactory  in  1912  and  held  subject 

to  re-inspection  in  1913.     The  fact  that  when  the  inspector  visited  the  school  in  1913,  Miss 
B's  work  was  not  inspected,  is  taken  as  the  example  of  a  lack  of  adequate  follow-up! 

9.  The  broad  generalization  that  "Inaccurate  and  conflicting  reports  have  resulted  from 
inadequate  records  and  inadequate  clerical  records  kept  by  the  committee"  is  based  on  very 
slender  fact.  The  two  schools  referred  to  under  9  are  on  the  published  accredited  list  and 
so  api)ear  in  all  the  records  used  by  the  committee.  The  same  applies  to  the  "one  school" 
reported  as  never  visited,  which  a  letter  shows  was  visited  last  year  and  not  accredited  and 
so  indicated  in  another  part  of  the  same  report.  This  school  appears  on  the  committee's 
records  as  having  been  visited  in  1913-14  and  not  accredited. 

The  only  basis  for  the  misleading  generalization  in  the  second  paragraph  of  section  9  is 
the  fact  that  the  Fond  du  Lac  high  school,  which  was  an  independent  high  school  in  1912-13 
and  a  free  high  school  in  1913-11,  had  not  been  transferred  in  the  committee's  records. 
This  decreases  the  number  of  independent  high  schools  by  one  and  increases  the  number 
of  free  high  schools  by  one.  This  is  the  "fact  basis"  for  the  lack  of  agreement  in  the  com- 
mittee's records  made  so  much  of. 

10.  It  is  true  that  the  total  cost  of  high  school  inspection  is  not  known  exactly  but  only 
approximately.  The  committee  on  accredited  schools  and  appointments  directs  the  work 
of  inspection  and  that  of  appointments.  The  time  of  the  secretary  and  of  the  clerical  help 
has  been  given  as  needed  to  inspection  or  appointments,  and  the  secretary's  judgment  as 
to  the  proper  division  of  expense  to  each  section  has  been  accepted  in  determining  cost. 
That  each  ofTicer  should  keep  an  accurate  record  of  the  time  given  to  each  of  the  two  fields 
in  hours  and  minutes  daily  is  feasible  but  probably  not  worth  the  expenditure  of  time  which 
would  be  required. 

The  statement  concerning  the  "nine  men  who  devoted  a  considerable  amount  of  time  to 

the  inspection  of  high  schools the  entire  salary  is  charged  against  services 

in  the  budget  to  which  they  give  no  time"  is  a  fabrication  without  any  fact  basis. 

11.  It  is  impracticable  and  impossible  to  plan  a  "program  of  visits"  for  the  whole  year 
except  in  a  very  general  way  and  this  has  always  been  done.  That  "trips"  have  been  planned 
with  reference  to  economy  in  time  and  money  an  examination  of  the  schedule  for  any  year 
will  show. 

12.  In  view  of  the  limited  amount  of  inspection  done  by  the  University,  the  problem 
has  often  been  considered  as  to  whether  the  greatest  good  might  not  come  from  a  longer 
visit  or  more  frequent  visits  to  smaller  high  schools  and  whether  the  curtailment  of  visits 
to  larger  high  schools  might  not  be  advisable.  The  limiting  of  the  inspection  to  smaller 
schools  alone  the  committee  regards  as  a  policy  of  doubtful  wisdom.  The  statements  con- 
cerning the  recommendations  sent  to  Milwaukee  schools  take  no  account  of  the  conferences 
with  the  individual  teachers  and  principals.  Moreover,  many  suggestions  included  in  the 
letters  sent  are  not  included  in  the  exhibit's  table  of  "Suggestions  made  to  the  Milwaukee 
high  school." 

13.  The  action  of  the  committee  in  reversing  its  decision  in  the  case  cited  under  13- 
and  it  is  the  only  one  in  the  history  of  the  committee  so  far  as  can  be  determined-was  justified 
for  reasons  set  forth  earlier  in  this  comment.  It  is  a  noteworthy  illustration  of  the  methods 
of  Dr.  Allen  that  this  single  instance  becomes  the  basis  for  "recommendation  236"  in  exhibit 
36  "that  the  committee  reverse  its  decision  only  after  a  re-inspection." 

The  statement  that  "Meetings  have  not  been  held  at  which  the  knowledge  of  high  school 
conditions  which  is  gained  by  these  26  inspectors  has  been  made  available  to  all  other  in- 
spectors .  .  .  "is  incorrect.  Five  evening  meetings  of  inspectors  from  the  university 
and  the  state  department,  each  three  hours  in  length,  were  held  in  the  two  months  of  Novem- 
ber and  December  of  1913  for  just  this  very  purpose. 

Moreover,  one  of  the  very  purposes  of  selecting  inspectors  from  all  the  University  depart- 
ments represented  in  the  high  schools  is  that  information  concerning  the  high  schools  shall 
be  made  available  to  the  departments  by  these  inspections. 

4.   "Supplement    to   exhibit   21" 

The  information  presented  in  this  supplement  is  altogether  insufficient  in  amount  and  too 
vague  in  character  to  afford  basis  for  conclusion.  This  is  very  much  to  be  regretted  since 
the  consensus  of  opinion  of  principals  and  superintendents  upon  University  inspection 
would  have  been  very  valuable,  but  the  absence  of  definiteness  in  this  statement  renders 
it  of  no  worth. 

There  is  no  demand  from  the  principals  and  superintendents  of  Wisconsin  for  the  discon- 
tinuance of  inspection  of  high  schools  by  the  University,  nor  has  there  ever  been  such  a 
demand.  The  inspecting  and  accrediting  of  high  schools  was  inaugurated  by  the  University 
in  1877  and  has  continued  without  interruption  to  the  present  day.  In  1889  the  appoint- 
ment of  an  inspector  of  free  high  schools  in  the  State  Department  of  Public  Instruction  was 
authorized  by  the  legislature.     In  1909  the  desirabilitv  of  continuing  the  inspection  of  high 

586 


Exhibit  21 

schools  by  the  University  was  questioned  by  the  State  Superintendent.  At  that  time 
(November,  1909)  the  Superintendents  and  Supervising  Principals  Association  of  Wisconsin 
adopted  resolutions  approving  inspection  of  high  schools  by  both  University  and  the  State 
Department  of  Public  Instruction,  and  opposing  all  legislation  depriving  high  schools  of  the 
benefits  of  these  inspections.  Again  in  April,  191(),'the  Superintendents  "and  Superinten- 
vising  Principals  Association  adopted  a  resolution  deprecating  all  attempts  to  limit  inspection 
of  high  schools. 

There  is  no  reason  for  believing  that  the  attitude  of  the  secondary  schools  administrators, 
thus  expressed,  has  in  any  way  become  less  favorable  toward  University  inspection. 

The  results  of  the  questionnaire,  sent  out  by  the  Board  of  Public  AlTairs  to  the  superin- 
tendents and  principals,  show  that  of  250  answers,  onlij  30  fcworcd  turning  all  of  the  inspeetion 
of  the  Wisconsin  high  schools  over  to  the  State  Superintenilent  (and  of  the  .'-50,  one  is  a  member 
of  the  staff  of  inspectors  of  the  State  Department  of  Public  Instruction;  six  represent  non- 
accredited  schools — five  of  which  have  never  been  visited  by  University  inspectors,  leaving 
23  representing  accredited  schools.)  These  facts  should  have  been  set  forth  in  this  supple- 
ment, but  Dr.  Allen  has  carefully  avoided  their  use.  The  replies  to  the  questionnaire  contain 
scores  of  splendid  endorsements  by  strong  Wisconsin  school  men  of  the  University  and  its 
system  of  inspection.  The  real  test  of  the  effectiveness  of  University  inspection  is  to  be 
found  not  in  the  Accredited  Schools  Committee's  clerical  records  and  machinery,  but  in  the 
reactions  of  the  school  men  of  the  state.  It  is  just  this  test  which  Dr.  Allen  has  failed  to 
apply. 

On  the  basis  of  exhibit  21  Dr.  Allen  makes,  in  exhibit  36,  twenty-two  recommendations 
regarding  high  school  inspection  and  accrediting  ostensibly  justified  by  his  investigation. 
They  admirably  illustrate  a  vicious,  and  frequently  used,  method  of  recommending  that  the 
university  do  what  it  has  for  many  years  done,  and  is  now  doing.  Of  the  twenty-two 
recommendations  no  less  than  fifteen  belong  in  this  class.  The  remainder,  concerning  the 
catalogue  statement  about  admission  from  non-accredited  schools,  objective  standards,  score 
cards,  increased  clerical  records,  computation  of  the  exact  cost  of  high  school  inspection  apart 
from  appointments,  and  the  planning  of  the  impossible  programme  of  visits  before  inspections 
for  the  year  are  begun,  are  scarcely  matters  of  vital  importance. 

The  fundamental  charges  made  in  this  exhibit  against  the  committee  on  accredited  schools 
are  false;  some  of  the  inconsequential  suggestions  are  not  objectionable;  but  it  is  only  by  the 
specious  method  of  recommending  "what  it  is  necessary  to  do"  as  if  it  were  not  now  being 
done  that  Dr.  Allen  is  able  to  make  a  show  of  maintaining  his  unwarranted  indictment  of 
the  committee  on  accredited  schools. 

(Signed)     V.  A.  C.  HENMON, 
W.  J.  CHASE. 


587 


EXHIBIT  22 

How   the   University    helps   students   find   positions   and   positions   find    teaehers 

Before  beginning  its  study  of  the  university's  method  of  helping  students  find  teaching 
positions  the  survey  read  the  following  statement  in  an  ofTiciai  report  to  the  [)resident  upon 
the  economic  value  of  this  work  to  the  state  of  Wisconsin: 

One-third  of  all  the  teachers  in  the  public  high  schools  of  the  state  have  i)een  trained  ii\ 
the  University  of  Wisconsin.  At  the  present  time  the  university  prepares  each  year 
two  hundred  teachers  for  service  in  these  schools.  I^ach  one'of  these  teachers  is 
worth  SoOO  to  the  educational  welfare  and  social  develojjment  of  the  state.  A  very 
conservative  calculation  would  indicate  that  the  university  returns  to  the  state 
through  its  work  in  the  training  of  teachers  .S1,()0(),()()()  annually.  (Getting 
$1,000,000  as  a  result  of  multiplying  SoOO  by  200  students  again  emphasizes,  the 
survey  suggests,  the  need  for  a  central  office  to  audit  reports.] 
Each  year,  through  its  committee  on  appointments,  the  university  recommends  properly 
qualified  teachers  to  school  olficials  in  the  various  communities  of  the  state.  Through 
this  means  not  only  is  an  invaluable  service  rendered  to  the  schools  of  the  state,  but 
teaching  appointments  are  provided  each  year  for  two  hundred  students  ui)on 
graduation.  Furthermore,  it  brings  about,  through  appropriate  recommendations, 
the  promotion  of  one  hundred  other  graduates  to  other  jiosilions.  The  annual  value 
of  this  service,  calculated  on  the  basis  of  the  prevailing  commercial  rate,  is  at  least 
$10,000.  In  other  words,  did  the  university  not  render  this  service,  this  amount 
would  probably  need  to  be  paid  by  students  and  teachers  themselves  to  teachers 
agencies. 
The  ofTicial  bulletin  entitled  The  University  (No.  666),  published  in  .Inly  191  1,  says  page 
42: 

The  Course  for  the  Training  of  Teachers  was  organized  to  prepare  teachers  for  the  public 

schools  of  the  state.   One-third  of  the  teachers  in  the  high  schools  of  Wisconsin  have 

been  trained  at  the  University.    At  the  present  time  the  University  prepares  each 

year  about  two  hundred  teachers  for  this  service. 

The  official  list  of  last  year's  graduates  placed  in  Wisconsin  high  schools,  as  recorded  at  the 

university,  contains  44  names  of  teachers  whom  the  university  placed  in  teaching  positions 

in  Wisconsin  high  schools;  three  others  placed  as  high  school  principals;  one  as  superintendent; 

one  in  a  norma!  school;  one  in  a  county  training  school;  one  as  a  grade  principal;  two  as  private 

school  teachers. 

A  total  of  63  were  placed  in  all  kinds  of  teaching  positions  in  Wisconsin  other  than  in  the 
university  itself;  25  others  are  recorded  as  having  secured  positions  in  the  state  of  all  kinds 
(of  which  13  were  in  high  school  teaching  positions)  without  the  committee's  assistance. 

The  apparent  discrepancy  between  the  17  high  school  positions  in  Wisconsin  filled  by  the 
university's  own  placing  committee  and  the  200  positions  for  which  the  university  prepares 
students  each  year  is  the  subject  of  the  survey's  study  of  the  committee  whose  business  it  is 
to  bring  student  and  position  together. 

To  avoid  confusion  due  to  words  it  must  be  remembered  that  the  two  official  statements 
above  quoted  do  not  say  that  200  of  each  year's  graduating  students  each  year  go  into  Wis- 
consin high  schools  as  teachers.  The  first  says  200  graduates  each  year  are  worth  S.'iOO  each, 
or  $1,000,000  in  all,  to  the  educational  welfare  and  social  development  of  the  state.  The 
second  says  about  200  teachers  are  prepared  for  high  school  positions. 
After  noting  these  qualifications  the  survey  has  four  questions  to  answer: 

1 — How  do  university  graduates  from  teachers  training  courses  obtain  teaching  positions 

if  not  through  the  university's  ap[)ointmcnt  committee? 
2 — Where  do  they  go  if  not  to  Wisconsin  high  schools? 
3 — What  work  is  done  for  the  state's  high  schools  and  for  graduates  by  the  university's 

appointment  committee? 
4 — What  if  any  changes  are  needed  in  that  committee's  [irogram  and  method? 
The  survey's  fact  basis  for  answering  these  questions  is  as  follows,  as  explained,  submitted 
and  made  available  to  the  university:  published  and  manuscript  statements  by  the  university; 
the  records  of  requests  for  positions  and  requests  for  students;  recommendations  of  students; 
annual  summaries;  answers  to  survey  questions  by  the  committee's  secretary;  notes  of  exami- 
nations, tabulations  and  computations  made  by  the  survey. 

How    do   university    fjradiiates   from    teaehers    training   eourses   obtain   positions  if 
not  through  the  university's  ov*  n  appointment  <'«»ni  niit  lee? 

By  direct  application:  through  friends;  through  private  teachers  agencies. 
How  many  find  positions  in  each  or  all  of  these  tliree  ways   the  university  does  not  know 
and  has  not  yet  attempted  to  find  out. 

.-)89 


University  Survey  Report 

It  is  known  that  for  the  year  ending  March  1,  1914,  agencies  were  sent  250  testimonials 
and  for  the  next  school  year  253  up  to  August  1,  1914.  The  committee  estimates  that  these 
testimonials  concern  about  160  students. 

It  is  also  stated  by  the  committee  that  students  (number  unknown)  are  urged  to  enroll 
with  agencies  "as  soon  as  we  discover  that  they  are  poor  prospects,"  whether  at  tirst  regis- 
tration or  later. 

Where  do  graduates  of  tearhers  training  cour.ses  go    jf    not    into    Wisconsin    high 
schools? 

Some  stay  at  home;  some  marry;  some  go  into  business;  some  continue  studies  as  graduate 
si-udenls;  some  teach  in  elementary  schools;  many  go  to  other  states. 

How  many  are  in  either  or  all  of  the  above  classes  is  not  known  definitely  and  as  yet  no 
effort  is  made  by  the  university  to  learn  definitely. 

Nor  has  the  committee  heretofore  sought  to  learn  how  many  of  the  students  it  has  assisted 
were  placed  in  and  outside  the  state. 

More  out  of  state  requests  for  teachers  (557)  came  to  the  committee  last  year  (1913-14) 
than  from  within  the  state  (525).  During  the  nine  years  preceding  the  out  of  state  recjuests 
increased  from  35  a  year  to  557;  the  requests  from  within  the  state  increased  from  263  in 
1903-04  to  588  in  1910-11  and  then  dropped  slightlv  during  the  next  three  years  to  578, 
485  and  525. 

Of  214  students  of  any  and  all  grades  and  previous  classes  (including  six  undergraduates, 
four  advanced  special  students,  and  two  graduate  students)  recorded  as  assisted  for  1914-15 
up  to  September  1,  1914  (not  including  13  others  who  were  assisted  to  positions  in  the 
University  of  Wisconsin)  72  went  outside  Wisconsin;  118  to  high  school  teaching  positions 
in  Wisconsin;  23  to  other  Wisconsin  positions.  In  one  case,  no  record  is  available  to  show 
the  location  of  the  position. 

In  1913  the  normal  school  survey  conducted  by  the  State  Board  of  Public  Affairs,  obtained 
facts  regarding  98%  of  the  teachers  of  the  state.  Of  the  1,(J59  teachers  in  Wisconsin  high 
schools  then  reported  490,  or  29  %,  were  graduates  of  the  University  of  Wisconsin. 

\^  hat  work  is  «lonc  for  Wisconsin's  high  schools  and  for  graduates  hy  the  university's 
appointment   coniniittee''' 

Students  recorded  as  assisted  bv  the  committee  increased  from  119  in  1904-05  to  352  in 
1910-11,  and  to  270,  262  and  294  in  the  next  three  years  (1911-12,  1912-13,  1913-14,  respec- 
tively). 

A  permanent  secretary  is  employed  and  provided  with  office  equipment  and  clerical  assist- 
ance. A  committee  of  11  faculty  members  is  responsible  for  the  work  and  brings  to  it  exper- 
ience in  inspecting  high  schools.  Other  faculty  members  cooperate  by  furnishing  informa- 
tion about  students. 

Seniors  in  residence  are  asked  to  enrol!  in  December;  information  is  gathered  about  those 
who  enroll;  some  school  boards  are  asked  if  they  have  vacancies;  to  inquiring  schools  or 
agencies  students'  credentials  are  sent;  to  registered  candidates  is  sent  notice  of  vacancies. 

No  charge  is  made  for  service  that  costs  the  university  and  the  state  from  $2,000  to  .?2,500 
a  year  (amount  not  definitely  known). 

Information  which  the  committee  says  is  not  readily  available 

The  committee  wrote  to  the  survey  that  it  had  collected,  sought  or  had  available  no  in- 
formation on  the  following: 

1 — How  many  among  those  enrolled  and  assisted  are  residents  and  how  many  in  active 
teaching  positions,  and  how  many  of  those  assisted  were  solely  or  partially  assisted 
by  the  committee. 
2 — How  many  resident  and  teaching  registrants  were  recommended  but  not  assisted, 

listed  by  classes. 
3 — How  many  of  those  assisted  agreed  to  pay  fees  to  teachers  agencies. 
4 — Number  for  whom  testimonials  were  sent  to  agencies. 
5 — Reasons  why  candidates  are  not  selected. 
6 — Number  of  letters  of  incjuiry  written  to  boards  of  education. 
7 — Number  of  letters  written  to  students'  references. 

8 — Number  of  out  of  state  positions  for  which  recommendations  of  students  are  sent. 
9 — Number  of  those  recommended  who  are  elected. 
10 — Number  of  positions  of  each  kind  filled  by  those  who  were  assisted  only  by  the 
committee;  i.  e.,  whether  teaching  in  high  school  or  in  grades,  superintendent,  prin- 
cipal in  high  school  or  grades,  special  supervisor,  etc. 
11 — Number  of  candidates  elected  to  positions  where  they  did  not  teach  their  major 

subjects  or  the  combination  of  sui^jects  for  which  they  were  best  fitted. 
12 — Number  of  candidates  enrolled  who  have  not  fulfilled  the  requirements  for  a  univer- 
sity teacher's  certificate. 
13 — Number  enrolled  from  teaching  positions,  and  their  previous  teaching  experience. 

590 


Exhibit  22 

14 — Vacancies  for  which  university  graduates  are  eligible,  known  to  the  normal  school 

employment  bureiui. 
15 — Number  of  different  registrants  who  remained  in  old  |)ositions  who  are  included  in 

total  of  2r)3  candidates  (committee's  answer:  "probably  about  200"). 
16 — Persons  enrolled  or  not,  who  are  helped  to  promotions. 
17 — Exact  number  of  jiersons  assisted. 

Other  information  heretofore  not  readily  available 

18 — A  cumulative  record  for  each  person  enrolled. 

19 — Appointment  list  by  positions,  within  and  without  the  state,  subjects  taught,  and 

salary  received. 
20 — Appointment  list  by  subjects  and  combinations  of  subjects. 
21 — Times  a  candidate  is  recommended. 
22 — Specific  strong  and  weak  points  (to  be  clearly  shown)  of  candidates  as    known  to  all 

references. 
23 — What  contact  with  students  references  have  had — many  references  now  volunteer 

such  facts  as  that  they  know  candidates  only  "at  meals"  or  "only  in  one  course." 
24 — Candidates  remaining  on  list. 

25 — ^Facts  about  living  conditions  in  towns  to  which  students  are  referred. 
26 — Possibility  or  impossibility  of  effecting  readjustment  in  combinations  of  subjects  so 

that  student  may  teach  only  those  subjects  for  which  prepared. 
27 — List  of  schools  that  have  never  engaged  university  graduates;  those  not  employing 

any  in  the  current  year;  those  who  formerly  emjiloyed  university  graduates  but  now 

secure  others,  plus  reasons  for  the  change;  those  preferring  graduates  who  have  had 

normal  school  or  other  teaching  experience,  plus  reasons. 
28 — List  of  schools  that  formerly  asked  the  committee  for  candidates  and  have  dis- 
continued relations. 
29 — In  what  high  schools  university  graduates  are  teaching  now  and  in  what  subject  or 

subjects;  and  positions  which  the  university  should  be  ready  to  fill  as  vacancies 

occur. 
30 — What   happens   to   schools   or  students  after  the  committee  establishes  relations 

between  them.    There  is  now  no  systematic  follow-up  to  find  out  whether  the  right 

or  the  wrong  students  and  schools  are  brought  together. 
31 — Helpful,  current  summaries  of  any  of  its  activities. 
32 — Learning  in  advance  of  prospective  vacancies  in  Wisconsin. 
33 — In  what  specific  respects  and  why  (a)  the  efficiency  of  the  work  has  "lessened  as  the 

business  has  grown";    (b)  "a  considerable  number  of  students  have  a  feeling  that 

the  committee  is  not  very  helpful";      (c)   "notwithstanding  the  development  of 

free  teachers'  bureaus  in  various  colleges  and  universities  the  commission  agency 

business  has  thrived  during  recent    vears" — (Quotations  from  committee's  letter, 

August  31,  1914.) 
31 — How  much  time  is  given  to  the  work  by  the  secretary  (presumably  one-half — not 

recorded);  what  it  costs;  how  much  work  is  done  by  the  clerk;  what  the  clerk's 

instructions  (now  only  oral)  are. 

What  if  any  changes  are  needed  in  the  eoniniit tee's  projirain  and  methods? 

For  the  committee  should  be  substituted  a  responsible  administrative  oflicer. 

Efficiency  and  completeness  of  record  should  be  substituted  for  present  laxness  and  lack 
of  information. 

All  should  be  substituted  for  a  part  of  in  the  university's  consideration  of  sludcnls  wishing 
teaching  positions  and  of  positions  needing  teachers. 

Exchange  of  information  with  the  normal  school  employment  bureau  shouKi  be  arranged. 

First  three  suggested  changes 

Reasons  for  the  first  three  suggested  changes  are  given  in  the  summary  of  work  done  and 
information  not  readily  available. 

No  part  of  this  work  requires  or  justifies  the  committee  method.  There  is  no  evidence  that 
the  committee  has  given  more  than  perfunctory  clerical  attention  as  a  committee.  The  ad- 
ministrative character  of  the  work  was  recognized  by  the  president  when  on  September  28. 
1914,  he  suggested  that  the  functions  of  the  committee  on  accredited  schools  and  appoint- 
ment (now  vested  in  one  committee)  be  divided  between  two  separate  committees — one  a 
committee  on  appointments. 

The  reason  given  by  the  secretary  for  having  a  committee  is  that  because  of  the  acquaint- 
ance of  the  committee  members  with  many  of  the  high  schools  seeking  teachers  and  "our 
personal  knowledge  of  candidates"  the  committee  can  "place  candidates  intelligently." 
Whatever  knowledge  individual  faculty  members  have  of  places  or  persmis  can  be  more 
effectively  brought  to  bear  without  than  with  a  committee.  Moreover,  only  a  small  propor- 
tion of  faculty  members  acquainted  with  schools  or  with  candidates  are  on  this  committee. 

The  office  needs  administration  not  conference;  despatch  not  debate;  comprehensive  cumu- 
lative records  not  personal  recollections;  mailable  evidence  not  personal  impressions. 

591 


University  Survey  Report 

The  proper  place  for  the  employment  bureau  would  be  under  the  business  manager's 
diroftion  who  should  push  this  business  as  private  agencies  make  known  and  reiterate  their 
ability  to  serve. 

("ooperalion  with  the  rmployment  bureau  maintained  by  the  normal  regents 

Such  cooperation  would  greatly  increase  the  service  of  both  bureaus  to  graduates  of 
university  and  normal  schools  alike,  while  alTording  Wisconsin  communities  prompt  and 
complete  service  and  saving  commissions  to  students  who  now  feel  compelled  to  go  to  private 
agencies. 


UNIVERSITY    COMMENT    ON    ALLEN    EXHIBIT    22,    ENTITLED    "HOW   THE 
UNIVERSITY   HELPS   STUDENTS   FIND   POSITIONS   AND   POSITIONS 

FIND  TEACHERS" 

This  exhibit  fails,  either  iotentionally  or  through  ignorance,  to  present  a  fair  or  adequate 
statement  of  the  activities  of  the  committee  on  appointments  in  assisting  students  to  teaching 
positions.  In  spite  of  repeated  attempts  of  the  undersigned  to  enlighten  Dr.  Allen  on  the 
subject  in  question,  he  has  persisted  in  important  omissions  and  retained  misleading  and 
erroneous  statements  in  his  final  revision  of  this  exhibit. 

The  committee  on  appointments  and  the  graduates  of  1914 

Dr.  Allen's  main  criticism  upon  the  committee  on  appointments  is  that  whereas  official 
statements  concerning  the  course  for  the  training  of  teachers  have  declared  that  two  hundred 
teachers  are  annually  prepared  for  teaching  positions  in  high  schools,  this  committee  has 
during  the  past  year,  uj)  to  September  1,  1914,  placed  or  assisted  only  forty-four  graduates 
of  the  class  of  1914  to  high  school  positions  in  Wisconsin,  and  only  a  total  of  sixty-three  of 
the  class  of  1914  to  teaching  positions  of  all  kinds  in  Wisconsin,  other  than  in  the  University 
itself.  Dr.  Allen  makes  no  attempt  to  set  forth  the  facts  as  to  the  number  of  teachers  pre- 
pared for  teaching  at  the  LIniversity.  The  exhibit  contents  itself  with  hypercritically  calling 
attention  to  a  clerical  error  in  the  official  statement  from  the  report  on  the  course  for  the 
training  of  teachers. 

The  facts,  which  have  at  all  times  been  available,  are  that  university  teachers  certificates 
were  granted  in  1911-12,  1912-13,  1913-14  to  215,  201,  and  210  graduates,  respectively.  These 
facts  amply  support  the  statement  concerning  the  number  of  teachers  trained  by  the  Uni- 
versity each  year.  Moreover,  the  exhibit  does  not  set  forth  the  number  of  these  graduates 
registering  with  the  committee  on  appointments.  Up  to  September  1,  1914.  the  number  of 
graduates  receiving  University  teachers  certificates  was  198,  excluding  five  who  received  cer- 
tificates with  advanced  degrees.  This  figure  is  used  because  the  exhibit  relates  to  graduates 
of  1914  who  received  a  bachelor's  degree.  Of  the  198,  181  registered  with  the  committee 
on  appointments,  which  would  seem  to  indicate  confidence  in  the  ability  of  the  committee  to 
be  of  assistance.  The  following  table  gives  the  facts  up  to  September  1,  1914  concerning  the 
181  graduates: 

No.  of  graduates  of  1914  who  secured  positions 138 

No.  placed  or  assisted  by  the  committee  on  appointments 94 

No  securing  positions  without  the  committee's  assistance 44 

No.  still  on  committee's  lists 43 

Total 181 

No.  placed  or  assisted  to  positions  in  Wisconsin  high  schools 48 

No.  appointed  to  the  University  (including  seven  teaching  fellows) 11 

No.  placed  or  assisted  to  other  positions  in  Wisconsin 6 

No.  placed  or  assisted  to  positions  outside  the  state 29 

Total : 94 

Of  the  43  noted  as  being  still  on  the  committee's  lists,  7  have  secured  teaching  positions 
since  September  1,  1914.  5  have  gone  into  other  work,  6  have  withdrawn  from  candidacy  this 
year,  2  are  pursuing  graduate  study,  1  is  married,  and  from  Kiof  the  remaining  22  the  committee 
is  unable  to  obtain  replies.  These  are  in  most  instances  students  whose  testimonials  were 
such  that  they  could  not  be  heartily  recommended. 

It  is  just  these  facts  which  exhibit  22,  if  it  were  honestly  based  on  an  exact  investigation, 
should  have  set  forth  in  attempting  to  cast  light  upon  "the  apparent  discrepancy  between  the 
44  high  school  positions  in  Wisconsin  filled  by  the  university's  own  placing  committee  and 
the  200  positions  for  which  the  university  prepared  students  each  year,"  but  it  is  just  this 
which  the  Allen  investigation  has  persistently  refused  to  do.  The  committee  cannot  but  feel 
that  there  is  in  the  exhibit  a  deliberate  attempt  to  belittle  and  misrepresent  the  work  which 
the  committee  does  for  graduates  who  desire  its  assistance. 

592 


Exhibit  22 

The  committee  on  appointments  and  all  registrants 

The  work  of  the  committee  is  not  limited  to  the  class  of  1911,  though  exhibit  22  would,  in 
its  statements  concerning  the  committee's  methods  of  procedure,  tend  to  give  this  impression. 
However,  in  one  paragraph  of  the  exhibit,  under  the  caption  "Where  do  graduates  of  teachers 
training  courses  go  if  not  into  Wisconsin  high  schools?"  the  following  statement,  which  is 
correct,  occurs:  "Of  21  1  students  of  any  and  all  grades  and  previous  classes  (including  six 
undergraduates,  four  advanced  special  students,  and  two  graduate  students)  recorded  as 
assisted  for  1914-15  up  to  September  1,  1914  (not  including  13  others  who  were  assisted  to 
positions  in  the  University  of  Wisconsin)  72  went  outside  Wisconsin,  118  to  high  school 
teaching  positions  in  Wisconsin,  23  to  other  Wisconsin  positions."  Compare  with  this  the 
^statement  as  it  appeared  in  the  first  draft  of  exhibit  22:  "Of  139  students  assisted  for  1914-15 
'up  to  September  1,  1914,  to  other  than  University  positions  (16),  60  went  outside  of  Wiscon- 
sin, 62  to  high  school  teaching  positions  in  Wisconsin,  15  to  other  Wisconsin  school  positions, 
and  two  to  other  than  school  positions." 

The  "statement  of  fact,"  just  quoted,  was  not  based  upon  data  obtained  from  the  com- 
mittee on  appointments,  but  upon  a  news  item,  "160  University  Graduates  get  Teachers' 
Jobs,"  which  appeared  in  the  Wisconsin  State  Journal,  September  10,  1914.  This  news  item 
was  abstracted  from  the  ofTicial  list  by  a  State  Journal  reporter,  and  dealt  with  the  names  of 
those  persons  which  were  regarded  as  promising  news  value. 

It  was  upon  this  "fact  base"  that  Dr.  Allen,  in  his  first  draft  of  this  exhibit,  rested  his  charge 
of  inefficiency,  incompleteness  of  record,  etc. 

When  a  correct  statement  of  the  facts  in  the  case  was  submitted  by  the  committee  on  ap- 
pointments to  Dr.  Allen,  he  accepted  it,  and  incorporated  the  facts  in  the  final  draft  of  the 
exhibit  (see  above).  But  he  has  made  no  change  in  his  charge  of  inefficiency,  incompleteness 
of  record,  etc.  The  "fact  base"  for  the  charge  has  gone:  the  conclusions,  implications, 
and  recommendations  remain,  although  they  hear  no  relation  to  tlie  new  state- 
ment of  fact.    Such  are  the  methods  of  Dr.  Allen. 

Recommendations  concerning  records  of  the  committee 

Under  the  captions  "Information  which  the  committee  says  is  not  readily  available" 
and  "Other  information  heretofore  not  readily  available,"  Dr.  vUlen  lists  37  items  concerning 
which  "the  committee  wrote  to  the  survey  [Dr.  Allen]  that  it  had  collected,  sought  or  had 
available  no  information."  Here  again  a  method  of  implication  frecjuently  employed  by  Dr. 
Allen  is  apparent.  The  implication  is  that  the  absence  of  the  information  called  for  impairs 
the  efficiency  of  the  committee's  work.  Why  else  should  these  items  be  listed?  No  evidence 
whatsoever  is  presented  to  show  that  statistical  tabulation  of  the  information  called  for  is 
important  for  the  committee.  Of  all  the  essential  facts  there  referred  to,  the  committee  has  a 
good  working  knowledge,  but  it  has  not  felt  that  efficiency  required,  or  due  regard  for  economy 
permitted,  the  expensive  task  of  keeping  this  information  in  statistical  form.  The  essential 
information  is  accessible  to  the  committee  in  its  records,  but  much  of  that  listed  in  the 
exhibit,  though  it  would  be  of  interest,  has  not  been  deemed  important  enough  to  justify  the 
cost  of  obtaining  and  recording  it.  The  committee  does  not  think  it  important  to  record  in 
statistical  form  how  many  testimonials  are  sent  to  teachers'  agencies;  or  the  reasons- why  this 
school  or  that  school  elects  another  than  the  University  candidate;  or  the  number  of  letters 
written  to  student  references;  or  the  number  of  graduates  who  get  positions  by  direct  a!)plica- 
tion,  through  friends  or  through  private  teachers'  agencies,  when  not  placed  by  the  com- 
mittee. 

However,  without  consideration  of  the  serviceability  or  the  cost  of  this  information.  Dr. 
Allen  sapiently  remarks:  "Efficiency  and  comjileteness  of  record  should  be  substituted  for 
present  laxness  and  lack  of  information." 

Changes  recommended  in   the  committee's   programs   and    methods 

The  charges  of  laxness  and  lack  of  information  the  committee  declares  to  be  wholly  un- 
demonstrated  and  unwarranted.  No  more  conclusive  answer  to  the  charge  of  inefliciency  can 
be  found  by  anyone  than  proof  of  efiiciency,  and  the  figures  given  earlier  in  this  section  are 
in  the  committee's  opinion  such  proof.  Moreover,  the  proof  of  eificiency  sui)ports  the  com- 
mittee's assertion  that  it  does  not  lack  essential  information  for  its  work.  These  charges  con- 
stitute the  whole  argument  in  favor  of  doing  away  with  the  committee  on  appointmeiits,  and 
substituting  for  it  a  responsible  administrative  officer  under  the  business  manager's  direc- 
tion; and  since  this  argument  is  without  foundation  in  fact,  the  suggestion  of  change  lacks 
any  support. 

Furthermore,  it  must  be  remembered  that  the  administrative  character  of  this  work  has 
been  recognized  by  the  University  for  many  years,  since  an  eflicient  man,  free  from  connec- 
tion with  the  facuUy  by  work  of  instruction  Or  research  had.  during  and  for  many  years  prior 
to  the  period  covered  by  the  Allen  investigation,  given  half  his  time  as  secretary  to  the  execu- 
tive side  of  the  work. 

Not  only  had  this  man  brought  to  his  work  proved  administrative  efricienc^%  but  because  of 
his  long  service  as  inspector  of  high  schools  he  had  had  a  close  acquaintance  with  the  needs 
of  the  schools  and  in  a  very  high  degree  the  confidence  of  the  school  men  of  the  state.  An 
abundance  of  letters  in  the  files  of  the  committee  testify  to  the  great  conlidencc  '  ^ced  in  his 
recommendations  by  school  officers  throughout  the  state' 

"^  59<J 

Sdr.— 38 


University  Survey  Report 

The  duty  and  function  of  the  eleven  members  of  the  committee  has  been  to  shape  the  gen- 
eral policy" and  to  act  individually  with  the  secretary  in  selecting  candidates  for  vacancies. 
This  task  of  selection  requires  the  largest  possible  knowledge  of  the  candidate's  qualifications, 
and  to  give  this  information  to  the  secretary  has  been  the  University's  effort.  Much  of  it 
must  of  necessity  come  in  written  form  in  response  to  questions  sent  out  to  the  candidate's 
references.  Inevitably  such  information  is  brief,  sometimes  based  on  insuflicient  knowledge, 
and  often  hurriedly  given.  Conferences  of  the  secretary  with  the  members  of  the  faculty  re- 
ferred to  by  candidates  would  helpfully  supplement  this,  but  they  are  not  practicable,  on 
an  extensive  scale,  and  as  the  next  best  device,  the  plan  of  having  on  the  committee  a  repre- 
sentative of  each  department  concerned  has  been  resorted  to.  Each  member  of  the  committee 
can  and  does  bring  to  the  secretary  much  more  information  than  can  otherwise  he  economically 
obtained,  and  he  constitutes,  therefore,  an  interested  and  responsible  coadjutor.  There  can 
be  no  "mailable  evidence"  of  value  except  as  it  comes  from  or  is  reinforced  by  the  personal 
impressions  of  the  instructors  who  have  close  acquaintance  with  the  candidates. 

Any  plan  of  organization  whatever  would  require  faculty  co-operation,  and  it  is  believed 
that  the  present  plan  supplies  this  in  the  most  effective  way,  as  by  it  definite  faculty  responsi- 
bility is  secured. 

Connection  with  the  business  manager's  office  is  not  ari  essential  of  efficiency  of  administra- 
tion. Indeed  this  task  of  appointment  has  much  closer  relation  to  the  work  of  the  depart- 
ments of  instruction  than  to  the  functions  of  the  business  manager  and  will  be  best  promoted 
through  that  plan  which  best  enlists  the  co-operation  of  the  faculty  in  the  undertaking. 

As  regards  the  committee  on  appointments,  the  University  has  deemed  it  the  best  policy 
to  refrain  from  adopting  some  of  the  methods  of  commercial  agencies  in  soliciting  business 
and  in  urging  appointments.  It  has  sought  to  avoid  criticism  from  other  institutions  and 
superintendents  and  boards  of  education  by  abstaining  from  aggressively  soliciting  and  urging 
the  appointment  of  University  graduates  to  teaching  positions.  It  has  always  been,  however, 
prompt  and  ready  to  serve  both  the  graduates  and  the  schools  of  the  state.  With  this  policy 
there  has  been  constantly  expressed  satisfaction  in  the  University  and  in  the  state.  The 
committee,  therefore,  regards  as  very  unwise  the  recommendation  of  Dr.  Allen  that  "the 
proper  place  for  the  employment  bureau  would  be  under  the  business  manager's  direction 
who  should  push  this  business  as  private  agencies  make  known  and  reiterate  their  ability  to 
serve." 

Co-operation  with  the  employment  bureau  maintained  by  the  normal  regents  is  possible 
through  an  exchange  of  information  respecting  vacancies  and  candidates.  Between  the  tasks 
of  the  committee  and  the  normal  school  employment  bureau,  however,  the  difference  is  more 
significant  than  the  resemblance.  There  is  bul  relatively  slight  identity  of  candidates  to  be 
served,  as  the  principal  purpose  of  the  normal  schools  is  to  prepare  teachers  for  grade  posi- 
tions, while  that  of  the  University  is  to  prepare  teachers  for  high  schools.  Whenever  effective 
co-operation  can  be  arranged,  it  will  be. 

It  is  suggested  by  Dr.  Allen  that  such  co-operation  would  tend  to  save  commissions  to 
students  who  now  feel  compelled  to  go  to  private  agencies.  That  some  of  the  students  enrolled 
with  the  committee  enlist  the  services  of  private  agencies  is  not  proof  of  lack  of  confidence  in 
the  committee,  but  merely  evidence  of  the  common  desire  to  have  an  end  put  to  their  un- 
certainty as  early  as  possible  by  having  more  than  one  instrumentality  at  work  in  their 
behalf.  It  is  a  fact  that  very  many  of  those  who  enroll  in  one  private  agency  enroll  in  others 
at  the  same  time.  Neither  co-operation  with  the  employment  bureau  maintained  by  the 
normal  regents  nor  reorganization  on  any  other  plan  would  prevent  resort  to  private  agencies. 

(Signed)       V.  A.  C.  HENMON, 
W.  J.  CHASE. 


594 


EXHIBIT  23 

PROVISION  FOR  TRAINING  TEACHERS  AND  FOR  TEACHING  PRINCIPLES  OF 

EDUCATION 

In  the  plan  for  the  survey  which  was  submitted  to  and  adopted  by  the  State  Board  of  Pub- 
he  AfTairs,  April  1,  1914,  was  the  suggestion  that  the  survey  begin  immediately, 

"an  examination  of  the  university  Department  of  Education  and  university  high 
school  as  logical  complement  to  the  board's  studies  already  made  of  rural  schools,  state 
superintendent's  office  and  normal  schools,  and  of  studies  yet  to  be  made  of  high  schools 
and  county  training  schools." 

The  survey  was  to  begin  April  13th.  The  visiting  of  classes  would  be  impracticable  after 
June  1st  because  of  examinations.  It  would  obviously  require  some  time  to  organize  a  staff 
for  visiting.  It  was  not  feasible  from  the  standpoint  either  of  time  or  of  money  to  organize 
a  thorough-going  visitation  of  classes  in  all  divisions  of  the  university.  It  was  feasible  to 
secure  immediately  the  help  that  was  needed  to  visit  classes  which  had  to  do  with  training 
teachers  and  with  teaching  the  principles  of  education. 

To  the  original  proposal  that  special  attention  i)e  given  to  this  one  group  of  distinctly 
vocational  classes  at  the  university,  the  president  of  the  university  agreed  as  he  stated  in  sub- 
stance to  the  survey:  "It  is  right  to  assume  that  the  best  instruction  which  will  be  observed 
in  the  university  is  in  the  courses  for  the  training  of  teachers  and  in  the  Wisconsin  high  school. 
If  that  is  not  the  case  the  university  would  like  to  know,  for  in  offering  these  courses  we 
pledge  highest  efficiency." 

The  fact  base  of  this  study  includes: 

1.  Answers  from  the  director  of  the  course  for  the  training  of  teachers  and  chairman  of  the 
Department  of  Education,  other  faculty  members  of  the  Department  of  Education,  individual 
instructors  who  give  special  courses  for  teachers,  instructors  and  officers  of  the  Wisconsin 
high  school. 

2.  Official  reports  published  and  in  manuscript. 

3.  Written  final  examination  and  term  papers. 

4.  Official  records  including  the  routine  records  of  the  Wisconsin  high  school,  regents' 
reports,  special  puiilished  statements  and  bulletins,  syllabi  of  courses,  etc. 

5.  Interviews  with  officers  and  instructors. 

6.  248  visits  to  186  classes  taught  by  37  difTerent  teachers:  152  visits  to  100  classes  in  edu- 
cation; 75  visits  to  66  departmental  courses  and  21  visits  to  20  classes  in  Wisconsin  high 
school. 

Organization   for  giving   prospective   teachers  professional    training 

Three  difTerent  agencies  are  provided  for  professionally  training  teachers: 

1.  The  Department  of  Education,  which  as  a  department  is  on  the  same  footing  as  the 
Department  of  History,  or  Greek,  except  that  five  of  its  courses  are  made  compulson,'  for 
those  wishing  teachers'  certificates.  Among  courses  given  in  this  department  are:  history'  of 
modern  education,  public  education,  mental  development,  principles  of  education,  educa- 
tional psychology',  state  and  municipal  school  systems,  contemporary  educatijonal  movements, 
experiments  in  educational  psychology',  supervision  of  instruction,  seminary  in  educational 
psychology,  etc. 

2.  The  course  for  the  training  of  teachers  which  in  reality  is  an  aggregation  of  special 
courses  for  teachers  given  by  different  departments — i.e.,  a  student  who  wants  to  prepare  for 
teaching  history  will  take  a  course  by  the  history  department  specially  designed  for  prospec- 
tive teachers  of  history;  or,  a  student  wishing  to  teach  geography  takes  a  course  specially 
designed  for  teachers  given  by  the  geology  department.  There  are  22  difTerent  courses  for 
teachers  offered  in  different  subjects  by  17  difTerent  departments. 

3.  A  separate  high  school  under  university  management.  This  has  six  grades — the 
four  high  school  grades  and  the  seventh  and  eighth  grades.  It  is  called  the  Wisconsin  High 
School  and  in  Sejatember  1914,  entered  a  new  building  which  cost  for  building  S103,000.  for 
land  .SI 5,000,  for  equipment  $16,000— a  total  to  date  of  5136,000.  The  high  school  for 
1914-15  has  a  budget  of  §28,6 10.    ■ 

The  Department  of  Education  is  organized  as  are  other  departments  and  works  through 
(a)  departmental  meetings  to  which  all  members  are  eligible  and  which  all  are  expected  to 
attend;  (b)  a  departmental  committee  for  general  purposes  consisting  of  the  three  profes- 
sorial ranks;  (c)  a  departmental  committee  for  the  purpose  of  recommending  budget,  pro- 
motions, salary  increases,  dismissals,  etc.,  consisting  of  full  and  associate  professors  only; 
(d)  a  departmental  chairman  who  has  the  same  duties  as  have  the  chairmen  of  other  depart- 
ments. 

595 


University  Survey  Report 

The  course  for  the  training  of  teachers  is  organized  Hke  other  courses  with  (a)  a  director; 
(b)  individual  teachers  of  separate  courses,  who  are  responsible  to  (c)  their  respective  depart- 
ments, departmental  committees  and  chairmen. 

The  Wisconsin  high  school  is  in  charge  of  (a)  a  principal  who  is  partly  responsible  to  (b) 
the  director  of  the  course  for  the  training  of  teachers,  and  partly  responsible  to  (c)  an  advisory 
council  consisting  of  members  of  the  Department  of  lulucation,  and  to  (d)  a  supervisory  coun- 
cil consisting  for  the  most  part  of  persons  in  charge  of  scj)arate  courses  for  the  training  of 
teachers. 

The  Department  of  Education,  the  course  for  the  training  of  teachers  and  the  high  school 
are  responsible  in  turn  to  (a)  a  dean;  (b)  the  president  of  the  university  both  directly  and 
through  the  dean;  (c)  the  committee  on  letters  and  science  of  the  Board  of  Regents  both 
directly  and  through  the  president  and  dean. 

\\hile  legally  separated  these  three  agencies  are  brought  together  in  a  semblance  of  unity 
because  the  university  has  until  within  a  year  lodged  in  the  same  officer  five  different  related 
functions:  (1)  chairmanship  of  the  Department  of  Education;  (2)  directorship  of  the  course 
for  the  training  of  teachers;  (3)  superintendency  of  the  Wisconsin  high  school;  (4)  chairman- 
ship of  the  committee  on  finding  positions  for  teachers  and  finding  teachers  for  positions  and 
(5)  on  high  school  inspection.  (The  functions  under  (4)  and  (5)  are  still  vested  in  one  com- 
mittee although  at  a  university  faculty  meeting  September  28,  1914,  the  president  ancl  the 
chairman  of  the  Department  of  Education  suggested  that  they  be  separated;  the  faculty  by 
vote  authorized  such  separation  but  because  of  a  misunderstanding  on  the  part  of  some 
members  formal  action  has  not  yet  been  taken  to  make  the  change  effective.) 

The  first  three  of  these  functions  are  lodged  in  the  same  officer  for  the  year  1914-15. 

This  section  of  the  survey  report  explains  the  university's  professional  training  of  teachers 
without  attempting  at  each  step  to  keep  separate  the  agencies  which  are  legally  separate. 

The  thing  which  is  attempted  by  the  university — namely  the  training  of  teachers — is 
simple,  notwithstanding  the  complexity  of  the  organization  through  which  the  university 
gives  this  training.  To  help  keep  the  thing  attempted  from  being  confused  with  the  mechan- 
ism the  term  "university"  is  frequently  used  instead  of  "course"  or  "director"  or  "depart- 
ment." 

The  responsibility  of  the  Department  of  Education  as  a  department 

The  Department  of  Education  has  as  a  department  no  administrative  responsibility  for 
any  courses  for  the  training  of  teachers  given  by  other  departments,  or  for  the  Wisconsin 
high  school. 

Over  appointments,  promotions,  dismissals  and  salary  increases  within  the  department  it 
has  power  of  recommendation  to  the  dean. 

Through  its  chairman  it  may  prevent  duplication  of  its  work  by  other  departments,  or  at 
least  may  call  such  duplications  to  the  attention  of  deans  and  departmental  chairman,  and 
president. 

Its  chairman  appointed  by  the  dean  is  at  present  director  of  the  course  for  the  training  of 
teachers,  but,  as  other  directors  of  courses,  is  nominated  by  the  president  and  appointed  by 
the  regents.  The  dean  might  recommend,  the  president  might  nominate  and  the  regents 
might  appoint  a  director  from  another  department.  The  director  of  the  course,  as  director, 
need  refer  no  matter  to  the  Department  of  Education. 

Nor  as  chairman  of  the  department  may  he,  unless  specifically  authorized,  speak  for  the 
department  or  its  members  in  matters  relating  to  the  training  of  teachers. 

So  important  a  project  as  the  course  for  the  training  of  teachers,  including  the  plans  for 
the  Wisconsin  high  school,  was  taken  up  directly  by  the  dean  and  president  with  one  member 
of  the  Department  of  Education  not  yet  director  of  the  course  without  consulting  other 
members,  and  later  with  this  same  member  of  the  department  after  he  had  been  named  as 
director  of  the  course. 

With  the  Wisconsin  high  school  the  members  of  the  Department  of  Education  have  an 
advisory  relation — they  constitute  an  advisory  council.  The  duties  and  powers  of  this  ad- 
visory council  have  not  been  defined  and  do  not  include,  for  example,  advance  knowledge 
of  the  course  of  study  which  is  to  be  adopted  in  the  Wisconsin  high  school,  or  the  plans  for 
what  is  called  directed  teaching. 

Thus  as  a  department  the  Department  of  Education  bears  practically  the  same  relation 
to  the  training  of  teachers  as  does  the  Department  of  History,  for  instance. 

Instruction  by  Department  of  Education 

The  minimum  requirement  of  the  course  for  the  training  of  teachers  for  a  university 
teachers'  certificate  is  ssventeen-fifths  in  professional  courses,  twelve-fifths  in  education, 
three-fifths  in  psychology,  two-fifths  in  a  departmental  course.  [One-fifth"  is  equivalent 
to  one  subject  for  one  semester  one  hour  a  week.] 

In  addition  to  the  persons  taking  advantage  of  the  specialized  training  of  this  course,  the 
State  Department  of  Public  Instruction  recognizes  any  other  graduates  of  the  university,  as 
of  other  Wisconsin  colleges,  as  qualified  for  a  teacher's  license,  provided  the  minimum  require- 
ment in  psychology  and  pedagog;\',  as  established  by  th«  State  Board  of  Examiners  is  met. 
This  requirement  is  now  equivalent  to  twelve-fifths  of  university  work  in  these  professional 
subjects. 

596 


Exhibit  23 

The  instruction  within  the  De])artment  of  Education,  whether  regarded  from  the  point  of 
view  of  information  imparted  or  culture  exi)ounded,  efficiency  of  method  or  effectiveness  of 
results  is  shown  by  the  reports  upon  classroom  observations  and  previous  preparation  of 
teachers,  to  be  in  several  remediable  respects  below  the  standard  which  prospective  teachers 
have  a  right  to  expect  when  they  elect  the  courses  in  education. 

The  very  best  and  the  very  poorest  nstruction,  and  the  most  careless  grading  of  papers 
observed  by  the  survey  in  the  university  was  in  the  Department  of  Education.  At  present 
it  is  the  duty  of  no  member  or  committee  of  the  department,  or  other  university  officer,  to 
ascertain  where  the  best,  where  the  worst,  and  where  the  most  careless  instruction  or  grading 
of  papers  exists.  The  chairman  is  not  specifically  authorized  to  make  the  examinations 
necessary,  nor  are  members  authorized  as  individuals,  to  ascertain  these  facts. 

Through  departmental  meetings  it  is  possible  to  com[)are  notes  and  discuss  principles  and 
methods.  This  has  been  of  limited  value  as  comments  by  members  and  as  actual  teaching 
and  grading  show. 

Within  the  department  there  are  radical  dilTerences  of  policy  and  conviction.  One  pro- 
fessor teaches  that  the  doctrine  of  formal  discipline  is  a  doctrine  which  has  been  disproved  by 
actual  tests.  Others  teach  the  value  of  formal  discipline.  No  investigations  are  being  made 
by  the  university  to  see  which  of  these  radically  opposed  positions  may  properly  be  taught  to 
prospective  teachers. 

For  testing  the  results  of  its  instruction  by  grading  examinations  and  other  written  work 
the  department  relies  largely  upon  assistants,  with  results  elsewhere  (exhibit  1.3)  reported, 
which  show  that  its  standard  of  testing  is  not  high  enough  and  its  supervision  deficient.  This 
is  the  more  important  because  in  these  courses  much  written  work  by  students  is  required. 

The  descriptions  of  classroom  exercises  which  have  been  submitted  to  the  university  and 

some  of  which  follow  here,  show  that  in  the  Department  of  Education: 

1.  The  work  of  one  teacher  visited  43  times  by  10  difTerent  observers  was  uniformly 
described  as  of  high  order  from  the  standpoint  of  form,  content,  punctuality,  directness, 
class  participation,  provocation  of  thought  and  independence,  application  of  principles  to 
practice,  utilization  of  class  experience.  Evidence  of  duplication  in  this  teacher's  courses 
has  been  reported  to  the  survey  by  university  students. 

2.  The  work  of  another  teacher  visited  43  times  by  10  dilTerent  observers  has  been  cited  as 
representing  at  times  admirable  characteristics  and  at  other  times  characteristics  which  hin- 
der or  prevent  efTicient  work. 

3  and  4.  The  work  of  two  other  teachers  visited  6  and  15  times  by  4  and  8  observers  respec- 
tively, was  found  to  be  what  would  be  expected  in  view  of  their  expressed  major  interest 
in  research. 

5.  The  work  of  the  fifth  teacher  visited  22  times  by  10  observers  was  without  one  exception 
found  unsatisfactory.  Because  of  the  unquestioned  scholastic  equipment  of  this  teacher,  the 
deficiencies  of  teaching  emphasize  the  more  strongly  both  the  need  for  only  exceptional 
teaching  efliciency  on  the  part  of  instructors  in  courses  for  teachers,  and  the  need  for 
supervision  over  classroom  work  by  all  university  teachers. 

6.  The  work  of  the  sixth  teacher  visited  22  times  by  5  dilTerent  observers  was  uniformly 
reported  as  exhibiting  energy  and  versatility  in  a  disorganized  way. 

That  the  standard  required  of  students  has  been  lowered  in  the  last  10  years  was  stated 
by  an  officer  of  the  Department  of  Education  who  wrote  that  the  quantity  of  work  required 
by  him  had  been  decreased  one-third  and  the  quality  of  work  lowered  to  accommodate  the 
lower  standard  of  students.  For  such  lowering,  so  far  as  it  exists,  the  department  as  such  has 
no  responsibility  and  under  present  traditions  no  corrective.  Each  member  ranking  above 
assistant  is  responsible  for  his  own  standard.  Another  member  dealing  with  the  same  stu- 
dents, reports  an  increase  of  ability  of  students  and  in  quantity  and  quality  of  work  required 
as  compared-with  10  years  ago.  There  is  no  present  means  of  ascertaining  which  judgment 
and  which  procedure — the  first  or  the  second — are  correct.  (The  officer  who  has  progres- 
sively lowered  the  standard  in  quantity  and  quality  of  work  did  not  fail  one  student  in  191.3- 
14;  nor  did  the  department  report  one  failure.) 

Number  taking  teachers  courses 

The  public  preparation  of  training  teachers  for  high  schools  the  university  shares  with  eight 
state  normal  schools. 

In  1913-14  there  were  2,261  high  school  teachers  and  principals  in  the  state  of  Wisconsin, 
of  whom  477  were  graduates  of  the  university;  562  were  graduates  of  Wisconsin  normal 
schools;  417  were  graduates  of  other  Wisconsin  institutions;  305  were  graduates  of  out  of 
state  institutions;  60  others  were  licensed  after  [)assing  the  state  examinations,  or  by  special 
permission  of  the  State  Department  of  Public  Instruction;  140  others  did  not  report  their 
educational  experience. 

At  the  university  during  1913-14,  there  were  reported  387  students  in  the  courses  for  the 
training  of  teachers,  besides  1,312  credits  earned  by  467  students  in  the  summer  school  of 
1914.  The  list  of  graduates  of  191  I  showed  that  183  students  received  teachers  certificates 
in  .lune  1914.     Of  these,  41  were  placed  in  Wisconsin  high  schools  by  the  university's  appoint- 

597 


University  Survey  Report 

ment  committee,  while  13  others  are  reported  as  known  to  be  teaching  in  Wisconsin  high 
schools  although  not  aided  by  the  committee.  This  makes  a  total  of  57  of  183  graduates 
who  are  known  to  be  teaching  in  Wisconsin  high  schools  (exhibit  22). 

Special  preparation  is  required  in  one  or  two  or  three  subjects — for  example,  history  alone, 
or  history  with  Latin,  or  history  with  Latin  and  German.  The  amount  of  work  required  in 
each  subject  depends  upon  whether  the  student  elects  one  specialty  or  major  subject,  or 
whether  he  elects  three  specialties,  or  one  major  and  two  minors.  In  any  case  the  subjects 
in  which  he  elects  to  specialize,  must  be  taken  not  only  in  regular  courses  but  in  the  special 
course  for  preparing  teachers. 

Dcparltnental  courses  for  the  vocational  training  of  teachers 

For  the  distinctly  vocational  work  of  the  university,  it  is  necessary  to  turn  to  the  course  for 
the  training  of  teachers  which  furnishes  the  special  training  that  is  required  to  go  with  the 
general  training  represented  by  the  required  courses  above  noted  and  the  elective  work  in  the 
Department  of  Education. 

With  two  or  three  exceptions,  every  subject  which  is  taught  in  the  high  schools  of  Wiscon- 
sin is  also  taught  as  a  vocational  subject  and  as  a  teachers  departmental  course  at  the  uni- 
versity. 

The  teacher  of  a  departmental  course  is  selected  by  the  department  in  which  the  course  is 
given  and  is  responsible  to  that  department  for  method  and  result — not  to  the  director  of  the 
course  for  the  training  of  teachers,  nor  to  the  chairman  of  the  Department  of   Education. 

Efficiency  of  instruction  in  departmental  courses 

The  teacher  of  a  departmental  course  for  the  training  of  teachers  is  conducting  a  vocational 
course.  Students  taking  a  vocational  course  in  history  have  the  right  to  expect,  and  do  ex- 
pect, the  same  efficiency  which  a  student  of  a  vocational  course  in  shorthand  or  plumbing  or 
manual  arts  expects. 

Examination  of  syllabi,  of  previous  preparation  of  teachers,  of  classroom  books,  of  answers 
to  the  survey  questions,  and  of  classroom  teaching,  shows  regarding  teachers  of  depart- 
mental courses  that  (1)  many  have  not  been  selected  because  of  special  fitness  to  give  teachers 
courses;  (2)  several  do  not  believe  in  the  utility  of  the  courses  they  are  giving;  (3)  the  great 
majority  have  not  cooperated  to  utilize  facilities  offered  for  the  observation  of  teaching; 
(4)  several  waste  time  in  giving  general  edjucational  principles  which  are  given  in  other  special 
courses  for  the  training  of  teachers  and  in  the  Department  of  Education;  (5)  several  are  using 
methods  in  the  classroom  and  in  relations  with  students  which  could  not  possibly  succeed 
in  high  schools,  which  do  not  succeed  at  the  university,  and  which  could  not  safely  be  emu- 
lated by  high  schools. 

For  description  in  extract  and  through  comment  based  upon  detailed  description,  see 
supplement  I  to  this  exhibit. 

Defects  of  the  university's  organization  for  training  teachers 

Defects  of  organization,  defects  of  method,  defects  of  equipment,  defects  of  personnel  and 

defects  of  product  have  been  frankly  stated  in  several  formal  reports  by  university  officers 

Defects  of  equipment  have  been  in  part  removed  by  the  construction  of  the  new  high  school' 

Defects  of  organization  remain: 

1.  Too  many  officers  divide  responsibility — director,  departmental  chairmen,  depart- 
mental committees,  high  school  principal,  unsupervised  teachers. 

2.  Powers  and  duties  are  ill  defined  or  not  defined. 

3.  It  is  no  one's  duty  to  know  the  significant  facts  about  all  phases  of  training. 

4.  No  one  ofiicer  and  no  one  set  of  officers  can  determine  or  direct  all  factors  which 
the  university  employs  in  training  teachers. 

5.  The  so-called  course  is  an  aggregation  of  loosely  federated,  uncoordinated,  undi- 
rected, individualistic  courses. 

Differences  of  alrilude  within  course  for  training  of  teachers  as  shown  by  faculty 
members'  answers  to  questionnaires 

In  different  parts  of  the  survey  report,  use  has  been  made  of  returns  from  members  of  the 
Departrnent  of  Education  and  departmental  courses  for  the  training  of  teachers,  without  dis- 
tinguishing between  these  and  other  departments.  Several  comments  are  here  quoted 
directly  from  the  questionnaires  of  those  giving  teachers  courses. 

The  numbers  given  refer  to  questionnaires.  The  same  number  will  not  be  used  for  the 
same  person  in  different  parts,  but  within  a  division  only  one  number  will  be  used  for  one 
person.  Many  different  departments  are  included.  The  identity  of  departments  is  pur- 
posely not  disclosed. 

598 


Exhibit  23 

Tests  of  classroom  efficiency 

1.  Does  not  know  how  many  visits  have  been  made.  Keeps  no  account  of  visitors. 
Knows  of  no  test  other  than  by  visits  "excepting  perhaps  the  always  readily  expressed 
judgments  by  those  who  have  an  academic  prejudice  against  the  subject  of  education 
and  the  professional  training  of  teachers." 

2.  Not  visited  by  anyone  officially.  Work  tested  "in  no  way  that  I  know  if.  I 
regard  freedom  from  dictation  and  supervision  as  one  of  the  commendable  features  of 
the  university,  for  experienced  men,  certainly.  Supervision  of  inexperienced  men,  with 
a  view  to  increasing  eiliciency  in  teaching  would  be  valuable,  but  one  man  should  not 
have  control  over  any  other  man's  freedom  of  teaching  in  the  university." 

3.  Visited  by  chairman  never;  by  other  members  of  the  Department  of  Education, 
three  times;  by  State  Department  of  Public  Instruction,  once;  by  Board  of  Visitors, 
once.  Efficiency  of  teaching  by  other  than  observation  "never  has  been  estimated  as 
far  as  I  know." 

4.  Visited  not  at  all.  Efficiency  determined  other  than  by  observation  "under 
indirect  observation  by  the  dean  all  the  time  and  has  been  for  21  years.  But  by  this 
time  the  dean  probably  has  formed  a  definite  opinion  as  to  my  teaching  ability  and 
therefore,  I  presume  does  not  carry  me  on  his  mind." 

5.  Did  not  answer  question. 

6.  Not  visited  "so  far  as  I  know."  Efficiency  tested  "by  on  one  so  far  as  I  know." 
[At  about  the  time  this  was  written,  the  efficiency  of  this  particular  faculty  member  was 
being  taken  up  seriously  by  his  department  on  the  basis  of  rumor  and  complaint,  not 
observation.] 

7.  Very  frequently  visited  by  department  members  "as  they  are  asked  in  to  observe 
and  cooperate."  Only  evidence  of  efficiency  being  tested  was  fact  that  reports  have 
been  written  to  chairman,  dean  and  president. 

8.  Visited  by  no  department  member.  Efficiency  has  been  determined  "by  examina- 
tion of  students  for  higher  degrees,  by  other  faculty  members  and  by  submission  of 
theses"  [a  method  which  as  shown  elsewhere  does  not  reflect  efficiency  because  of  the 
manner  in  which  examinations  are  conducted  and  of  the  fact  that  theses  are  not  read — 
exhibit  4.] 

9.  Classes  often  visited  by  other  instructors.  Does  not  know  of  any  other  tests 
of  efficiency. 

Of  25  who  reported  as  to  visits  from  chairmen  or  other  members  of  the  department,  five 
were  visited  by  chairmen,  of  whom  two  were  visited  by  no  other  members  and  three  were 
visited  many  times  by  other  members;  nine  were  visited  neither  by  the  chairman  nor  by  any 
other  university  officer;  four  who  were  not  chairmen  report  that  they  were  visited  many 
times;  two  that  they  were  visited  once;  one  was  visited  twice;  one  was  visited  three  times; 
one  was  visited  six  times;  one  was  visited  25  times  (laboratory);  one  was  visited  40  times 
(laboratory). 

Of  25  who  answered,  16  had  had  no  interviews  with  the  dean  regarding  their  work;  three 
had  had  one  interview  each;  one  had  five;  one  had  six;  one  had  13  (not  about  work);  and  one 
had  daily  interviews. 

One  instructor  in  charge  of  an  important  course,  who  had  never  been  visited  by  his  chair- 
man or  other  members  of  the  department  wrote:  "The  director  of  the  course  has  had 
contact  with  my  work  through  conferences.  I  have  written  him  annual  and  full  detailed 
report  of  my  courses." 

Suggestions  for  improving  preparation  of  students  planning  to  enter  courses  for  the 

training  of  teachers 

10.  Students  merely  able  to  pass  should  not  be  permitted  to  enter  the  professional 
courses  preparatory  to  teaching. 

11.  The  chief  defect  in  the  preparation  of  my  students  lies  in  their  lack  of  ability  to 
do  independent  work  and  to  express  themselves  in  an  orderly  and  effective  manner. 

12.  We  have  lowered  our  standards  far  too  much  in  the  past  for  the  sake  of  adapting 
university  work  to  the  willingness  of  our  students  to  work — i.  e.,  willingness  continually 
to  concentrate  attention  and  effort  on  the  solution  of  intellectual  problems. 

13.  I  am  anxious  to  have  introduced  in  the  high  schools  in  the  state  a  combined  eco- 
nomics and  industrial  history  course  to  be  given  in  the  last  year. 

14.  Advisory  not  inspectional  relations  should  be  had  by  the  university  with  high 
schools. 

15.  A  more  definite  organization  of  courses  for  the  preparation  of  teachers  is  needed. 
If).   Chemical  laboratories  should  be  placed  in  high  schools  and  ciiildren  given  a  course 

in  general  chemistry  as  a  fitting  for  life,  not  for  college. 

17.  The  course  in  general  psychology  should  be  given  by  the  same  man  that  gives 
educational  psychology,  or  at  least  it  should  be  under  his  direction. 

.')i»9 


University  Survey  Report 

Are  sludeuts  helped  too  much  or  too  little 

18.  Nine  years  of  careful  observation  have  convinced  me  that  the  existing  theory  of 
higher  education  which  has  come  to  l)e  established  in  this  state — that  a  university  degree 
is  one  of  the  inaUenable  rights  of  citizenship — has  brought  into  the  university  an  increas- 
ing number  of  students  unfitted  for  high  grade  work.  These  students  require  a  constant 
drain  of  extraordinary  assistance  from  instructors  in  order  to  reach  the  minimum  level 
of  attainment. 

19.  There  is  not  enough  of  stimulation  ofstudents  in  the  university  by  proper  ques- 
tioning in  classes,  and  especially  by  the  assignment  of  original  problems  which  require 
the  observance  of  definite  facts  and  construction  of  principles  based  upon  them  and 
especially  the  application  to  actual  situations  of  principles  which  have  been  gained. 

20.  Students  in  general  are  helped  too  much  and  individual  initiative  is  not  required. 
The  lecture  system  which  formulates  a  problem  and  five  minutes  later  furnishes  a  solu- 
tion, will  not  make  problem  solvers. 

21.  Students  ought  to  get  more  help  from  advisers — the  ablest  students  do  not  see 
enough  of  their  teachers. 

22.  No  evidence  either  way. 

23.  The  freshman  is  helped  too  little  in  training  in  methods  of  study.  The  Depart- 
ment of  Education  could  give  at  least  a  few  general  lectures  on  how  to  fix  knowledge 
so  that  it  could  be  recalled. 


Are  present  day  students  more,  equally,  or  less,  able  than  10  years  ago?      How  have 
requirements  of  your  work  changed  due  to  change  in  students'  ability? 

24.  Probably  as  many  able  students;  decidedly  more  unable  students.  Quantita- 
tively the  amount  of  work  has  been  reduced  one-third.  Qualitatively  my  standard  for 
approved  work  has  gone  down  in  order  to  be  adapted  to  the  abilities  of  the  majority. 

25.  There  are  more  diversions  in  the  university  than  there  were  10  years  ago,  and  cer- 
tain students  are  going  to  excess  in  these  directions.  On  the  other  hand  there  are  stu- 
dents who  are  living  a  simple,  social  life,  and  who  are  doing  better  work  than  was  done  by 
any  group  of  students  10  years  ago.  My  courses  demand  more  of  students  today  than 
they  did  10  years  ago  in  respect  to  (1)  the  writing  of  original  problems;  (2)  the  mastery 
of  a  definite  body  of  textbook  material;  and  (3)  the  reading  of  the  best  literature  running 
parallel  with  lectures  and  textbook  discussions. 

26.  Students  are  in  my  judgment  equally  able  but  are  subject  to  more  social  distrac- 
tions. The  selection  is  less  rigorous,  but  whether  for  greater  or  less  ability,  I  think  no  one 
knows.  I  have  consciously  modified  my  courses  more  in  the  direction  of  developing  a 
problematic  consciousness  or  attitude  and  less  in  the  communication  of  information. 

27.  I  have  no  doubt  that  they  have  somewhat  nearly  the  same  intellectual  capacity, 
though  not  quite  so  much,  since  our  growth  in  numbers  means  that  we  are  going  down 
to  lower  intellectual  levels.  But  there  is  less  initiative,  less  willingness  to  push  one's 
way  through  a  problem,  more  contentment  with  merely  superficial  views  and  shaky  evi- 
dence. My  lecture  work  is  far  more  "predigested."  Where  25  to  30  %  would 
work  things    out  for    themselves    not   more   than   5   to    10  %  can   or  will  do  it  now. 

28.  My  work  has  been  more  exacting  than  10  years  ago,  not  however  on  account  of 
increase  in  students'  ability  but  on  account  of  momentum  which  a  course  acquires  if 
instructor  in  charge  of  the  policy  stifTens  up  the  course.  Average  student  shows  greater 
interest  in  and  knows  more  about  economic  problems  than  the  student  of  10  years  ago, 
largely,  I  presume,  on  account  of  changed  attitude  of  the  press. 

29.  In  general  they  are  more  able,  but  we  are  demanding  more  from  them  than  we  did 
10  years  ago. 

Value  of  departmental  meetings — How  may  value  be  increased 

30.  They  constitute  the  very  essential  means  for  the  establishment  of  departmental 
policy,  and  for  the  mutual  understanding  of  the  members  of  the  department.  I  have  no 
important  suggestions  to  make.  The  department  has  endeavored,  without  waste  of 
time  and  energy,  to  cause  these  meetings  to  serve  as  a  clearing  house  for  the  professional 
ideas  of  its  members. 

31.  Possibly  more  frequent  informal  and  unofficial  conferences  on  general  department 
methods. 

32.  No  suggestions. 

33.  I  cannot  say  that  these  meetings  have  been  of  special  help  to  me.  The  policies 
of  the  department  have  been  discussed,  but  nothing  has  been  done  which  would  help  me 
to  teach  my  subject  more  effectively,  or  to  manage  my  classes  in  a  better  way.  This  has 
not  been  the  purpose  of  the  meetings.  Neither  the  meetings  nor  the  results  thereof 
have  affected  my  work.  I  wrote  to  the  chairman  regarding  the  advisability  of  holding 
meetings  for  the  purpose  of  discussing  questions  relating  to  the  value  and  method  of 
teaching  each  of  the  subjects  presented  in  the  high  school. 

600 


Exhibit  2.'5 

Number   of   times    work    was    turned    over    to    assistants    during    seeond    semester, 

1913-li 

34.  Total  five  times — recitation  and  lecture,  four;  seminary,  once. 

35.  Total  eight  times — recitation  and  lecture,  eight. 

36.  Total  two  times — recitation  and  lecture.  One  course  was  turned  over  twice  to  an 
assistant  because  of  his  special  work  for  two  years  on  [a  certain  subject]  and  because  of  a 
desire  to  test  his  teaching  ability  i)efore  recommending  his  appointment  elsewhere. 

Professor met  this  course  four  times  because  of  his  special  work  in  the  fields 

or  topics  treated.     At  these  times  my  lime  was  given  to  high  school  inspection. 

37.  Total  four  times — recitation  and  lecture,  four. 

Does  committee  work  help  instruction 

38.  Helps  instruction;  total  hours  not  given. 

39.  Neither  helps  nor  interferes;  four  hours  a  semester. 

40.  Neither  helps  nor  interferes;  not  on  committee. 

41.  Neither  helps  nor  interferes;  10  or  12  hours — perhaps  more. 

42.  Not  a  member. 

43.  Not  a  member. 

44.  Interferes — live  meetings  a  year  from  two  to  four  hours  each. 

45.  Helps  instruction — 3  hours  a  semester. 

By  what  product  is  efficiency  of  instructors'  university  work  to  be  measured 

46.  The  quality  of  later  professional  accomplishments  of  students.  One's  acknow- 
ledged  professional   position   among   his   colleagues. 

47.  Ability  of  students  to  reason  correctly  and  to  know  the  premises  upon  which  cor- 
rect reasoning  should  be  based;  their  ability  to  estimate  and  judge  social  and  cultural 
values;  practical  uses  of  the  courses;  inspirational  or  emotional  enthusiasm  aroused  in 
the  students  for  the  work  in  question. 

48.  By  my  own  efTiciency  in  research,  teaching  and  administrative  work.  Of  the  three 
functions  the  first  seems  to  be  far  the  most  important.  My  own  research  or  that  of  the 
students  under  my  direction,  I  regard  as  my  most  important  work.  The  two-fold  pur- 
pose of  university  teaching  is  to  my  mind  to  develop  creators  or  producers  and  appre- 
ciators.  The  most  important  index  of  efficiency  of  the  university  is  productive  scholar- 
ship by  the  members  of  the  faculty  and  by  the  students  they  train. 

49.  In  general,  the  extent  to  which  it  gives  a  student  vital  knowledge  of  either  the 
physical  or  social  environment,  and  the  ability  to  adapt  himself  effectively  thereto.  In 
particular,  the  extent  to  which  it  secures  and  holds  the  enthusiastic  and  concentrated 
attention  of  students,  awakens  agreeable  emotions  and  responsible  attitudes  in  students; 
develops  in  students  habits  of  thinking  accurately,  definitely,  concretely,  and  in  accord 
with  the  situations  of  life  or  nature  to  which  the  teaching  relates;  the  subject  is  vital  and 
directly  concerned  with  some  situation  which  the  student  will  confront  in  after  life; 
develops  in  students  originality  and  power  to  apply  principles  to  actual  situations  in 
daily  life;  develops  good  feeling,  good  cheer,  and  a  sense  of  companionship  among  stu- 
dents themselves,  and  betw^een  students  and  instructors. 

50.  The  interest  roused  or  inspiration  that  drives  to  effort. 

51.  By  the  ability  of  our  students  to  meet  problems  of  secondary  education  in  my 
subject;  by  estimate  placed  upon  value  of  our  extension  work  by  farmers  and  business 
men;  by  actual  results  obtained. 

52.  The  student  who  goes  forth  ready  to  meet  his  work  and  maintain  high  ideals  for 
social  service. 

53.  Degree  of  interest  stimulated,  the  habits  of  work  developed,  the  power  to  do  inde- 
pendent work  acquired  and  of  course,  above  any  of  these,  the  attitude  toward  life  and 
its  ideals.  Any  university  work  must  be  judged  by  the  men  it  turns  out,  not  the 
scholars. 

54.  Doing  students  good. 

55.  The  type  of  student  produced;  his  ability  to  think,  to  do  concentrated  work  and 
to  take  an  interest  in  matters  outside  of  his  profession. 

56.  The  degree  to  which  the  intellectual  and  spiritual  horizon  of  its  students  has  been 
extended  is  the  measure  of  the  efficiency  of  teaching  at  the  university;  among  seniors  and 
graduates  [judged  by]  their  new  appreciation  of  the  problems  involved  in  teaching  [my 
subject]  and  by  their  sense  of  being  in  some  measure  prepared  to  meet  these  problems. 

57.  Thorough  preparation  for  my  classes  and  new  interests  in  research  bearing  on 
topics  that  I  am  teaching. 

58.  The  equipping  of  a  student  to  take  or  make,  rather  a  place  in  the  community; 
[to  be  judged]  by  the  ability  of  my  students  to  be  more  than  merr  classroom  teachers. 
I  want  thein  to  know  boys  and  girls  and  to  be  of  service  to  them.  1  think  I  have  helped 
to  make  [my  subject]  a  human  subject.  I  have  made  teachei-s  feel  the  burden  of  "in- 
spection" less — they  have  felt  that  I  have  come  to  them  with  an  understanding  of  their 
problems  and  a  desire  to  hel[i  them  better  meet  and  solve  those  problems. 

601 


University  Survey  REroRT 

59.  The  insi)iration  given  to  the  students  in  one's  class,  not  only  the  special  interest 
in  the  subject  taught;  but  also  inspiration  for  the  life  of  the  spirit,  i.  e.,  for  character  and 
culture,  for  efliciency  in  whatever  is  undertaken. 

60.  The  intellectual  and  moral  growth  of  the  individual  student.  My  ambition  is  to 
be  a  real  teacher — to  that  end  the  technical  information  is  necessary,  but  of  secondary 
importance. 

61.  The  al)ility  of  the  product  to  fit  into  the  life  of  the  community  when  graduated. 

62.  I  am  willing  to  submit  to  the  test:  do  my  students  find  that  my  course  has  helped 
to  make  them  better  teachers?  Has  it  opened  their  eyes  to  some  of  the  problems? 
I  lave  I  suggested  ways  and  means  which  enable  them  to  take  up  their  work  as  teachers 
with  a  minimum  of  lost  motion?  Have  I  stirred  up  any  professional  interest  among 
them?  I  should  be  willing  to  have  superintendents  or  principals  who  know  about  my 
work  asked  whether  teachers  who  have  come  in  contact  with  me,  have  profited  thereby. 

How  is  your  university  work  related  to  Wisconsin's  needs 

63.  Daily  contact  through  correspondence  with  local  school  officials  and  personal  con- 
ference. L)uring  my  nine  years  of  service  in  the  university,  I  have  visited  and  studied 
the  educational  conditions  in  every  part  of  the  state — city,  village,  rural. 

64.  Inspection  of  from  8  to  10  high  schools  per  year  since  1910.  Have  attended  state 
and  local  teachers  association  since  1910. 

65.  In  [my  course]  have  kept  in  close  touch  with  many  teachers  through  persona 
conference,  attendance  at  Wisconsin  Teachers'  Association,  addresses,  visits,  etc. 

66.  Discussed  situation  with  those  who  have  been  here  longer. 

67.  By  contact  with  students,  some  of  whom  wrote  theses  on  local  economic  problems. 

68.  Inspection  of  50  high  schools  yearly  and  attendance  at  conventions. 

69.  Inspection  of  teaching  in  schools  of  all  kinds — travel  yearly  from  10,000  to  12,000 
miles  in  Wisconsin. 

70.  Visits  to  schools — attendance  at  conventions. 

71.  Made  from  20  to  25  visits  to  high  schools.  Have  become  well  acquainted  with 
their  work  and  needs;  have  made  a  constant  effort  by  travel  and  correspondence  to  under- 
stand the  conditions  of  teaching  [my  subject]  in  the  state. 

72.  Read  reports  of  state  superintendent  and  of  National  Historical  Society;  visited 
three  communities. 

73.  Inspection  of  high  schools. 

74.  During  nearly  seven  years  have  visited  nearly  100  high  schools — conferring  with 
high  school  teachers  and  attending  teachers  meetings. 

75.  Have  inquired  carefully  about  the  teaching  of  [my  subject]  in  the  high  schools 
and  normal  schools.  Made  no  visits.  Reading  of  newspapers,  periodicals,  teacher's 
magazines,  reports,  etc. 

What  diflficulties,  if  any,  interfere  Mith  your  highest  efficiency  as  a  faculty  member 

76.  Constant  hostility  of  some  members  of  the  university  faculty  to  the  department 
and  subject  I  represent;  useless  errand  running;  inadequate  time  for  study  and  reflec- 
tion; constant  direct  and  indirect  interference  by  persons  outside  of  the  university,  who 
cannot  and  will  not  take  pains  to  know  what  they  attempt  to  judge. 

77.  I  have  charge  of  a  large  number  of  students  and  should  have  better  opportunities 
for  observation  and  practice" than  I  now  have.  The  courses  which  I  offer  must  present 
modern  educational  aims,  ideals,  tendencies  and  practices.  It  is  exceedingly  difficult 
to  teach  the  truth  in  respect  to  these  matters  without  incurring  the  displeasure  of  col- 
leagues in  certain  departments  who  feel  the  interests  of  their  special  subjects  are  being 
jeopardized. 

78.  Personally  I  feel  that  I  could  give  the  best  service  to  the  university  in  conducting 
and  directing  research,  and  that  the  time  now  given  to  high  school  inspection  and  to  com- 
mittee work  could  be  given  to  research  work  to  better  advantage.  As  soon  as  the  Wis- 
consin high  school  is  located  in  the  new  building,  opportunities  for  experiments  will  be 
increased  and  I  expect  to  utilize  them  fully. 

79.  The  necessity  of  constantly  workingup  new  courses  has  held  me  back  a  great  deal, 
while  of  course  it  has  also  exerted  a  broadening  influence — average  of  two  each  year  since 
appointment. 

80.  If  my  professional  work  is  considered  with  insight,  then  the  lack  of  general  insight 
into  the  meaning  of  education,  and  the  basing  of  education  on  psychology  by  the  ortho- 
dox educator. 

81.  Too  many  fields  to  teach.  I  give  two  different  courses  the  first  semester  and  four 
the  second      1  cannot  do  good  enough  work  in  all  these  subjects. 

82.  I  should  like  to  have  more  time  for  visiting  classes  in  the  schools  of  Madison.  I 
should  like  to  be  able  to  devote  to  this  a  regularly  specified  number  of  hours  per  week. 

602 


Exhibit  23 

Vt  hat  use  is  made  of  corrected  examination  papers  for  teachinj^  purposes 

83.  I  personally  read  all  papers  marked  poor  and  all  marked  excellent.  [No  state- 
ment of  how  used.] 

84.  Papers  corrected  by  assistants.     [Nothing  said  about  use  in  class. ( 

85.  All  work  corrected  personally.     Special  points  indicated  are  discussed. 
.  86.  Not  used  as  much  as  they  should  be. 

87.  To  help  make  content  clear;  and  to  keep  in  touch  with  thought  of  students. 

88.  Every  paper,  problem  or  topic  except  final  examination  goes  back  to  the  student 
with  errors  indicated  in  blue  or  red  pencil.  Student  required  to" get  explanation  for  mis- 
take by  consultation  with  instructor. 

89.  Little  use  made  for  this  purpose. 

90.  Errors  indicated  on  papers — student  must  confer  in  case  of  themes,  but  has  ojjtion 
on  quiz  papers. 

91.  Written  quiz  papers  are  returned  to  classes  and  the  questions  are  gone  over  with 
the  class  and  comments  and  suggestions  made. 

92.  Mistakes  are  pointed  out  in  advanced  courses  and  required  to  be  corrected  in 
elementary  courses. 

93.  Papers  returned  with  errors  indicated. 

94.  When  corrected  papers  are  in  the  hands  of  students,  the  subjects  with  which  they 
have  to  do  are  gone  over  in  class;  emphasis  is  given  where  it  is  needed  and  questions 
from  class  invited. 

95.  Papers  are  not  returned  to  students.  I  ask  them  to  come  to  my  office  after  the 
examination,  if  they  care  to  go  over  their  papers  with  me.  At  the  first  recitation  after 
the  written  examination,  I  point  out  where  they  failed  to  get  the  solution  to  the  ques- 
tions asked. 

96.  Papers  are  returned.  Papers  aid  in  determining  method,  emphasis  required  at 
certain  points,  amount  of  illustration  necessary,  etc. 

97.  Common  errors  or  weaknesses  are  pointed  out  in  class  or  individually. 

98.  High  school  pupils'  themes  corrected  by  students — these  discussed  in  class — 
lesson  plans  made  by  students  (ditto).  Discussions  criticised  by  instructor  and  stu- 
dents.    Always  joint  discussion.     Report  of  observations  also  discussed. 

99.  I  often  simply  indicate  where  to  make  corrections. 

100.  Papers  are  all  corrected  by  me,  are  returned  to  the  students  and  oftentimes  fur- 
nish a  very  eiTective  method  of  teaching. 

101.  Papers  aid  us  in  noting  wherein  our  teaching  is  weak,  where  certain  instructors 
are  below  par  in  requirements,  and  also  guide  us  as  to  how  much  we  are  giving  that 
students  can  assimilate. 

102.  I  often  have  students  correct  their  errors;  I  make  a  special  effort  to  emphasize 
matters  which  written  work  discloses  as  vague  in  the  minds  of  the  students. 

Help  in  outlining  course  of  study 

103.  In  the  course  for  teachers  I  have  conferred  with  the  director  and  members  of  the 
committee  on  the  training  of  teachers. 

104.  No  one  has  taken  part  in  determining  my  course. 

105.  No  one  has  taken  part  in  determining  my  course. 

106.  The  director  has  examined  outline  of  course. 

107.  I  have  given  the  director  a  copy  of  most  of  the  syllabus.  I  assume  that  he  has 
examined  it.  No  changes  have  been  made  as  a  direct  result  of  individual  conference. 
The  director  made  a  general  remark  to  a  number  of  us  about  the  character  of  the  courses 
for  teachers,  which  \ed  me  to  emphasize  certain  matters  more  this  past  year  than  before. 

108.  Have  no  syllabus  of  course. 

Supervision  by  classroom  visits 

109.  Never  visited. 

110.  Never  visited. 

111.  Never  visited. 

112.  Visited  by  chairman  often;  by  department  members  five  or  six  times. 

113.  Visited  by  chairman  at  least  20  times;  by  department  members  as  often. 

114.  Never  visited.  Director  of  the  course  has  supervisory  authority.  He  has  told 
me  that  he  approves  of  my  course.  Upon  what  basis  he  has  formed  this  judgment  I 
do  not  know.  I  assume  that  he  has  conferred  with  students  in  the~.classes,  who  are 
rather  good  judges  at  times  of  the  value  of  a  course. 

115.  "Visited  by  chairman  once;  by  other  department  members  twice  a  week  in 
laboratory. 

116.  Visited  by  chairman  once  or  twice;  by    other  department  members  not  at  all. 

603 


University  Survey  Report 


Ability  of  students 


117.  I  recommend  that  no  student  lower  in  rank  than  senior  be  permitted  to  take 
the  history  course  for  teachers. 

118.  Students  may  come  to  the  teachers  course  with  insufficient  preparation  in  com- 
position.    They  don't  know  the  wrong  thing  in  the  pupil's  work. 

119.  1  hope  English  grammar  will  be  taught,  not  necessarily  as  in  the  former  time,  but 
in  high  school  I  think  every  pupil  should  have  a  good  term  of  work  in  solid,  old-fashioned, 
if  you  please,  English  grammar. 

120.  1  wish  there  might  be  somebody  with  power  to  stimulate  high  school  work  up  to 
the  standard  of  a  few  years  ago.  1  do  not  feel  that  this  should  be  in  the  hands  of  the 
university,  nor  on  the  other  hand,  do  1  feel  that  it  ought  to  be  in  the  hands  of  the  state 
superintendent — one  is  as  bad  as  the  other.  I  would  like  a  committee  made  u|)  of  men 
from  the  state  department,  university,  normals,  and  high  schools,  with  power  to  suggest 
courses  and  visit  high  schools  to  see  that  real  work  is  done.  I  am  sure  that  the  present 
visitation  of  schools  by  the  university  and  by  the  superintendent  is  not  doing  it. 

Miscellaneous  comment  and  suggestion 

121.  We  need  rather  than  "inspection"  some  system  of  subject  visitation — notably  in 
[my  department]  a  man  should  stay  with  a  teacher  more  than  a  day  if  necessary;  thresh 
out  her  problems  with  her  upon  her  ground.  A  relatively  small  amount  of  this  could  be 
done  by  the  individual  doing  other  work;  i.  e.,  teaching,  but  any  amount  would  be  help- 
ful and  better  than  inspection  in  most  cases. 

122.  Still  not  enough  opportunity  for  application  of  theory  to  practice.  Neither  do  I 
believe  that  a  week  or  two  of  practice  work,  so  called,  will  solve  the  difficulty.  We  are 
beginning  to  get  something  in  the  combination  observation  and  near-practice. 

123.  In  the  matter  of  practice  teaching  the  practice  is  apt  to  be  "theoretical;"  the 
conditions  under  which  it  is  done  being  so  different  from  the  conditions  under  which  our 
graduates  will  be  obliged  to  teach.  We  must  of  necessity  supply  the  theory  for  the  most 
part.     Life  must  furnish  genuine  practice. 

124.  I  believe  there  should  be  a  fuller  discussion  of  courses  by  men  doing  work  in 
closely  allied  departments  to  eliminate  any  criticism  of  duplication  of  work  in  courses. 

125.  I  don't  find  that  enough  attention  is  given  English  in  other  than  English  courses. 
There  isn't  enough  oral  discussion  and  presentation  by  students.  They  are  weak  in 
both  written  and  oral  expression,  but  the  latter  receives  practically  no  attention  in  many 
classes  so  far  as  I  can  find.     Students  I  get  are  weak. 

126.  For  students,  I  believe  that  courses  meeting  less  than  three  times  a  week  suffer 
a  little  as  the  result  of  lost  motion.  I  must  confess  a  prejudice  in  favor  of  concentration 
on  a  smaller  number  of  courses  which  each  meet  four  or  five  times  a  week  for  a  period 
like  the  quarter;  in  short  I  prefer  the  system  followed  at  the  University  of  Chicago. 

Defective    provision    for    coordinating    various    and    conflicting    forces    involve'd    in 

training  teachers 

Autonomy  of  departments  and  almost-autonomy  of  teachers  within  departments  have  not 
fostered  unification  of  the  course  for  the  training  of  teachers. 

To  foster  coordinat'on  the  university  has  appointed  a  director. 

The  powers  and  duties  of  the  director  have  not  been  defined  by  the  regents. 

Instead  of  giving  the  director  clearly  defined  powers  and  duties,  the  regents  have  enacted 

on  page  132  of  the  laws  that  the  director  shall  be  the  "executive  officer responsible 

to  the  dean." 

What  executive  officer  means  has  not  been  defined  by  the  regents. 

What  executive  officer  does  not  mean,  has,  however,  been  defined  by  the  attitude  and  tra- 
dition of  other  departments,  and  by  oral  and  written  statements  made  to  the  survey  by  uni- 
versity officers. 

1.  The  working  hours  of  this  oflicer  as  full  professor  may  not  be  shortened  in  spite  of 
(a)  full  work  of  eight  hours  a  week  with  classes;  (b)  daily  conferences  with  the  dean; 
(c)  two  or  three  conferences  weekly  with  the  president;  (d)  24  hours  weekly  on  committee 
and  administrative  work. 

2.  Power  is  not  possessed  to  select  those  who  in  different  departments  are  to  give 
departmental  teachers  courses;  nor  power  to  advise  regarding  such  selection  except  on 
invitation;  nor  to  be  informed  as  to  who  is  to  be  elected. 

3.  No  supervisory  authority  may  be  exercised  over  the  instructors  chosen,  as  to  what 
shall  be  given  or  how  given  in  teachers  courses. 

4.  Visits  to  classrooms  are  not  expected  or  made,  although  legally,  the  dean  states, 
first  hand  information  as  to  conduct  of  courses  might  be  obtained  by  visiting. 

.5.  Personal  interview  with  the  executive  officer  is  not  required  of  students  enrolling 
in  the  department  as  prospective  teachers;  nor  is  presumptive  evidence  of  fitness  to 
teach  required  before  certificate  is  given  by  the  university. 

604 


Exhibit  23 

6.  No  advance  knowledge  of  what  is  being  given  in  different  courses  is  in  the  hands  of 
the  executive  officer;  on  the  contrary,  for  1913-M,  the  syllabi  of  the  various  courses  were 
submitted  in  mid-summer  after  the  year's  work  was  finished. 

7.  Duplications  in  the  syllabi  of  different  courses  are  not  known,  nor  is  requisite  infor- 
mation received  in  time  to  use  even  moral  suasion  to  have  them  eliminated. 

8.  Conferences  of  those  participating  in  the  course  for  the  training  of  teachers  are  not 
held. 

9.  No  bringing  together,  analyzing  and  clearing  of  the  observations  made  by  those 
who  have  gone  out  to  visit  and  inspect  high  schools  have  been  eOected  for  the  benefit  of 
men  who  have  inspected,  of  others  giving  courses  for  teachers,  or  of  university  admin- 
istrators. 

10.  Except  in  the  personal  dealings  with  the  president,  and  secondly  except  for  the 
writing  of  annual  and  biennial  reports  and  public  statements,  the  executive  officer  has 
been  in  the  position  of  spokesman  rather  than  director  or  sujjervisor. 

In  short,  the  term  "director"  in  the  case  of  the  course  for  the  training  of  teachers,  as  has 
been  shown  regarding  directors  in  other  courses  is  a  misnomer.  The  director  may  not  direct. 
He  does  not  coordinate  nor  does  he  now  systematically  negotiate.  He  may  present,  argue, 
petition,  wait,  win.     He  may  not  direct  or  execute. 

For  the  organization  which  either  compels  or  permits  a  director  to  be  a  spokesman  instead 
of  a  directing  director  and  a  responsible  supervisor,  the  administrative  officers  and  regents, 
and  not  the  director,  are  legally  responsible.  No  more  important  obligation  has  been  assumed 
by  the  university  than  the  obligation  to  prepare  teachers  for  the  state's  high  schools.  No 
officer  can  discharge  this  obligation  for  the  university  against  the  obstacles  such  as  the  uni- 
versity has  placed  before  the  director  of  this  course. 

Though  restricted  to  moral  suasion,  the  director  has  succeeded  (a)  in  securing  appropria- 
tions for  the  new  Wisconsin  high  school;  (b)  in  establishing  that  school  primarily  as  a  college 
preparatory  school;  (c)  in  putting  the  highest  priced  effort  into  subjects  said  already  to  be 
best  taught  in  Wisconsin  schools  instead  of  into  subjects  said  to  be  lacking  adequate  standards 
of  instruction;  and  (d)  in  diverting  attention  from  an  existing  school  system  as  a  laboratory — 
i.  e.,  the  schools  of  Madison — to  a  laboratory  of  a  typical,  unnaturally  selected  pupils  in 
the  university's  own  high  school. 

By  sheer  force  of  personal  work,  unaided  by  legal  support  and  organization  the  executive 
ofTicer  of  this  course  has  attracted  nation  wide  attention  to  Wisconsin's  standards  for  educa- 
tional organization  and  management:  through  studies  of  school  systems  in  Vermont,  New 
York  City,  Portland,  Ore.,  etc.;  through  score  cards  for  appraising  teaching  efficiency; 
through  publications  and  addresses  at  educational  conventions. 

Yet  at  the  university  itself  to  which  students  have  been  attracted  because  of  this  wide 
activity,  it  has  been  impossible  because  of  official  obstacles  and  lack  of  power  to  secure  by  pre- 
scription or  negotiation  the  adoption  or  execution  of  standards  so  ably  expounded.  A  sub- 
ordinate is  allowed  to  declare  high  school  records  entirely  satisfactory  to  the  university 
which  the  director  teaches  at  home  and  abroad  to  be,  wherever  used,  signs  of  inefficient  super- 
vision. 

In  several  official  statements  the  director  has  placed  elsewhere  responsibility  for  difficulties 
within  the  course  by  writing  to  the  president  for  submission  to  the  regents  such  facts  as  that 
the  university's  bookkeeping  did  not  disclose  the  truth  about  cost  of  the  course  for  the  train- 
ing of  teachers  and  allied  activities,  and  thai  the  output  of  the  courses  was  not  of  as  high 
standard  as  the  state  was  entitled  to. 

Responsibility  for  this  anomalous  condition  has  been  frankly  placed  time  and  again  upon 
the  university  organization  and  budget.  The  faculty  has  been  told.  The  presidenl  has 
been  told.  The  public,  including  teachers'  associations,  has  been  told  that  the  product  of  the 
teachers  courses  was  unsatisfactory  because  the  faculty  would  not  cooperate  and  because  the 
regents  had  not  furnished  funci^  or  authority. 

Effort  has  been  made,  within  the  undefined  powers  and  duties  of  the  directorship,  to  in- 
crease the  cooperation  and  coordination  and  efficiency  of  the  courses  for  the  training  of 
teachers: 

1.  Through  conferences  and  exchanges  of  experience. 

2.  Through  more  general  use  of  observation  facilities  in  the  Madison  schools. 

3.  Through  recognizing  the  danger  of  the  present  policy  of  assuming  "that  everybody 
and  anybody  is  fit  for  preparation  for  teaching." 

4.  Through  calling  for  and  reviewing  syllabi  in  advance. 

5.  Through  prevention  of  dujilication  in  courses. 

6.  Through  circulation  of  information  regarding  teaching  methods  in  other  courses 
and  other  institutions. 

7.  Through  placing  teachers  where  they  teach  what  they  are  prepared  to  teach. 

8.  Through  meetings  with  teachers. 

9.  Through  three  administrative  positions  related  to  the  directorship  which  if  execu- 
tive efficiency  had  been  possible,  would  have  set  an  example  of  efficiency  and  coordi- 
nation— namely,  chairmanship  of  committee  on  appointments,  chairnvanship  of  high 
school  inspection,  and  director-superintendency  of  the  Wisconsin  high  school. 

The  director  states  that  it  has  not  been  possible  in  the  face  of  faculty  opposition  and  unde- 
fined authority  to  make  these  efTorts  and  the  office  of  director  more  effective  for  direction  and 
coordination. 

60.1 


University  Survey  Report 

Cost  <>f  the  course  for  the  trainiiifi  of  teachers 

How  much  the  training  of  teachers  costs  the  university  is  not  now  definitely  known. 

In  the  present  direct  charges  are  not  now  included  the  cost  for  administration  and  the  cost 
of  the  courses  in  education  and  special  courses  in  15  other  departmental  courses,  as  announced 
in  the  catalogue. 

Apj)ropriations  totaling  approximately  $46,000  were  made  directly  to  the  course  for  the 
training  of  teachers  in  the  budget  for  191-1-15,  covering  the  Wisconsin  high  school,  teachers 
of  seven  departmental  courses  and  the  physical  plant,  amounting  to  $4,240. 

From  the  above  items,  should  be  subtracted  an  item  not  definitely  known — the  cost  for 
high  school  inspection  and  appointment  that  is  due  to  other  work  than  training  for  teachers. 

To  this  figure  should  be  added  cost  not  definitely  known  of  15  departmental  courses  plus 
$9,000  for  interest  and  depreciation  on  building  investment  for  the  high  school,  plus  items 
not  yet  computed  to  cover  overhead  charges. 

The  total  present  cost  of  the  work  for  the  training  of  teachers  is  over  $50,000  a  year  for 
direct  charges. 

If  to  direct  charges  be  added  the  indirect  cost  and  overhead,  the  university  is  spending 
approximately  $100,000  a  year  on  this  work. 

Whether  the  sums  are  now  spent  efTiciently  or  inefficiently,  no  officer  of  the  university  is 
at  present  attempting  to  ascertain  by  a  method  of  examination  of  current  contact,  obser- 
vation and  report  which  will  lead  to  definite  information. 

The  Wisconsin  high  school 

Among  the  most  important  of  its  advance  steps  the  university  mentions  the  establishment 
of  the  Wisconsin  high  school. 

For  it  has  already  been  appropriated  $136,000  for  approximately  two-thirds  of  the  build- 
ing planned— $105,000,  plus  $16,000  for  equipment  and  $15,000  for  land. 

Because  of  the  expenditure  involved  and  of  the  educational  importance  of  the  proposals, 
the  survey  has  studied  in  detail  every  published  statement  it  could  secure  with  respect  to  it; 
also  a  mass  of  manuscript  material,  original  records,  etc. 

Because  the  survey's  first  study  showed  a  number  of  points  which  seemed  to  need  prompt 
attention  by  university  officers  and  regents  before  the  opening  of  the  new  school  year,  the 
State  Board  of  Public  Affairs  asked  the  Board  of  Regents  in  July  to  appoint  a  special  com- 
mittee to  review  in  detail  the  facts  obtained  by  the  survey.  A  committee  of  three  was 
appointed  by  the  regents  August  5th.  No  action  was  taken  until  September  18th,  when  a 
conference  was  held  between  three  regents,  the  president  of  the  university,  the  secretary  of 
the  State  Board  of  Public  Affairs,  and  survey  representatives.  Later  in  October  a  formal 
brief  was  submitted  by  the  president  of  the  university  and  a  day  given  by  regents,  survey 
advisory  committee.  Board  of  Visitors,  and  State  Board  of  Public  Affairs  to  listening  to  the 
president's  report  and  to  the  survey's  verbal  comments  upon  it. 

As  part  of  this  exhibit  are  submitted  the  president's  statement,  with  comments  by  the  sur- 
vey (supplement  II),  the  detailed  report  which  was  submitted  by  the  survey  as  the  basis  of 
the  conference,  (supplement  III)  and  the  following  summary: 

Inadequate  investigation  preceded  the  establishment  of  the  Wisconsin  high  school 

Before  the  investigations  began,  the  opinion  was  expressed  officially  that  the  cooperation 
with  the  Madison  public  schools  which  was  effected  in  1907,  would  prove  inadequate. 

The  investigations  made  between  1907  and  1911  when  the  legislature  was  asked  to  author- 
ize and  to  appropriate  funds  for  the  high  school  building,  were  not  of  a  kind  to  secure  infor- 
mation adequate  in  amount  or  character. 

The  regents  and  legislature  alike  were  given  incomplete  and  incorrect  information  as  to 
two  main  propositions:  (1)  the  possibility  of  extending  the  relations  of  the  university  with 
the  Madison  public  schools  so  as  to  afford  facilities  for  observation  and  practice  teaching; 
(2)  the  practice  of  other  institutions  of  first  rank  in  regard  to  alternatives  for  special  schools 
in  providing  for  observation  and  practice  teaching. 

The  records  fail  to  show  that  important  facts  actually  in  hand  were  submitted  either  to  the 
regents  or  to  the  legislature.  The  university  now  states  that  the  absence  of  record  does  not 
prove  failure  to  submit  facts.  The  president  of  the  university  and  the  chairman  of  the 
regent  committee  believe  that  many  essential  facts  not  included  in  any  record,  were  sub- 
mitted. The  syllabus  presented  to  the  legislature  not  only  does  not  indicate  that  the  facts 
noted  by  the  survey  as  lacking  were  given  to  supplement  the  syllabus,  but  does  bear  on  its 
face  indication  that  information  was  referred  to  but  not  given.  The  chairman  of  the  finance 
committee  and  the  president  of  the  Board  of  Regents  state  that  they  have  no  recollection 
that  certain  facts  were  submitted  to   the   board. 

It  was  stated  in  the  syllabus  that  institutions  which  in  1911  were  offering  "fully  satis- 
factory courses  for  the  training  of  teachers"  had  independent  schools  for  demonstration  and 
practice,  when  reports  showed  that  22  out  of  34  universities  had  reported  exclusive  use  of 
public  schools,  three  the  use  of  both  public  and  university  schools,  and  only  nine  out  of  34 
the  exclusive  use  of  their  own  independent  schools. 

606 


Exhibit  23 

Of  six  institutions  named  to  the  legislative  committee  as  using  their  own  observation  and 
practice  schools,  two  did  not  have  such  schools,  and  a  third  was  using  both  i)ublic  and  inde- 
pendent  university  schools. 

The  fact  that  the  state  normals  had  practice  schools  was  cited  as  reason  why  the  university 
should  have  such  an  independent  school,  when  at  the  time  the  largest  normal  school,  Mil- 
waukee, was  using  public  schools  exclusively  for  i)ractice.  According  to  the  then  superin- 
tendent of  schools  of  Milwaukee  and  the  present  president  of  the  Milwaukee  normal  school, 
this  arrangement  has  increased  the  efficiency  both  of  the  public  schools  and  of  the  normal 
training. 

The  decision  to  establish  a  practice  school  was  reached,  the  bargain  closed  to  take  over  the 
Wisconsin  Academy,  and  .$60,000  set  apart  for  a  high  school  building  before  the  legislature 
had  given  authority,  while  a  bill  to  give  authority  w-as  [)ending  l)efore  the  legislature,  and  with 
full  conviction  on  the  part  of  the  university  thai  the  then  existing  law  exjiressly  forbade  the 
establishment  of  such  a  school  without  special  authorization.  That  such  was  the  intention 
is  shown  not  only  by  the  detailed  record  of  the  time,  by  action  of  the  regents,  by  bills  before 
the  legislature,  but  by  ofTicial  communications  as  late  as  191  1,  which  refer  to  the  law  of  .July 
11,  1911  as  authorization  for  the  establishing  the  Wisconsin  high  school. 

No  efTicient  effort  was  made  to  secure  the  maximum  cooi)erative  use  of  the  Madison  pub- 
lic schools. 

In  1907  arrangements  were  made  with  the  iniblic  schools  of  Madison  for  observation  in 
both  elementary  and  high  schools  on  payment  of  a  nominal  sum  to  public  school  teachers  for 
the  privilege  of  having  their  classes  used;  also  arrangements  were  made  for  demonstration 
work  in  the  high  schools  by  joint  payment  of  two  instructors  of  the  grade  which  the  high 
schools  alone  could  not  afford. 

Relation   with  the  Madison  public  schools 

1.  Before  the  plan  had  fairly  started  it  was  publicly  announced  that  it  had  inherent 
limitations,  and  an  investigation  was  started  not  to  see  whether  an  independent  school 
should  be  established  but  to  see  how  special  schools  under  university  control  were  being 
conducted. 

2.  Although  it  is  stated  both  by  the  Madison  schools  and  by  the  university  that  the 
cooperation  between  1907  and  1911  was  satisfactory  to  both  parties,  in  1911  the  univer- 
sity withdrew  its  two  instructors  in  English  and  mathematics  in  the  high  school  and  since 
1911  has  made  no  effort  either  to  appoint  substitutes  or  to  increase  the  number  of  model 
or  demonstration  teachers  in  the  Madison  schools. 

3.  By  admission  of  both  the  university  and  Madison  schools  too  little  has  been  done 
in  the  interest  either  of  students,  of  university  teachers,  or  of  high  school  and  elementary 
school  teachers  to  make  educational  use  of  the  observation  work  done  in  Madison  schools, 
through  conference,  informing  teachers  of  results,  etc. 

4.  The  university  made  no  adequate  attempt  to  extend  the  scope  of  its  cooperation 
with  the  Madison  public  schools;  nor  has  it  made  any  effort  to  study  definitely  the  results 
of  cooperation.  * 

5.  Instead  of  dealing  directly  with  the  Board  of  Education  as  a  whole,  the  university 
worked  primarily  through  a  third  party  who  was  not  connected  with  the  course  for  the 
training  of  teachers  or  the  Department  of  Education,  although  a  member  of  the  uni- 
versity teaching  staff  and  of  the  Madison  Board  of  Education. 

6.  All  responsibility  for  dealing  with  the  Madison  school  officers  and  board  and 
public  was  delegated  to  this  third  party  and  to  the  director  of  the  course  for  the  training 
of  teachers. 

7.  When  one  particular  member  of  the  Board  of  Education  voiced  prejudices  against 
cooperation  with  the  university,  no  effort,  according  to  statements  made  by  the  uni- 
versity, was  made  to  get  facts  that  might  modify  prejudice  before  the  whole  board  or 
before  the  Madison  public  or  the  man  himself. 

8.  Never  in  the  seven  years,  1907-191 1,  according  to  statements  made  by  the  Madison 
public  school  ofTicers  to  the  survey,  has  the  university  submitted  to  the  Madison  board 
a  statement  of  the  advantages  to  Madison  school  children  and  taxpayers  and  teachers 
of  having  earnest  and  efficient  prospective  teachers — many  of  them  with  teaching  experi- 
ence— placed  under  the  direction  of  Madison  schools  to  serve  them  without  cost. 

9.  No  study  was  made  of  the  experience  of  normal  schools  with  practice  in  using  pub- 
lic schools  or  their  own  schools,  although  both  methods  were  then  in  use  in  the  state. 

10.  Statements  were  made  by  the  university  to  the  survey  in  June  191  I,  to  justify 
failure  to  try  to  extend  the  scope  of  cooperation  with  the  Madison  schools  to  include 
practice  teaching,  on  the  ground  that  it  was  certain  such  facilities  would  not  be  granted. 
Yet  three  departments  had  secured  such  facilities  for  practice  teaching  in  1913-14.  In 
securing  practice  facilities  for  1913-14  the  university  dealt  not  with  the  board  but 
through  personal  channels  so  that  the  board  itself  did  not  know  in  June  of  practice  work 
in  music,  in  manual  arts,  and  in  zoology. I.u  J        j 

The  latest  effort  to  secure  cooperation  with  the  iVIadison  public  schools 

While  the  State  Board  of  Public  Affairs  and  regents  were  considering  the  survey  findings 
and  were  weighing  the  advantages  of  further  cooperation  with  the  Madison  public  schools, 

607 


University  Slkney  Report 

three  letters  were  written  by  the  director  of  the  course  for  the  training  of  teachers  to  the  presi- 
dent of  the  Madison  Board  of  Education,  the  city  superintendent  of  schools,  and  the  princi- 
pal elect  of  the  Madison  high  school. 

The  purpose  of  these  letters  according  to  the  president  of  the  university  was  to  "ascertain 
whether  or  not  extension  of  cooperation  had  been  practicable  or  could  be  obtained  in  the 
future." 

The  plan  to  send  the  letters  was  the  result  of  a  conference  between  the  president  of  the  uni- 
versity, the  dean  of  the  College  of  Letters  and  Science,  and  the  director  of  the  course  for  the 
training  of  teachers. 

The  letters  themselves  were  not  seen  by  the  president  before  they  were  sent  or  before  the 
committee  of  regents  met  to  consider  the  detailed  report  on  the  Wisconsin  high  school.  They 
had  been  seen  by  the  president  before  the  joint  meeting  of  regents  and  State  Board  of  Public 
Affairs  in  October  when  the  president  stated  that  these  letters  showed  conclusively  that 
further  extension  of  cooperation  with  the  public  schools  had  been  and  is  impossible. 

Besides  knowing  in  a  general  way  that  the  letters  were  being  sent,  the  dean  of  the  College 
of  Letters  and  Science  had  seen  drafts  of  the  letters.  The  dean  did  not  see  the  particular 
letters  which  were  sent  out.  On  December  3rd,  he  wrote  that  he  knew  "nothing  of  a  con- 
ference between  representatives  of  the  university  and  the  Madison  Board  of  Education" 
before  or  after  the  letters  were  written. 

Although  these  letters  were  concerned  with  a  very  important  educational  principle,  large 
expenditures,  the  attitude  of  a  state  and  its  university  toward  a  city  school  system,  the  atti- 
tude of  a  local  board  of  education  toward  opportunities  for  securing  service  without  cost, 
and  principles  of  scientific  search  for  truth;  and  although  the  subject  involved  was  a  matter 
then  before  the  State  Board  of  Public  Affairs  and  the  regents  ofTicially: 

1.  No  regent  saw  these  letters  before  they  were  sent  to  several  members  of  the  board  in 

November  by  the  survey. 

2.  The  chairman  of  the  committee  on  constructional  development  had  not  seen  them. 

3.  The  chairman  of  the  executive  committee  had  not  seen  them. 

4.  The  chairman  of  the  committee  on  letters  and  science  responsible  to  the  regents  for  the 

Wisconsin  high  school,  and  the  course  for  the  training  of  teachers,  had  not  seen  them. 

5.  The  president  of  the  Board  of  Regents  had  not  seen  these  letters,  nor  like  the  others 

did  he  know  that  any  such  letters  had  been  sent,  until  he  received  copies  of  them 
from  the  survey  in  November. 

So  far  as  the  president  of  the  university,  or  the  chairmen  of  the  regents  committees  above 
referred  to,  or  the  president  of  the  Board  of  Regents,  or  the  dean  of  the  College  of  Letters  and 
Science  know,  no  conferences  were  held  between  representatives  of  the  university  and  of  the 
Madison  schools  regarding  the  substance  of  the  letters.  Nor  is  it  known  by  these  ofTicers 
that  no  conferences  were  held  with  one  or  more  members  of  the  Madison  board  before  the 
letters  were  written. 

In  the  letters,  there  is  no  impartial  complete  explanation  of  what  is  meant  by  extension  of 
cooperation;  no  statement  of  practice  in  other  places  regarding  the  use  of  public  schools; 
no  facts  showing  how  the  public  schools  themselves  could  be  helped;  no  facts  as  to  the  feeling 
of  other  Wisconsin  cities  regarding  such  use,  without  cost,  of  student-teachers  working  under 
the  direction  of  public  schools  as  in  Milwaukee,  Oshkosh  and  River  Falls.  * 

The  answers  to  these  letters  are  cited  by  the  university  as  evidence  that  efficient  effort 
to  secure  cooperation  with  the  Madison  public  schools  had  been  made  and  had  failed. 
Because  they  raise  so  many  questions  and  explain  so  many  facts  involved  in  the  university's 
work  for  training  teachers,  the  survey  includes  these  letters  here  as  evidence  of  a  method  of 
trying  to  secure  cooperation  which  can  never  in  any  human  relations  reasonably  be  expected 
to  secure  greater  cooperation,  because  the  letters  beg  the  question,  prejudice  the  reader, 
invite  opposition  or  negative  response,  and  fail  to  give  information.  They  do  not  represent 
the  way  the  university  proceeds  when  it  wants  buildings  or  appropriations. 


To  the  president  of  the  board  of  education 

June  27,  1914. 

My  purpose  in  addressing  this  communication  to  you,  as  president  of  the  Board  of  Educa- 
tion, of  the  City  of  Madison,  is  to  discover  whether  or  not  the  board,  at  this  tirne,  is  willing 
to  consider  proposals,  from  the  University  of  Wisconsin,  so  as  to  give  to  university  students 
preparing  for  teaching  more  extensive  opportunities  for  the  visitation  of  the  classes  of  the 
Madison  high  school  and  the  Madison  elementary  schools,  for  the  observation  of  the  work  of 
teachers  in  these  schools,  and  for  possible  practice  teaching  and  other  participation  in  class 
room  work.  In  other  words,  to  use  the  public  schools  to  a  much  greater  extent  than  at  the 
present  time  for  the  laboratory  work  of  university  students  being  trained  as  teachers. 

You  will  recall  that,  in  the  spring  of  1907,  you  served  with  Professor  Victor  Lehner  and 
Mr.  Fred  Arthur,  as  a  Committee  of  the  Board  of  Education,  to  which  had  been  referred  the 
question  presented  by  me  to  Superintendent  Dudgeon,  of  cooperation  between  the  uni- 
versity and  the  Board  of  Education,  in  the  matter  of  providing  opportunities  to  university 
students,  for  the  observation  of  teaching  in  the  Madison  public  schools.  The  results  of  the 
conferences  between  that  committee  and  myself  were  the  formulation  of  two  agreements 
which  were  afterwards  adopted  by  the  Board  of  Education  and  the  regents  of  the  university, 

608 


Exhibit  23 

(.June  and  December,  1907).  Whatever  has  been  done  by  the  university  students  in  the 
public  schools  since  that  time  has  been  under  the  terms  of  these  agreements  which  still 
remain  in  force. 

At  a  recent  meeting  of  the  State  Board  of  Public  Affairs  for  the  consideration  of  the  inves- 
tigation of  the  university,  now  being  conduct(!d,  statements  were  made  implying  that  the 
university  authorities,  in  charge  of  the  work  for  the  training  of  teachers,  have  failed  to  utilize 
the  facilities  for  observation  and  practice  leaching  in  the  Madison  public  schools,  such  as  th^ 
present  Board  of  Education  might  be  ready  to  grant. 

The  difficulties  which  constantly  presented  themselves  in  the  first  years  of  the  operation 
of  the  provisions  of  the  agreements  of  1907  made  necessary  frequent  conferences  between 
myself  and  the  superintendent  of  city  schools,  the  i)rincipal  of  the;highscho(jl,  and  Professor 
Lehner,  representing  the  Board  of  Education.  It  was  clearly  recognized  by  all  concerned 
that  the  conditions  under  which  the  cooperation  between  the  university  and  the  public  schools 
was  being  carried  out  required  the  utmost  caution,  in  order  to  avoid  opposition  from  the 
patrons  of  the  schools.  It  was  further  tacitly  agreed  that  the  existing  agreements  gave  to 
the  university  students  substantially  all  of  the  privileges  that  the  Board  of  Education  would 
think  wise  to  grant. 

May  I  request  you  to  present  this  matter  to  the  Board  of  Education  at  its  July  meeting  in 
order  that  I  might  be  guided  in  making  further  proposals  to  the  Board? 

To  the  principal,  Madison  high  school 

July  27,  1914. 

During  the  conduct  of  the  survey  of  the  university,  which  is  now  being  carried  on  by  the 
State  Board  of  Public  Affairs,  statements  have  been  made  implying  that  you,  as  principal  of 
the  Madison  high  school,  are  in  favor  of  the  inauguration  of  a  plan  which  looks  forward  to  a 
much  larger  utilization  of  the  Madison  high  school,  than  at  present,  as  a  laboratory  for  the 
training  of  teachers  by  the  university. 

As  you  know,  the  university  has,  for  several  years,  been  working  on  the  plan  of  establishing 
its  own  demonstration  school.  This  was  thought  necessary  by  reason  of  the  many  limitations 
of  the  existing  agreements  between  the  university  and  the  Board  of  Education  in  the  matter  of 
providing  opportunities  for  the  observation  of  teaching  in  the  public  schools,  especially  in 
the  high  school.  These  limitations  did  not  permit  those  opportunities  for  practical  work 
regarded  by  the  university  as  necessary  for  the  efYective  training  of  teachers. 

In  the  development  of  the  Wisconsin  high  school  a  plan  has  been  projected  for  the  labora- 
tory work  of  our  intending  teachers.  This  projected  plan  is  described  in  the  document  accom- 
panying this  letter,  headed  "Directed  Teaching."  In  order  that  I  may  obtain  from  you  an 
expression  of  your  attitude  toward  this  issue,  may  I  request  you,  for  your  complete  under- 
standing of  its  details,  to  consider  with  Professor  Miller  of  the  Wisconsin  high  school,  the 
inclosed  plan  and  inform  me  whether  or  not  you  regard  such  a  plan  as  feasible  of  ojieration  in 
the  Madison  high  school,  and  if  so.  the  probable  additional  expense  involved. 

I  shall  be  glad  for  you  to  have  this  conference  with  Professor  Miller  at  your  early  conven- 
ience and  to  inform  me  as  soon  as  may  be  possible  of  the  position  you  will  lake  regarding  this 
plan,  which  has  become  a  very  important  one,  and  which,  in  all  likelihood,  will  be  presented 
to"  the  Board  of  Education. 

You  will  observe  that  the  plan  is  based  upon  a  more  or  less  complete  control  by  the  uni- 
versity of  all  of  the  circumstances  under  which  university  students  will  do  this  '"directed 
teaching."  Will  you  not  keep  this  in  mind  and  inform  me  whether  or  not  you  would  be 
agreeable  to  any  plan  of  cooperation  between  the  university  and  the  high  school  which  con- 
templated approval  by  university  authorities  of  regular  teachers  employed  in  the  high  school, 
of  courses  and  methods  of  instruction  followed,  and  text  books  used  by  pupils. 


To  the  superintendent  of  IMadison  city  schools 

June  27,  1914. 

During  the  conduct  of  the  university  survey,  which  is  now  being  carried  on  by  the  Board  of 
Public  Affairs,  statements  have  been  made  implying  that  those  in  the  university  responsible 
for  the  training  of  teachers  have  not  properly  utilized  the  opportunities  available  in  the 
Madison  public  schools  for  practical  work  by  students  jireparing  to  leach. 

You  will  recall  that  I  presented  to  you  personally,  early  in  1907,  proposals  for  cooperation 
between  the  university  and  the  Madison  high  and  elementary  schools,  whereby  our  students 
in  training  would  have  the  opportunity  of  visiting  tiiese  schools  and  observing  the  work  of 
the  classes.  This  whole  question,  you  will  recall,  was,  at  my  request,  presented  by  you  to 
the  Board  of  Education  and  later  considered  carefully  by  the  special  (ommiltee.  appointed 
by  the  board,  consisting  of  Mr.  Kroncke,  Professor  Lehner.  and  Mr.  Fred  Arthur.  This  com- 
mittee, you  will  remember,  met  a  number  of  times  and  the  result  of  its  deliberation  was  the 
formulation  of  two  agreements,  regarding  the  relationship  of  the  university  to  the  Madison 
public  schools,  which  were  later  adopted  by  the  Board  of  Education  and  th«  regents.  (June 
and  December,  1907.)     These  agreements  are  still  in  force. 

In  view  of  the  situation  now  existing,  may  I  request,  on  behalf  of  the  university,  a  formal 
reply  from  you  to  the  following  questions: 

609 

Sub.— 39 


University  Survey  Report 

1.  Have  not  the  difliculties  presenting  themselves  in  the  operation  of  the  provisions  of  the 

agreements  of  1907,  made  necessary  many  conferences  between  us  in  order  to  avoid 
criticism  from  the  Board  of  Education  and  from  the  citizens  of  Madison  ? 

2.  Have  you  not,  on  many  occasions,  since  1907,  by  reason  of  the  critical  attitude  of  the 

Board  of  Education  and  the  y^atrons  of  the  schools,  urged  upon  me  the  exercise  of  the 
utmost  caution  with  regard  to  even  the  limited  amount  of  observational  work  which 
was  being  carried  on  in  the  schools? 

3.  Whctlier  or  not,  in  your  judgment,  the  Board  of  Education,  during  the  presidency  of  the 

late  Judge  Donovan,  would  have  been  willing  to  modify  the  above  mentioned  agree- 
ments so  as  to  enable  university  students,  preparing  to  teach,  to  have  larger  oppor- 
tunities than  were  permitted  under  the  agreements  of  1907;  especially,  opportunities 
for  practice  teaching  in  the  classes  of  the  high  school  and  elementary  schools,  and  for 
participation  in  other  class  room  activities  in  these  schools? 

4.  Whether  or  not,  in  your  judgment,  the  attitude  of  the  Board  of  Education  has  ever 

been  favorably  inclined  toward  giving  to  university  students  larger  opportunities 
in  the  public  schools  than  were  possible  under  the  agreements  of  1907? 

5.  Would  you,  yourself,  have  supported,  before  the  Board  of  Education,  any  proposals 

looking  toward  these  ends? 

6.  Whether  or  not  former  Principal  Hutchison  was  favorably  inclined  toward  the  larger 

utilization  of  the  Madison  high  school  by  university  students? 

The  foregoing  letters  originated  as  above  stated.  They  were  on  official  letterheads  and 
were  signed  by  the  director  of  the  course  for  the  training  of  teachers  who  in  this  instance  was 
acting  under  general  instructions  from  his  dean  and  the  president  of  tne  university. 

These  letters  were  written  after  a  conference  between  representatives  of  the  survey  and  the 
majority  of  the  Madison  Board  of  Education,  city  superintendent  of  schools,  the  then  prin- 
cipal, and  the  president  of  the  Milwaukee  normal  school — formerly  city  superintendent  of 
Alilwaukee  schools;  after  a  conference  of  survey  representatives  with  the  principal  elect  of 
the  Madison  high  school;  and  after  statement  had  been  made  by  the  survey  to  the  university 
regents  that  all  these  officers  had  stated  that  never  had  the  university  presented  the  advan- 
tages to  Madison  of  having  university  students  placed  without  cost  at  the  disposal  of  Madison 
schools,  or  the  practice  of  other  boards  of  education  in  securing  such  aid  without  cost. 

As  one  illustration  of  the  embarrassing  position  in  which  the  university  has  helped  place 
the  Madison  Board  of  Education,  is  the  statement  that  the  board  of  education  "is  not  willing 
to  consider  any  extension"  of  cooperation.  The  board  had  been  willing  and  had  last  year 
made  three  important  extensions  to  include  practice  work  in  music,  zoology  and  manual  arts. 
The  fact  that  the  board  unanimously  passed  a  resolution  saying  that  it  was  not  willing  to  do 
what  it  was  doing  does  not  relieve  the  university  of  responsibility  for  acting  upon  infor- 
mation and  action  secured  as  this  had  been  secured. 

The  technical  question  of  educational  method  involved  in  this  matter  is  of  infinitely  less 
importance  now  than  is  the  method  used  by  the  university  at  a  time  of  inquiry — a  method 
which  never  did  get  the  truth  and  never  can  get  the  truth  about  any  important  situation. 

The  same  method  used  by  teachers  going  out  from  the  university  would  lead  to  superficial 
study  and  insincere  relations  between  teachers  and  the  communities  they  should  serve. 

Management  of  the  Wisconsin  high  school 

The  independent  school  was  taken  over  by  the  university  in  September  1911,  and  was  con- 
ducted for  three  years  until  the  new  building  was  opened  in  September  1914. 

During  the  first  three  years,  the  Wisconsin  high  school  was  of  little  use  to  the  university 
for  observation  and  of  practically  no  use  for  practice  purposes.  It  gave  the  university  an 
investment  in  proved  inefficient  methods  and  admitted  unsatisfactory  personnel  which  seri- 
ously decreases  the  efficiency  of  the  organization  and  staff  that  it  could  offer  when  it  opened 
the  new  high  school  in  1914. 

When  the  school  was  taken  over  in  1911  the  university  was  not  ready  to  put  it  into  usable 
shape.  At  the  joint  conference  in  October,  1914,  between  the  State  Board  of  Public  Affairs 
and  representatives  of  the  university,  the  explanation  was  given  by  the  university  that  the 
director  of  the  course  for  the  training  of  teachers  was  sick,  as  could  not  have  been  anticipated. 
This  does  not  explain  why  the  school  was  taken  over  before  there  was  a  plan  so  definite  that 
the  illness  of  the  director  after  it  had  been  started  would  be  cited  as  reason  for  not  using  it 
efficiently  during  three  full  years. 

As  the  survey  asked  questions  about  the  efficiency  of  the  Wisconsin  high  school  it  was 
explained  that  this  was  impossible  or  that  was  impossible  because  the  school  was  in  the  old 
building— everything  had  waited  until  the  new  equipment. 

Yet  in  1914  the  new  building  is  opened  with  a  plan  which  postpones  for  a  fourth  year  the 
complete  execution  of  the  plan  which  was  authorized  in  July  1911;  directed  teaching  is 
optional. 

The  following  phases  of  high  school  management  that  were  in  no  sense  dependent  on  equip- 
ment, ^yere  found  by  the  survey  to  be  below  the  minimum  standard  of  work  as  a  whole,  which 
the  university  itself  teaches  to  be  necessary  for  ordinary  high  schools;  (1)  organization; 
(2)  teaching  efficiency;  (3)  course  of  study;  (4)  scholarship;  (5)  discipline;  (6)  records  for 
securing  and  recording  information;  (7)  supsrvision;  (8)  relations  with  pa  rents;  (9)  self-study 
The  details  are  given  in  supplements  I  and  II  to  this  exhibit.  Individual  excellencies  and 
exceptions  and  changes  made  since  the  survey  began,  do  not  minimize  the  gap  between 

610 


Exhibit  23 

minimum  standards  taught  by  the  university  and  those  in  operation  at  the  high  school. 

Although  the  school  was  organized  for  demonstration  and  practice,  no  practice  work,  as 
the  term  has  been  known,  is  provided  for  the  current  year.  The  original  purpose  for  which 
regents  and  legislature  suijposed  they  were  building  the  school  has  been  modified  without 
either  regents  or  legislature  being  informed. 

Instead  of  the  practice  teaching  which  was  the  only  part  of  the  original  program  which  at 
the  time  the  appropriation  for  the  new  building  was  secured,  1911,  it  was  claimed  could  not 
be  satisfactorily  done  in  the  Madison  schools,  there  is  to  be  what  is  called  "directed  teaching" 
— 40  hours  at  the  school  with  principal  and  one  teacher.  This  the  i)rincipal  says  he  origi- 
nated and  insists  that  it  is  so  different  from  practice  teaching  that  it  cannot  be  described  By 
the  term  practice.  Yet  thus  far  it  has  been  so  inadequately  outlined  that  the  survey  was 
unable  to  secure  from  any  of  the  principal's  superior  ollicers,  including  the  regents,  or  from 
any  of  the  other  participants,  a  definition  which  approximates  that  of  the  principal. 

Scholarships  which  were  originated  for  one  purpose  are  now  being  used  for  another.  In- 
stead of  being  inducements  for  jjupils  who  cannot  afford  to  pay  the  tuition,  they  are  being 
given,  many  of  them,  to  children  of  faculty  members  and  others,  in  exchange  for  willingness 
to  be  the  subject  of  special  experimental  study  one  hour  a  week  for  studies  not  yet  planned  in 
August. 

Special  provision  for  college  preparation  has  been  made,  contrary  to  the  expressed  original 
intention  of  the  regents. 

Instead  of  emphasizing  problems  which  \Visconsin  high  schools  particularly  need  to  have 
worked  out,  such  as  how  to  teach  agriculture,  how  to  establish  unit  courses,  how  to  conduct 
half-time  schools  and  cooperation  with  manufacturers  and  merchants;  how  to  get  double  use 
out  of  facilities  so  as  to  relieve  for  example  the  congestion  in  the  Madison  schools;  how  to 
teach  business  English;  how  to  make  courses  in  commerce,  or  physics,  or  history  the  equiva- 
lent in  method  of  courses  in  language — special  emphasis  has  gone  into  subjects  said  already 
to  be  the  best  taught  in  high  schools — mathematics,  English,  Latin. 

Although  only  11  students  majoring  in  Latin  and  graduating  in  1914, were  sent  out  to 
teach  Latin,  the  university  has  chosen  for  its  first  important  large  investment  in  demon- 
stration teaching,  a  demonstrator  of  Latin. 

Although  the  ratio  of  Wisconsin  students  at  the  university  to  high  school  enrollment  is 
smaller  by  22%,  and  the  ratio  of  Wisconsin  students  graduating  from  the  university  to 
high  school  graduates  is  smaller  by  43%  than  20  years  ago;  and  although  high  schools 
are  looking  for  teachers  equipped  to  do  the  work  for  students  who  are  never  going  to  college, 
the  principal  of  the  school  publicly  announced  in  lectures  that  the  aim  of  the  school  is  to  make 
of  it  the  old  type  of  high  school,  the  public  announcement  holds  out  special  inducements  for 
those  who  are  preparing  for  college  and  begins  by  offering  a  course  of  study  which  may  not 
be  commended  to  any  other  high  school  in  the  state. 

The  budget  has  already  exceeded  for  two-thirds  of  the  building  the  original  estimated  cost 
per  year  for  the  completed  school. 

Whereas  the  original  proposal  was  based  upon  an  assumption  of  tuition  fees  which  would 
make  the  school  nearly  self-supporting,  the  fees  have  been  twice  reduced  and  the  director  has 
recommended  abolition  of  all  fees. 

The  way  the  principal  of  the  high  school  received  descriptions  of  work  observed  by  several 
trained  observers  as  reported  in  exhibit  3  and  in  supplement  II,  to  this  exhibit,  raises  a  ques- 
tion as  to  the  effect  which  such  methods  are  likely  to  have  upon  young  teachers. 

The  high  school  announcement,  instead  of  being  a  model  for  the  high  schools  of  the  state, 
is  at  many  points  fantastic  and  vague,  as  for  example: 

Does  suggestion  fructify  in  performance?  Once  this  question  is  raised  in  a  real 
situation,  a  nest  of  problems  is  discovered.  Upon  this  procedure  the  teacher  (or  super- 
visor) has  presented  to  the  student  the  opportunity  of  making  a  vital  connection 
between  propaedeutic  and  practice,     (page  10.) 

Soon  we  pride  ourselves  on  nonchalantly  threading  our  way  through  blank  verse,  and  we 
become  adept  in  passing  from  this  stately  minuet  to  the  mad  jig  of  Puck  or  the  stum- 
bling reel  of  the  mechanicals.  We  learn  to  see  the  living  action  plainly  shown  in  the 
text — seldom  placarded  in  marginal  stage  directions  (page  28). 

The  Wisconsin  high  s<-hool  building  as  a  building 

Althoush  it  is  maintained  by  the  university  that  only  half  the  results  can  be  obtained  in 
the  uncompleted  building,  which  is  now  about  Iwo-lhirds  completed,  the  land  necessary  for 
completing  the  building  is  not  owned  by  the  university.  The  building  as  it  stands  does  not 
conform  to  the  present  building  code  of  the  state.  Although  it  is  within  the  limits  of  the  for- 
mer building  code,  it  falls  below  the  minimum  accepted  requirements  published  for  a  high 
school  building  in  the  12  particulars  here  specifically  mentioned  as  well  as  in  several  other 
respects : 

1.  The  auditorium  is  located  at  the  top  of  the  building  instead  of  on  the  ground  floor 

easy  of  access. 

2.  The  lower  hall  for  cloakroom  is  unventilated  and  inadequate. 

3.  The  toilets  are  too  few,  and  are  improperly  located. 

4.  The  height  of  risers  of  the  stairs  is  too  great. 

5.  The  obstructions  in  the  halls  are  contrary  to  the  present  building  code. 

611 


University  Survey  Report 

6.  The  maximum  distance  of  girls'  dressing  booths  from  showers  is  40  feet. 

7.  To  have  a  building  used  by  children  of  14  years  or  less,  35  feet  above  the  grade  at  the 

outside  door,  as  is  this  building,  is  contrary  to  part  \TI,  order  5601,  of  the  building 
code,  as  it  is  to  have  a  building  as  is  this  building,  for  children  of  18  years  or  less, 
more  than  four  stories  high. 

8.  In  certain  rooms,  there  is  not  the  window  space  required  by  the  present  law — i.  e.,  one 

square  foot  of  glass  for  every  six  square  foot  of  floor  space. 

9.  Classrooms  and  study  rooms  in  the  basement  do  not  comply  with  the  present  law  as 

they  are  more  than  two  feet  below  ground  level. 

10.  The  minimum  amount  of  fresh  air  sujiply,  i.  e.,  1,200  cubic  feet  per  person  per  hour,  is 

not  possible,  with  the  size  of  air  ducts  provided. 

11.  The  air  that  is  provided  through  the  ventilating  system,  instead  of  at  least  one-third  of 

it  being  taken  from  the  outside  of  the  building,  is  all  taken  from  inside  the  building 
and  washed  and  rewashed. 

12.  At  the  end  of  November  1914,  after  the  new  building  had  been  in  use  for  several  weeks, 

the  following  conditions  were  found:  (a)  bad  odors  throughout  the  building  due  to 
poor  general  ventilation  and  to  the  comi)osition  of  carpet  used;  (b)  noisome  condi- 
tions due  to  toilets;  (c)  dust-catching  mouldings  on  baseboards  in  filthy  condition; 
(d)  seats  not  yet  adjusted;  (e)  many  windows  still  unwashed;  (f)  no  place  for  cloak- 
rooms, visitors'  wraps,  except  in  basement  corridor  where  less  than  200  lockers 
are  placed;  (g)  no  place  for  the  wraps  of  the  university  students  who  are  supposed 
to  visit  classes  in  large  numbers;  (h)  no  provision  for  keeping  books  or  pencils  or 
papers  in  desks  so  that  if  a  child  forgets  paper  he  must  go  from  the  fourth  floor 
to  the  basement  and  back;  (i)  keys  are  required  for  lockers  instead  of  combination 
locks;  (j)  no  ventilation  in  halls  except  through  open  doors;  (k)  curtains  are  used 
instead  of  shades  for  windows. 

Information  not  possessed  by  responsible  officers 

In  two  formal  statements  signed  respectively  by  the  president  of  the  university  and  the 
principal  of  the  high  school,  with  the  knowledge  of  the  director,  the  university  has  insisted 
that  the  present  records  are  adequate. 

For  research  into  the  obscure  and  remote,  the  university  has  asked  the  public  to  remit 
tuition  fee,  to  provide  space  and  time. 

For  research  which  the  Carnegie  Foundation  for  the  Advancement  of  Teaching  calls 

"profitable  self-analysis  to  show  in  detail  how  school  processes  act  upon  pupils  and 

how  the  results  justify  or  condemn  the  process"  provision  has  not  been  made  and  the  uni- 
versity declares  that  provision  is  not  necessary. 

Where  records  are  taught  by  the  university  to  be  necessary  for  other  high  schools,  it  frankly 
avows  its  satisfaction  with  unsupported  memory  and  estimate  in  its  own  high  school. 

At  present  it  lacks  what  the  Carnegie  Foundation  in  its  report  on  education  in  Vermont 

(to  the  making  of  which  report  the  University  of  Wisconsin  contributed  three  ofTicers)  calls 

"Provision  for  the  collection  and  interpretation  of  the  most  important  secondary 

school  statistics  It  is  not  a  great  burden  to  secure  such  data  when  the  task  is 

systematized  and  distributed.  Intelligently  used,  they  constitute  the  only  real  chart 
for  educational  navigation  that  we  possess"  (pages  i09,  110,  Carnegie  Foundation 
report  on  education  in  Vermont.) 

When  the  University  of  Wisconsin's  standard  is  explained  to  other  institutions  its  exactions 
include  the  following  which  not  only  do  not  exist  at  the  Wisconsin  high  school  but  are  said 
by  the  university  not  to  be  necessary  there : 

1.  An  individual,  cumulative  card,  providing  for  the  record  of  the  complete  school  career 

of  every  child;  showing  name,  place  and  date  of  birth,  name  and  occupation  of  parent 
or  guardian,  residence,  date  of  admission  to  school,  length  of  attendance,  and  date 
■  of  promotion  from  each  grade  or  class,  condition  of  health,  character  of  conduct  and 
quality  of  accomplishment  in  each  grade  and  class.  (This  is  the  most  funda- 
mental of  all  the  school  records.  From  it  all  the  collective  statistical  ex- 
hibits  are   developed.) 

2.  Enrollment,  promotions,  non-promotions,  by  grades  and  schools. 

3.  Distribution  of  enrollment  by  ages  and  grades,  or  classes. 

4.  Distribution  of  withdrawals  by  ages  and  causes. 

5.  Average  daily  attendance  by  schools  (classes  and  grades). 

6.  Distribution  of  attendance. 

7.  Non-promotion  by  age,  grade  and  cause. 

8.  Failures  by  studies  and  grades. 

9.  Beginners,  distributed  by  ages. 

10.  Graduates,  distributed  by  ages. 

11.  Per  capita  attendance  cost  for  each  school  (class  and  grade)  properly  distributed  among 

the  major  items  of  expenditure,  accompanied  with  proper  explanation  of  increase  or 
decrease  from  year  to  year. 

612 


ExuiBir  'I?) 

12.  An  individual,  cumulative  card,  i)roviding  for  the  record  of  the  teaching  career  of  every 
teacher  on  the  staff,  showing  name,  age,  residence,  education  and  training,  teaching 
assignments,  and  teaching  success,  as  determined  by  supervisory  and  inspectorial 
officers 

The  above  standards  are  not  set  by  the  university  survey.  They  are  quoted  from  the 
report  of  the  officer  responsible  for  the  Wisconsin  high  school  to  the  board  of  education  of 
Portland,  Oregon.  As  a  footnote  on  page  299  of  this  report  shows,  the  standard  is  also  that 
which  is  recommended  by  the  National  Education  Association  and  the  United  States  Bureau 
of  Education,  as  the  minimum  in  school  recording  and  school  reporting. 

To  the  reports  by  the  university  high  school  and  the  course  for  the  training  of  teachers  to 
administrative  officers  responsible,  the  following  advice  given  to  the  f^ortland  Board  of  Edu- 
cation is  applicable: 

The  annual  repoit  should  be  in  such  form  and  content  as  to  serve  for  a  ready 

means  for  community  publicity  as  to  the  real  progress  and  performances  of  the  schools. 

The  report  should  stand  not  only  as  permanent  evidence  of  the  honesty  of  that 

conduct  [of  public  school  affairs],  but  as  a  mark  of  capacity  to  serve  as 

educational  leaders  in  the  community.    Complacency  is  not  confidence The 

educational  records  must  deal,  first  of  all,  with  children  and  their  education They 

are  inadequate  because  the  blanks  for  the  gathering  of  data  and  information  have  not 
been  designed  to  record  the  real  educational  experience  of  the  schools.  This  experience 
must  be  recorded  before  it  may  be  reported  and  interpreti'd  for  the  guidance  and  in- 
creased intelligence  [of  regents]. 

Organization  of  Wisconsin  high  school 

In  spite  of  the  three  years  it  has  had  for  preparation,  the  Wisconsin  high  school  opened  in 
September  1914  with  uncertainties  enumerated  in  the  supplements  II  and  III  to  this  exhibit, 
as  to  (1)  what  the  school  was  to  do;  (2)  who  was  to  participate;  (3)  what  powers  and  duties 
the  advisory  committee  and  the  supervisory  group  were  to  have;  (4)  the  relation  of  the  work 
to  departmental  teaching  courses. 

The  tangle  of  uncertainties  and  conflicts  in  the  organization  of  the  Wisconsin  high  school 
is  hard  to  describe.  The  president  of  the  university  does  not  visit,  or  sujiervise,  or  review, 
or  know.  The  dean  of  the  College  of  Letters  and  Science  does  not  visit,  or  supervise,  or 
review,  or  know.  The  director  does  not  secure  information  through  re|)orls  or  by  visits 
which  enables  him  to  direct. 

Then  there  are  the  regular  teachers,  some  of  whom  give  part  of  their  time  to  the  university. 
Then  there  are  teachers  of  special  training  courses  who  have  a  supervisory  relation  to  work  at 
the  high  school;  and  then  there  are  the  chairmen  of  departments,  and  departmental  com- 
mittees who  have  more  jurisdiction  over  the  training  course  than  has  either  the  director  or 
the  principal  of  the  high  school. 

Then  there  is  the  independent  committee  on  high  school  inspection  which  is  the  only  point 
of  contact  between  the  university  high  school  and  the  high  schools  of  the  state.  Then  there 
are  faculty  members  of  the  Department  of  Education  as  individuals,  as  deiKirlmenlal  com- 
mittee, as  advisory  council.     Finally  there  is  the  principal  and  the  committee  of  regents. 

Nobody  up  to  October  1914  had  defined  what  the  respective  duties  of  these  various  factors 
were,  or  what  privileges  and  duties  each  wys  to  have  in  connection  with  the  new  laboratory. 


SUMMARY 

It  is  unanimously  recognized  that 

1.  There  is  a  great  demand  upon  the  university  from  teachers  within  the  stale  and  without 

the  state  (especially  in  the  summer)  for  courses  in  the  training  of  teachers. 

2.  There  is  great  need  in  the  state  for  advanced  methods  of  training  teachers. 

3.  As  part  of  their  training  prospective  teachers  should  see  and  be  inlluenced  by  most 

efficient  possible  instruction  in  their  regular  university  classes:  should  be  able  to  see 
the  most  efficient  methods  at  work  in  high  school  classes,  and  should  be  able  to 
ascertain  from  actual  experience  in  meeting  classroom  problems  where  their  strong 
and  weak  points  are. 

4.  The  university  has  been  until  September  1914  unable  to  give  to  prospective  teachers 

the  training  and  experience  which  university  officers  feel  is  needed  for  elficiency  in 
high  school  work. 

5.  There  is  at  present  teaching  in  classes  for  the  training  of  teachers  in  the  Wisconsin  high 

school  which  cannot  be  commended  to  prospective  teachers.     ~~ 

6.  The  present  plans  for  so-called  directed  teaching  need  not  provide  one  hour  of  full 

responsibility  on  the  part  of  a  to-be-certilicated  teacher. 

7.  Only  40  hours  of  work,  and  all  of  that  in  one  class  with  one  teacher,  will  be  |)rovided 

in  directed  teaching  of  a  prospective  teacher. 

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University  Survey  Report 

There  is  difference  of  opinion  as  to 

1.  Whether  the  Wisconsin  high  school  will  as  efficiently  serve  the  purpose  of  a  laboratory 

if  it  is  under  university  management  as  if  it  were  under  public  high  school  man- 
agement. 

2.  W'hether  the  same  or  less  money  spent  by  the  university  would  make  it  worth  while  for 

Madison  schools  to  exchange  opportunities  for  demonstration  and  practice  for  stu- 
dents' help  and  other  university  help  without  cost. 

3.  Whether  the  Wisconsin  high  school  as  a  separate  high  school  was  needed. 

An  examination  <»f  all  the  facts  leaves,  the  survey  helieves,  no  ground  for  disagree- 
ment as  to  the  following  conclusions 

1.  The  university  has  not  been  sufficiently  in  touch  with  the  high  schools  of  the  state. 

2.  The  method  used  for  learning  about  high  schools  has  not  been  such  as  would  emphasize 

what  the  high  schools  of  the  state  need. 

3.  Attention  has  been  diverted  from  work  that  needs  to  be  done  and  students  who  need 

training  to  the  project  for  a  new  building  and  new  substitutes  for  practical  field 
experience  on  the  part  of  teachers. 

4.  Practically  negligible  effort  has  been  made  by  the  university  to  ascertain  how  it  might 

be  of  great  help  to  Madison  schools  while  at  the  same  time  receiving  from  them  great 
help  in  training  teachers;  the  most  recent  effort  was  of  a  kind  certain  to  discourage 
cooperation. 

5.  At  a  time  when  the  trend  of  modern  education  is  to  emphasize  training  through 

doing  things  that  need  to  be  done  and  utilizing  existing  assets  and  equip- 
ment in  giving  training,  the  university  has  turned  its  back  on  that  method 
of  training. 

6.  In  asking  for  complete  control  over  teachers  and  students  the  university  has  sacri- 

ficed one  of  its  strongest  possible  assets — namely,  an  objective  outside  test  of  student 
teachers  on  the  same  basis  that  will  be  applied  to  them  when  they  go  into  teaching 
positions. 

7.  Instead  of  working  with  normally  selected  pupils  under  conditions  where  the  university 

must  either  be  obviously  efficient  and  helpful,  or  else  lose  its  privileges,  the  uni- 
versity has  put  itself  in  position  where  it  may  be  inefficient  and  continue  to  be 
inefficient  without  organized  protest. 

8.  Instead  of  being  in  a  position  where  it  may  adapt  its  teaching  methods  to  the  newest 

experience,  it  finds  itself  in  a  position  where  it  must  protect  a  financial  investment 
and  a  reputation.  Thus  at  critical  points  it  will  have  financial  and  moral  reasons 
for  being  reactionary,  when  relation  to  public  schools  would  give  it  every  reason 
for  being  always  up  to  date  and  open  minded. 

9.  The  fact  that  many  parents  who  can  afford  it  are  glad  to  have  their  children  go  to  the 

Wisconsin  high  school  is  entirely  irrelevant  for  an  equal  number  of  parents  were 
glad  to  have  their  children  go  to  the  Wisconsin  Academy  when  it  laid  no  claim  to 
being  a  model  school,  and  to  the  W^isconsin  high  school  during  the  three  years  when 
it  was  admitted  to  be  unequipped  and  unable  to  do  approved  work. 

10.  The  fact  that  throughout  the  state  there  is  a  general  approval  of  the  plans  for  an  inde- 

pendent high  school  has  no  bearing  because  what  the  state  wants  is  efficient  training 
of  teachers,  and  welcomes  all  prospects  which  promise  better  training,  and  secondly 
because  the  facts  about  the  Wisconsin  high  school  and  its  plans  and  methods  are  not 
known  to  the  state. 

11.  The  fact  that  this  is  the  initial  year  is  not  relevant  as  an  excuse  for  lack  of  preparedness 

because  there  have  been  three  full  years  for  preparation. 

12.  The  university  would  have  been  better  off  if  it  had  not  spent  the  money  in  maintaining 

the  Wisconsin  high  school  from  1911  to  1914. 

13.  It  was  not  necessary  to  acquire  the  Wisconsin  Academy  even  if  it  was  desired  to  have 

an  independent  high  school. 

14.  The  independent  high  school  promises  less  for  the  money  and  for  the  energy  that  has 

been  and  will  have  to  be  expended  than  would  extension  of  relation  with  public 
school  systems  in  the  city  of  Madison  and  in  other  nearby  cities. 

15.  The  point  of  view  which  has  deflected  attention  from  students  and  work  and  training 

through  work  to  the  erection  of  a  new  building,  and  projection  of  new  plans  has 
reacted  unfavorably  upon  the  work  of  the  Department  of  Education  and  the  course 
for  the  training  of  teachers,  and  also  upon  the  efficiency  of  instruction  in  other 
university  classes. 

16.  The  position  of  the  Madison  Board  of  Education  based  as  it  is  upon  lack  of  conferences, 

and  lack  of  effort  to  make  it  understand,  is  not  relevant. 

17.  If  it  is  to  the  advantage  of  the  Madison  schools  to  have  free  service  of  high  quality,  it 

is  possible  for  the  university  to  make  Madison  officers  and  public  see  these  advan- 
tages. 

614 


Exhibit  23 

18.  Better  results  -would  be  obtained  for  prospective  teachers,  for  university  instruction, 

and  for  high  school  instruction  throughout  the  state  if  the  university  would  give  to 
the  Madison  schools  cither  the  present  Wisconsin  high  school  building  or  the  free 
use  of  that  building,  rather  than  attempt  through  inadequate  organization  and 
supervision  with  selected  pupils  to  try  to  secure  results  through  an  independent 
school. 

19.  The  fact  that  the  building  has  been  expensively  constructed  from  the  standpoint  of 

space  actually  used,  and  from  the  standpoint  of  conveniences  has  a  bearing  upon  the 
freedom  of  the  university  to  teach  the  truth  about  pro])er  building  standards. 

20.  The  fact  that  the  Wisconsin  high  school  represents  the  reservation  of  more  than  a 

million  dollars  of  capital  is  reason  for  examining  alternative  uses  of  part  or  all  of 
that  capital  including  the  alternative  of  helping  itself  and  its  students  by  way  of 
a  plan  for  helping,  without  cost  to  Madison,  the  school  cliildron,  teachers  and  tax- 
payers of  the  city  of  Madison,  and  all  other  schools  which  will  offer  similar  coot)era- 
tion. 

21.  The  fact  that  the  Madison  public  schools  have  not  provision  for  200  student-teachers 

at  one  time  is  not  relevant  because  there  are  not  200  students  of  whom  practice 
teaching  work  is  required;  not  all  of  those  who  have  classroom  work  need  to  come 
at  one  time,  nor  in  the  same  subjects;  there  are  .'^6  weeks  in  which  to  apportion  the 
groups  so  that  in  all  parts  of  the  Madison  high  schf)ol  in  all  classes  there  would 
never  need  to  be  more  than  .jO  teachers  in  any  one  week. 

Foreword  to  three  supplements  to  this  exhibit 

The  fact  base  for  the  preceding  report,  so  far  as  it  has  been  gathered  together  in  formal 
documents  is  contained  in  three  supplements: 
I.  Classroom  efficiency. 
II.  University's  comments  on  the  document  submitted  to  the  State  Board  of  Public 
AfTairs  under  the  heading:     "Significant  facts  regarding  the  Wisconsin  high  school, 
which  the  university  survey  wishes  to  go  over  in  detail  with  the  special  committee 
of  the  university  Board  of  Regents,"  together  with  facts  submitted  by  the  survey 
for  comparison  with  the  university's  comments. 
III.  Significant  facts  regarding  the  Wisconsin  high  school,  which  the  university  survey 
wishes  to  go  over  in  detail  with  the  special  committee  of  the  university  Board  of 
Regents. 
These  documents  are  submitted  with  the  foregoing  report  with  the  thought  that  they  will 
be  of  assistance  to  legislators,  regents,  administrative  ofiicers,  and  students  of  education. 
To  supplement  them  are  numerous  survey  working  papers,  questionnaires,  correspondence, 
etc.,  filed  with  the  State  Board  of  Public  AfTairs. 


SUPPLEMENT  1 

CLASSROOM  EFFICIENCY 

Regarding  the  three  instructional  groups  especially  involved  in  the  training  of  teachers 
the  survey  has  submitted  to  the  director  of  the  course  and  to  the  university  through  the 
director,  descriptions  of  classroom  exercises  as  follows: 

152  for  the  Department  of  Education. 
75  for  departmental  courses  for  the  training  of  teachers,  exclusive  of  the  Department 

of  Education. 
21   for  the  WiscoBsin  high  school. 

248  Total. 

Of  152  visits  to  classes  conducted  by  six  members  of  the  Department  of  Education,  the 
lowest  number  of  visits  to  one  class  was  6;  the  highest  14.  Over  20  visits  were  made  to  4 
of  the  6;    over  40  to  2  of  the  6. 

The  75  visits  to  departmental  courses  were  paid  to  21  dilTerent  instructors — only  1  visit 
being  paid  to  6;   only  2  visits  being  paid  to  5;    10  or  more  visits  being  i>aid  to  2. 

Adding  25  visits  to  10  courses  not  called  teachers  courses,  given  by  8  of  the  persons  who 
give  special  teachers  courses,  there  were  in  all  100  visits  to  these  21  instructors. 

The  21  visits  to  the  Wisconsin  high  school  were  to  10  instructors,  of  whom  6  were  visited 
once;   2  were  visited  3  times;    1  was  visited  1  times:    and  1  was  visited  5  times. 

In  addition  to  the  classroom  visits  to  the  \\isconsin  high  school,  the  survey  has  received 
questionnaires  from  instructors,  has  examined  class  cards  and  other  records,  as  stated  in 
supplements  II  and  III  of  this  exhibit. 

One  of  the  truisms  regarding  the  training  of  teachers  is  that  students  will  teach  when  they 
go  into  high  school  positions  as  they  have  been  taught,  rather  tluin  as  they  have  been  told 
to  teach. 

615 


University  Survey  Report 

Class  exercises  in  departmental  courses  for  the  training  of  teachers  and  in  the  Department 
of  Education  were  cited  in  exhibit  3  to  illustrate  the  following  points  which  merit  adminis- 
trative encouragement: 

Making  work  concrete 

Carefully  organized  lecture 

Adaptation  of  subject  matter  to  purpose  of  course 

Sympathetic  reception  of  response  of  'Jtudents 

Skilful  questioning  leading  to  adequate  response  from  students 

Doing  the  thing  talked  about 

Capitalizing  students'  experience 

Giving  original  material  in  lectures 

Holding  students'  attention 

Making  technical  material  clear 

Free  participation  of  students 

Other  visits  to  other  departmental  courses  and  courses  in  education  were  cited  to  illustrate 
points  needing  administrative  discouragement: 

Students  not  required  to  prepare  assigned  work 

Failure  to  adapt  subject  matter  to  purpose  of  course 

Failure  to  do  the  thing  talked  about 

Failure  to  use  class  time  fully  and  profitably 

Rambling,  unorganized  lecture 

Technical  material  not  made  clear 

Poor  questioning 

Failure  to  support  debatable  statements 

Students'  response  not  sympathetically  received 

Failure  to  capitalize  students'  experience 
As  stated  in  exhibit  3  the  existence  of  characteristics  which  it  would  be  well  for  prospective 
teachers  to  imitate  does  not  decrease  the  importance  of  eliminating  characteristics  which  it 
would  not  be  well  for  prospective  teachers  to  imitate. 

Extracts   from    statements   by   four   observers   about   one   instructor 

Judging  the  recitation  as  a  whole  there  were  some  good  things  in  it,  but  everything 
of  value  might  have  been  said  inside  of  15  minutes.  To  stretch  it  over  50  minutes  was 
spreading  it  out  pretty  thin.  The  students  were  wide  awake  and  interested.  The 
assignment  of  the  next  lesson  consumed  18  minutes  when  it  could  have  been  made  in 
two. 

Although  chiefly  academic  in  its  nature  the  material  here  presented  was  of  great 
informing  value  to  students  of  the  type  to  which  I  judge  this  class  belonged — inexper- 
ienced teachers  and  credit  earning  students.  The  instructor  talked  very  slowly  from 
notes  and  covered  comparatively  little  ground.  No  assignments  called  for  specific 
preparation  by  the  members  of  the  class. 

Manner  lacks  force  and  conviction.  His  speech  is  distressingly  halting.  He  confines 
himself  closely  to  his  notes  and  does  not  seem  sure  of  the  matter  he  is  presenting.  This 
results  in  formal,  lifeless  work  and  a  rather  formal,  distant  classroom  atmosphere.  The 
chart  in  which  the  class  evinced  most  interest  was  so  small  that  it  was  of  little  value  as 
a  class  illustration,  and  it  was  not  passed  along  for  individual  view. 

During  the  recitation  only  one  student  was  seen  taking  notes.  One  student  who  sat 
near  the  observer  busied  herself  during  the  entire  recitation  reading  and  writing  a 
letter.  Four  students  were  seen  reading  books.  The  rest  of  the  class  was  fairly  attentive. 
Not  a  single  question  was  asked  by  a  student;  not  a  word  was  spoken  by  anyone  but 
the  instructor.  The  valuable  contributions  which  the  experienced  teachers  in  the  class 
might  have  made  were  not  invited. 

The  first  portion  of  this  lecture  was  extremely  theoretical  and  psychological.  The 
members  of  the  class  took  no  notes  and  seemed  bored.  The  speaker's  manner  was  halt- 
ing, slow  and  diffident.  When  he  began  to  speak  of  the  specific  activities  of  children 
the  interest  of  the  class  increased,  and  they  took  a  much  more  active  attitude. 

No  use  was  made  of  the  blackboard.  Notes  held  in  hand  were  closely  followed. 
Manner  of  speech  was  hesitant.  There  were  no  signs  of  live,  active  attention  in  the 
class — on  the  contrary  students  were  listless. 

Extracts  from  statements  by  four  observers  about  one  instructor 

Subject  matter  of  academic  nature  with  very  little  application  to  actual  practice  in 
the  classroom,  or  to  present-day  educational  movements.  Although  the  truth  or  falsity 
of  the  doctrine  of  formal  discipline  has  a  bearing  on  educational  procedure  this  appli- 
cation was  not  brought  out  in  the  lecture.  Little  interest  was  apparent  among  the 
students. 

Little  of  value  or  little  new  material  was  presented  in  this  lecture.  Delivery  is  that 
of  a  "spell  binder"  type,  but  when  the  subject  matter  of  his  lecture  is  analyzed  it  con- 
tains little  of  proof-supported  fact. 

616 


I'^XIIIRIT    23 

Lecturer  slated  that  two  years  of  foreign  language  are  not  sudicienl  to  develop  a 
critical  attitude  toward  English.  He  later  stated  that  he  would  require  two  years  of 
foreign  language  of  every  pupil  in  high  school  whether  he  goes  to  college  or  not. 

In  three  visits  no  instance  was  noted  in  which  instructor  illustrated  his  theory  of  the 
use  of  the  duplicate  pad  by  assigning  to  some  particular  student  an  individual  piece 
of  work  to  be  noted  on  the  pad  and  reported  later;  nor  were  assignments  of  work  noted 
calling  for  specific  preparation  by  students. 

Extremely  technical.  No  illustrations  thai  might  vitalize  the  material.  The  points 
that  the  instructor  wished  to  make  were  ol;scured  in  so  many  tangents  that  it  is  doubtful 
if  many  in  the  class  got  them.  Ten  lines  of  typewritten  material  would  have  covered 
these  points  much  more  adequately  than  the  hour  of  lecturing.  The  instructor  talked 
so  rapidly  that  it  was  very  difficult  to  take  notes.  Only  occasionally  when  something 
easy  to  grasp  was  stated  were  notes  taken.  Xo  opportunity  was  given  for  questions. 
The  class  was  evidently  bored. 

Lecturer  talked  about  the  synthetic,  analytic,  inductive,  deductive,  and  natural 
methods  of  teaching  a  foreign  language  in  such  a  general,  rai)id  way  that  few  in  the 
class  knew  what  he  was  talking  about.  He  mentioned  an  incident  of  Dr.  Harper  teach- 
ing Hebrew  in  a  very  short  time,  but  he  did  not  explain  the  incident  so  as  to  illustrate 
anything.  He  merely  mentioned  it  and  rushed  on  to  something  else.  The  material 
presented  during  this  hour  lacked  organization.  It  seemed  a  scrapi)y  presentation  of 
personal  opinions  on  unrelated  topics.  It  is  impossible  to  follow  the  rapid  flow  of  words 
because  there  seems  to  be  little  unity  in  what  he  says. 

Talked  with  one  member  of  the  class  who  said  he  did  not  believe  that  he  had  the  neces- 
sary foundation  for  the  work  as  he  got  very  little  out  of  it.  He  said  that  the  lectures 
were  mostly  generalities  and  he  did  not  know  what  the  instructor  was  driving  at.  When 
the  instructor  wrote  the  question  on  the  board:  "What  is  zero  ability  in  any  subject?" 
this  man  remarked:  "That  is  what  I  get  out  of  this  class."  Students  are  expected  to 
write  answers  to  questions  on  the  board  while  lecturer  is  talking.  Observer  examined 
one  package  of  these  slips.  "Define  inductive  and  deductive  reasoning."  The  terms 
were  defined  in  purely  dictionary  fashion  in  almost  every  case.  Two  were  wrong.  One 
student  wrote  that  she  never  had  been  able  to  distinguish  between  them. 

As  the  description  shows  it  is  hard  to  discover  any  logical  development  of  a  main  topic 
in  the  day's  work.  The  instructor  makes  rapid,  emjjhatic  statements  of  his  personal 
opinions,  but  offers  little  proof  to  support  the  po  nts  he  raises. 

The  questions  asked  and  discussed  in  these  three  recitations  show  the  great  variety 
of  topics  touched  upon.  On  the  whole  the  questions  were  of  |)ractical  character,  but 
were  answered  categorically  by  the  instructor.  Had  they  been  given  to  the  members 
of  the  class  for  answer  and  opinion,  interest  would  have  been  aroused  and  the  resulting 
discussion  would  have  been  good  for  all  concerned.  The  ex|)lanation  by  a  visiting  in- 
structor of  the  duplicate  card  plan  and  of  making  high  school  lesson  assignments  was 
well  worthwhile. 

Student  permitted  copy  to  be  made  of  answer  which  he  had  written  to  the  question 
"How  can  you  make  supervised  study  part  of  your  recitation'?"  The  student's  answer 
was:  "Supervised  study  enables  teacher  to  i)ut  child  on  right  track  in  attacking  raw 
material — gives  him  a  start.  Make  it  your  unfinished  business  of  the  day."  When  the 
student  was  asked  where  he  got  the  thought  he  said  instructor  had  given  it  in  his  lecture 
the  preceding  day. 

The  period  was  closed  with  the  remark  that  questions  pertaining  to  the  work  were 
cordially  invited.  No  oral  comment  or  question  had  been  made  during  the  entire 
recitation  by  any  member  of  the  class,  the  entire  time  being  taken  up  by  instructor  in  an 
exceedingly  rapid  statement  of  his  ideas. 

Questions  seemed  to  be  freely  handed  in  and  were  answered  by  the  instructor.  The 
questions  handed  in,  however,  do  not  seem  to  relate  to  the  material  of  the  lectures. 
Students  answered  questions  while  instructor  was  talking  or  before  the  opening  of  the 
class. 

One  student  showed  the  visitor  a  copy  of  his  answer  to  the  question :  "What  conscious 
plan  do  I  make  for  the  year  or  term?"  Student's  answer:  "The  plan  for  each  recitation 
is  formulated  toward  the  ultimate  end.  and  in  the  following  out  of  this  recitation  plan, 
the  plan  is  an  unconscious  experience  but  the  end  only  is  in  mind — the  logical  way  of 
reaching  that  end  follows  of  course  the  plan  as  formulated  in  the  order  that  seemed  most 
logical  and  definite.  The  end  kept  in  mind  assures  the  following  of  the  plan  unconsciously 
and  insures  deviation  as  individual  needs  demand." 

The  lesson  today  was  not  so  good  as  that  of  yesterday.  The  organization  was  ramb- 
ling. Most  of  the  lecture  consisted  of  generalities.  Part  of  it  was  sentimentalism.  Most 
of  the  material  in  today's  lecture  was  given  yesterday.  The  manner  in  which  the  con- 
scious aim  of  the  teacher  was  treated  would  do  actual  harm.  Students  could  not  help 
going  away  with  a  contempt  for  preparation  for  the  presentation  of  the  lesson.  Accord- 
ing to  the  presentation  in  this  class  no  preparation  need  be  made.  The  teacher  need 
know  only  his  final  goal.  This  goal  may  be  months  away.  The  students  in  this  class 
would  be  justified  on  the  basis  of  what  was  said  in  making  a  very  loose  interpretation 
of  preparation. 

Student  self-government  for  secondary  schools  is  declared  a  failure — "only  petty 
tinkering  with  a  big  thing.    .    .    You  can  give  children  group  responsibility  but  you  need 

617 


University  Survey  Report 

to  keep  the  reins  of  government  in  your  own  hands."  The  lecture  this  morning  covered 
a  great  variety  of  subjects.  One  carried  away  but  few  clear  definite  ideas  of  any  of  the 
topics  presented. 

Instructor  is  much  more  guarded  in  his  statements,  much  more  mild  and  controlled 
in  his  manner  than  in  any  previous  lecture.  He  puts  forth  visible  etfort  to  stick  to  his 
subject  and  to  be  less  dogmatic.  However,  his  lecture  just  emphasized  and  reiterated 
what  he  had  said  in  previous  lectures. 

At  the  close  of  the  hour  the  class  seemed  to  have  little  idea  of  any  one  point  that  had 
been  clearly  and  definitely  made.  One  member  remarked:  "Oh,  he  [the  instructor] 
ran  out  of  soap  at  the  end  of  the  first  week  and  he  has  been  having  us  hand  in  these 
questions  to  keep  him  going  every  since."  Another  student  said:  "Well,  I  don't  know 
what  this  course  is  all  about  anyway." 

Personal  pronoun  in  frequent  use  in  relating  illustrations  which  were  largely  from 
personal  experience.    Experience  of  students  on  the  other  hand  not  called  for. 

Utterly  impossible  for  other  than  shorthand  reporter,  to  take  intelligent  notes.  To 
me  the  lecture  would  be  absolutely  useless  without  notes  due  to  scattered  and  at  least 
seemingly  unrelated  statements  of  lecture. 

Unusual  request  that  students  write  answers  on  pad  during  instructor's  talk — much 
less  could  students  think  clearly  enough  to  write  down  new  question  also  required. 
How  this  was  to  be  done  and  still  take  away  anything  of  value  is  hard  to  understand. 

The  net  effect  of  the  lecture  upon  me  was  (1)  to  leave  me  without  any  definite  princi- 
ples to  take  away;  (2)  to  make  me  feel  that  the  lecturer  had  not  "closed  up"  any  one  of 
his  numerous  points. 

There  was  a  conspicuous  absence  of  discussion  by  students  of  practical  questions  that 
naturally  arise  in  such  a  practical  subject. 

Several  times  in  one  lecture  the  instructor  said:  "I  pointed  out  before,"  "I  believe 
I  suggested  this  once  before,"  "As  I  said  before." 

Among  the  aphorisms  of  one  hour  were:  Statistics  are  clever  ways  of  telling  lies;  the 
average  pupil  is  a  myth;  organize  curriculum  to  obviate  supervision  of  study  outside 
of  classroom;  supervised  study  like  home  study  is  a  myth;  too  much  time  spent  on 
imposing  adult  judgments  on  high  school  pupils;  the  20  hour  standard  week  has  never 
been  carefully  analyzed;  you  don't  want  a  supervisor  to  sit  in  judgment  and  conduct 
post  mortem  examinations  of  something  already  done;  if  Latin  is  dead  in  form,  are  not 
Milton  and  Shakespeare  deader.^ 


Extracts  from  statements  by  seven  observers  about  one  instructor 

Evidently  rather  inexperienced.  This  fact  does  not  account  for  all  defects  noted. 
Instructor  has  the  habit  of  repeating  the  answers  of  students.    Points  were  not  clinched. 

Lesson  mainly  a  rambling  review.  No  attempt  to  organize  material  or  to  emphasize 
significant  points.  The  blackboard  was  not  used.  No  attempt  was  made  to  arouse  the 
thought  of  the  class.  No  question  was  raised  either  by  instructor  or  by  student.  Unless 
well  acquainted  with  material,  significant  notes  could  not  be  taken  on  account  of  lack 
of  organization  of  important  points  and  on  account  of  rapidity  with  which  instructor 
talked.  Instructor  frequently  referred  to  material  with  "you  remember,"  or  "you 
know,"  but  no  attempt  was  made  to  determine  this.  ^^^__ 

A  student  began  to  answer  a  question;  the  instructor  interrupted  him  and  changed  the 
question;  the  student  again  attempted  to  answer;  the  instructor  interrupted  a  second 
time,  explaining  the  question;  the  student  attempted  a  third  time;  again  the  instructor 
stopped  him  and  then  proceeded  to  discuss  the  question  himself.  This  was  a  prevailing 
characteristic  of  the  recitation,  occurring  frequently  during  the  exercise.  It  should 
be  said,  however,  that  the  student's  answers  were  incoherent,  wordy,  and  indefinite 
giving  the  observer  the  impression  that  but  little  work  had  been  done  in  the  prepara- 
tion of  the  lesson.  Upon  the  whole,  the  instructor's  efforts  in  this  lesson  were  the 
best  that  I  saw  him  make,  but  it  showed  such  lack  of  really  constructive  work  that 
it  was  almost  intolerable.  To  me  it  showed  that  he  was  sadly  in  need  of  suggestions 
from  some  one  who  really  knows  how  to  teach,  and  as  he  said  he  would  welcome  such 
suggestions. 

The  lesson  was  a  lecture-quiz  and  in  some  instances  became  a  pumping  method. 
Many  of  the  questions  were  indefinite  and  the  answers  vague. 

As  to  the  mass  of  dates  and  numbers  given  at  the  beginning  of  the  period  nobody 
could  remember  them.  The  instructor  himself  very  properly  read  them  from  notes. 
To  know  where  they  could  be  obtained  in  a  nutshell  and  the  confidence  placed  in  such 
an  authority  would  have  been  more  valuable  than  the  copied  notes. 

These  students  were  groping.  The  instructor  was  trying  desperately  to  keep  the  class 
going.  The  students  were  evidently  bored  to  extinction,  and  their  answers  appeared  to 
be  mere  stringing  together  of  words  or  the  quotation  of  high  sounding  phrases  which  they 
remembered  verbatim  from  some  textbook  or  book  of  reference.  There  was  no  indica- 
tion of  definite  assignment  or  preparation. 

618 


Exhibit  23 

Lacks  ability  to  teach;  i.  e.,  to  develop  ideas  from  the  student's  experience  and  study. 
No  real  self-activity  aroused  in  students.  Inability  to  ask  questions  is  one  of  his  short- 
comings. His  questions  are  direct— that  is.  "yes"  or  "no"  questions,  suggestive,  and 
appeal  almost  wholly  to  the  memory.  They  are  not  clearly  conceived  or  expressed  in 
concise  language.  Work  is  academic,  technical  and  lifeless.  The  matter  handled  during 
the  various  recitations  lacked  any  degree  of  vitalization.  It  seems  to  me  that  it  is  only 
just  to  the  instructor  to  say  that  he  ought  to  have  through  some  older  men  in  the  uni- 
versity, some  help  in  his  teaching.  He  was  always  pleasant  and  agreeable  both  to 
visitors  and  students. 

At  least  half  the  class  during  the  entire  recitation  kept  their  textbooks  open.  In  the 
last  three  rows  there  were  no  less  than  six  students  who  appeared  to  be  studying  some 
other  material.  During  this  recitation  the  chairman  of  the  department  was  present  and 
busied  himself  by  looking  over  and  marking  a  stack  of  papers  which  he  had  brought  to 
the  class  with  him. 

Instructor's  rapid-fire  quizzing  resulted  in  getting  nothing  hut  fragmentary  answers, 
usually  consisting  of  words  and  phrases.  Rarely  did  any  student  give  a  complete 
statement  of  any  kind.  Frequently  the  instructor  would  interrupt  the  student,  repeat 
the  word  or  phrase  which  the  student  had  used,  and  proceed  to  modify  it.  During  the 
recitation  the  chairman  of  the  department  was  present  intently  reading  "Pedagogische 
Zeitung." 

Extracts    from  statements  by  five  observers  about  one  instructor 

The  discussion  of  seating  did  not  include  a  demonstration  of  desk  adjustment,  although 
there  were  three  sample  desks  in  the  room.  A  desk  was  commended  which  costs  twice 
as  much  as  the  ordinary  city  spends  for  a  school  desk. 

Recitation  very  confusing.  For  instance,  mention  was  made  of  nine  influences  that 
control  what  pupils  should  be  taught  in  the  schools,  but  what  part  each  one  played,  or 
at  what  point  any  one  of  the  elements  made  its  influence  felt,  the  relation  of  one  force 
to  the  other,  or  the  control  of  any  given  school  situation  was  not  made  clear.  This  was 
shown  by  the  replies  made  by  students, — they  did  not  give  evidence  of  any  intelligent 
appreciation  of  the  problem  discussed  or  the  questions  raised. 

Answers  given  by  students  were  unsympathetically  received. 

Unsatisfactory  discussion  of  methods  which  might  have  been  illustrated  and  could 
not  be  made  clear  unless  illustrated,  as  they  are  actually  being  illustrated  in  high  school 
and  normal  school  classes  when  considering  the  same  subject. 

The  assignment  of  the  lesson  on  Tuesday  was  very  explicit.  To  that  extent  it  was 
very  well  worthy  of  emulation  by  public  school  teachers,  but  too  much  time  was  wasted 
in  that  assignment.  The  time  taken  consumed  more  than  one-third  of  the  entire  reci- 
tation period,  whereas  it  could  have  been  adequately  done  in  five  minutes  at  most.  A 
great  deal  of  the  discussion  seemed  to  get  nowhere — did  not  arrive.  This  was  par- 
ticularly true  of  Tuesday's  work. 

The  conduct  of  the  recitation  did  not  seem  to  make  painstaking  preparation  necessary. 
For  example,  one  student  was  asked  concerning  an  earlier  assignment  and  answered. 
"I  don't  know."  No  comment  was  made  by  the  instructor.  I  should  add,  however,  that 
one  of  the  very  strong  students  told  me  that  the  instructor  holds  his  students  absolutely 
for  written  quizzes  on  assigned  work.  (Later  studies  showed  that  written  work  was  in- 
efTiciently  marked — exhibit  13.) 

Recitation  consisting  of  lecture,  discussion  and  quiz  failed  to  arrive  definitely  any- 
where, and  left  each  question  raised  completely  up  in  the  air.  There  was  nothing  in 
this  recitation  which  in  the  opinion  of  the  observer,  would  in  any  special  way  help  the 
teacher  meet  or  solve  the  high  school  problems  the  students  are  likely  to  encounter.  The 
subjects  discussed  and  questions  raised  probably  did  mean  something  to  those  who  had 
had  administrative  experiences  in  schools,  but  the  class  was  largely  composed  of  young 
women  who,  if  they  had  had  any  school  experience  at  all  in  a  classroom  as  teachers  were 
not  in  a  position  to  have  any  definite  basis  for  dealing  with  the  questions  raised. 

Were  excellencies  of  instruction   observed 

In  exhibit  3,  as  above  noted,  several  characteristics  were  noted  in  classes  in  the  course 
for  the  training  of  teachers,  which  should  be  encouraged. 

The  very  best  teaching  observed  in  the  university  was  in  some  of  these  classes.  Some  of  the 
very  best  instruction  was  by  the  same  instructors  who  in  particular  respects  noted  are  using 
methods  which  prospective  teachers  ought  not  to  be  able  to  find  even  if  they  looked  for  them 
at  the  University  of  Wisconsin,  and  certainly  ought  not  to  find  them  in  a  course  for  the 
training  of  teachers. 

Lack  of  classroom  visitation 

Objectionable  as  is  the  term  "supervision"  to  instructors  who  are  not  concerned  with  the 
training  of  teachers,  there  can  be  no  warrant  for  objection  to  supervision  on  the  part  of  in- 

619 


University  Survey  Repcrt 

structors  who  are  placed  before  prospective  teachers  as  expounders  and  practicers  of  correct 
method. 

It  is  not  now  expected  that  those  who  give  courses  for  the  training  of  teachers  be  visited 
by  anyone  for  the  purpose  of  finding  out  whether  instruction  is  moderately  or  highly  efficient 
or  inefiicient.  Chairmen  are  not  expected  and  do  not  visit;  deans  are  not  expected  and  do 
not  visit;  colleagues  are  not  expected  and  do  not  visit.  Nor  are  other  means  taken  to  give 
to  an  individual  instructor  an  outside  frank  helping  judgment  as  to  method  used. 

The  fact  that  students  recognize  earnestness,  or  brilliancy,  or  scholarshij),  and  weigh  these 
against  unsatisfactory  teaching  practice  is  only  an  added  reason  for  not  making  it  necessary 
for  prospective  teachers  to  make  such  allowance. 

For  administrative  officers  to  know  from  first  hand  observation  and  from  current  tests 
about  the  character  of  instruction  in  classes  which  exist  only  for  the  training  of  men  and 
women  to  go  out  into  the  state  as  teachers,  would  not  result  in  discouraging  strong  teachers. 
On  the  contrary,  it  would  bring  out  the  best  quality  of  teachers,  and  while  being  fair  to  the 
university  teachers  would  be  vastly  fairer  to  earnest  students  who  want  to  be  efficient 
teachers. 

It  is  futile  and  unfair  for  the  university  to  remonstrate  against  lack  of  adequate  preparation 
of  students  in  high  schools,  so  long  as  the  university  itself  fails  to  give,  through  its  courses 
for  the  training  of  teachers,  uniformly  a  demonstration  of  teaching  methods,  personality, 
relation  between  teacher  and  student,  educational  use  of  examinations,  etc.,  which  merit 
emulation  by  high  school  teachers. 

Futile  too  and  unfair  is  it  for  the  university  to  spend  $136,000  on  building,  equipment  and 
land  to  date  and  to  tie  up  the  taxes  on  $2,000,000  in  operating  a  demonstration  school  when 
neglecting  to  make  every  university  class  in  which  the  prospective  teacher  sits  a  demonstra- 
tion of  efficient  teaching. 

Teaching  in  the  Wisconsin  high  school  by  nine  teachers 

At  the  time  that  21  observations  were  made  of  teaching  in  the  Wisconsin  high  school,  the 
school  was  located  in  an  old  rented  building.  No  observations  have  been  made  in  the  liberally 
equipped  new  building. 

If  the  number  of  observations  seems  small  it  is  suggested  in  December  1914,  as  it  was 
suggested  in  September  and  November,  that  the  university  take  steps  to  ascertain  whether 
conditions  found  in  May  still  continue. 

A  class  in  Latin 

Translation  halting,  disconnected  and  a  mere  calling  of  words.  Teacher  asked 
questions  as  to  the  meaning  of  words  and  phrases.  The  pupil  was  unable  to  answer. 
Other  pupils  were  unable  to  do  better.  Finally  the  teacher  explained  the  meaning  of  the 
words  and  gave  the  translation — the  pupil  completed  the  part  she  was  called  upon  to 
read.  The  locality  described  could  not  be  located  by  the  class  and  was  finally  pointed 
out  on  the  map  by  the  teacher  herself.  It  was  suggested  to  the  teacher  that  the  pupil 
who  had  recited  explain  the  meaning  of  the  word  cum.  She  was  unable  to  do  so.  One 
of  the  other  pupils  finally  answered.  In  answer  to  the  question:  "Who  was  Caesar?" 
one  boy  replied:  "He  was  the  guy  who  thought  he  could  fight."  The  teacher  reproved 
him  and  asked  the  question:  "Did  he  defeat  all  these  tribes?"  to  which  the  boy  replied: 
"Yes,  some  of  the  burn  ones."  The  attitude  of  this  boy  was  insolent  and  most  dis- 
courteous. The  rest  of  the  class  hearing  him  giggled.  In  not  a  single  instance  was  a 
sentence  clearly  translated.  In  not  a  single  instance  did  the  student  approximate 
idiomatic  English  in  translating  sentences.  The  failure  to  translate  a  whole  sentence 
resulted  in  different  pupils  trying  the  word,  or  phrase,  or  clause — the  whole  thing  result- 
ing in  a  chopped  up  mixture  out  of  which  it  was  impossible  to  get  any  meaning  whatever. 
Attempts  at  translation  by  the  students  show  that  they  had  little,  if  any,  conception  of 
the  rules  of  Latin  grammar — they  translated  nouns  as  verbs  and  vice  versa.  There  was 
no  attempt  to  group  the  words  whose  endings  showed  they  belonged  together.  There 
was  an  utter  disregard  of  number,  gender,  and  case.  During  the  recitation  pupils  were 
called  on  who  had  no  idea  of  the  place  in  the  lesson.  P'inally  the  teacher  became  quite 
desperate  and  started  to  write  out  the  translation  on  the  blackboard.  Among  the 
expressions  used  by  the  pupils  and  allowed  by  the  teacher  were:  "bum  fighters,"  "top 
notcher,"  "scrappers,"  "puts  it  all  over  them,"  "male  member  gets  his,"  "male  member 
more  hoggish  than  the  female." 

A  class  in  geometry 

Each  member  of  the  class  placed  a  figure  on  the  board;  explained  it  correctly  almost 
without  exception;  showed  careful  preparation  and  good  knowledge  of  the  subject. 
The  figures  were  free  hand  drawings  with  one  exception  and  especially  well  done  in 
many  cases.  Time  was  economized;  ground  laid  out  well  covered.  The  class  was 
interested  throughout. 

620 


Exhibit  23 

A  class  in  French 

In  only  2  out  of  11  cases  did  a  pupil  give  the  present  tense  of  the  verb  he  was  called 
on  to  conjugate  without  hesitation  or  correction.  In  every  other  case  pupils  were  entirely 
at  a  loss.  The  instructor  would  start  a  pupil  out;  pupil  would  attempt  to  go  on,  give 
the  wrong  form;  instructor  would  correct  him  giving  the  right  form;  student  would 
then  repeat.  This  process  continued  throughout  this  [)ortion  of  the  recitation.  All 
through  the  recitation  the  teacher  was  constantly  correcting  the  pronunciation  of  the 
pupils.  Indeed  nearly  all  the  time  was  taken  up  by  the  "teacher.  When  driven  to 
desperation  the  teacher  would  stop  talking  French  and  question  and  reprove  the  pupils 
in  English  which  was  very  broken  and  dillicult  to  understand.  One  young  boy  through- 
out the  recitation  was  very  much  misbehaved,  and  kept  up  a  constant  stream  of  con- 
versation with  a  young  girl  seated  next  to  him.  This  distracted  the  attention  of  the 
others  in  the  class.  Other  members  of  the  class  whispered,  joked,  and  showed  an  utter 
lack  of  respect  for  their  teacher. 

[It  was  of  this  teacher  that  the  director  stated  at  budget  time  that  his  work  had  been 
eminently  satisfactory  while  the  principal  stated  that  tie  was  a  good  instructor  but  did 
not  understand  American  children.] 

Another  class  in  French 

The  pupils  were  most  disorderly  and  disrespectful.  They  talked  at  random,  |)layed 
together,  were  inattentive  to  requests  of  their  teacher.  The  whole  air  of  the  class  was 
one  of  flippancy  and  disrespect. 

Third  grade  German  class 

In  ever^'  case  pupils  were  required  not  only  to  give  the  proper  German  translation 
but  to  give  reason  for  the  form  used,  referring  to  the  rules  which  had  been  set  up  earlier 
in  the  recitation  period.  Whenever  a  pupil  failed  to  understand  a  certain  usage  the 
teacher  skilfully  showed  him  why  the  form  used  was  wrong  and  led  him  to  a  proper 
application  of  the  rule  which  governed  the  usage  in  the  particular  case  involved. 

Seventh  grade  German  class 

The  class  was  playing  a  game  when  I  entered.  The  teacher  gave  a  name  in  German. 
Children  were  then  expected  to  give  a  name  beginning  with  the  same  letter  with  which 
the  other  had  ended.  Conversation  was  in  German.  Only  the  close  of  the  recitation  was 
seen. 

General  science  class 

The  class  had  the  day  before  made  a  thermometer  and  today  they  were  called  upon 
to  explain  the  process.  One  was  sent  to  the  board  to  draw  a  diagram  showing  tin-  scale. 
Two  different  boys  put  drawings  on  the  board,  one  the  face  of  a  gas  meter,  the  otiior  of 
a  bicycle  lamp.  Certain  omissions  in  drawing  were  pointed  out  by  pupils.  When  words 
were  misspelled  one  boy  after  another  went  to  the  blackboard  to  write  his  way  of  spelling 
the  word,  until  the  correct  form  was  finally  given. 

Sixth  grade  German  class 

Conversational  German  was  found  in  this  class.  A  game  was  being  played  correspond- 
ing to  the  English  game  of  20  questions.  Pupils  would  ask  in  German  such  questions 
as,  "Is  it  round.^" — -"Is  it  redl'" — "Is  it  alive?"  etc.,  until  finally  the  right  object  was 
guessed.    The  exercise  furnished  excellent  opportunity  for  conversation  in  German. 

Senior  German  class 

The  teacher  spoke  German  and  made  his  pupils  speak  German  sentences.  He  asked 
questions  in  German.  If  the  first  pupil  could  not  answer,  another  replied,  and  the  first 
repeated  the  sentence.  The  teacher  was  not  satisfied  with  an  English  equivalent  for  a 
German  word,  but  asked  for  and  received  its  definition  in  German.  He  likewise  caused 
discussion  of  the  text  in  German. 

Eighth  grade  German  class  ^ 

Pronunciation  excellent;  fine  spirit;  much  memory  work — poem  was  to  be  learned 
and  had  been  committed  by  several.  Teacher  called  for  sentences  which  had  been  learned 
by  heart  from  the  previous  lesson.     What  is  called  the  direct  method  was  not  used, 

621 


University  Survey  Report 

but  the  recitation  was  more  like  the  usual  method  of  teaching  Latin.  For  example, 
children  would  be  asked:  "What  is  a  horse?";  they  would  then  answer,  "Das  Pferd." 
A  method  which  has  been  found  most  successful  as  applied  for  example  in  classes  for 
foreigners  is  "What  is  a  horse?"  Answer:  "A  horse  is  a  large  animal  with  four  legs — he 
is  used  to  draw  wagons,  etc." 

Sixth  grade  arithmetic  class 

A  three  page  description  was  given  of  this  exercise.  The  comment  states  that  the 
teacher  was  most  skilful  in  leading  pupils  to  see  their  mistakes  and  her  control  was 
perfect  during  the  entire  recitation.  There  was  a  One  spirit  shown  by  the  pupils  in  their 
work.  The  difTiculty  which  each  child  had  in  giving  the  fraction  equivalents  of  such 
percentages  as  16f%,  20%,  37^%,  etc.,  showed  insufficient  drill  in  this  work.  For 
example,  when  asked  to  find  16|%  of  75,  one  pupil  wrote, 
16f%  50 

16f  %  equals      equals equals  §. 

100  300 

I  of  75  equals  12|. 
The  teacher  asked  the  pupil  whether  he  should  not  have  known  that  161%  equals  I 
without  going  through  all  that  work.    The  pupil  admitted  that  he  should  have  known. 
When  the  teacher  asked  that  equivalent  fractions  be  written  for  percentages  such  as 
75%,  60%,  87i%,  from  one-third  to  one-half  of  the  results  were  incorrect. 

Second  year  French  class 

The  instructor  translated  and  talked  much  English — as  he  told  the  observer  because 
he  had  to  prepare  these  pupils  for  the  university  and  could  not  do  so  with  the  direct 
method.  The  teacher  speaks  fine  French  and  miserable  English.  He  speaks  mostly  the 
latter  in  this  class  and  the  result  is  that  the  pupils  speak  miserable  French.  The  work 
on  the  board  showed  a  complete  ignorance  of  the  grammar  which  the  teacher  says  he  is 
forced  to  teach  to  this  class.  The  class  at  the  end  of  the  school  year  was  ignorant  of 
vocabulary,  articles,  gender,  declension,  conjugation.  Pupils  paid  no  attention  to 
recitation.  They  talked  with  one  another;  replied  "don't  know"  to  questions.  One 
was  removed  to  a  front  seat  for  ignoring  what  the  instructor  was  saying. 

Eighth  grade  French  class 

Sentences  were  written  on  the  blackboard  that  were  surprisingly  correct.  For  the 
most  part  they  were  found  to  be  exact  copies  from  a  certain  chapter  of  the  book.  There 
was  evident  a  correctness  of  pronunciation  with  a  facility  which  is  characteristic  of 
children.  The  observer  was  told  later  by  a  university  professor  that  the  direct  method 
was  preferred  by  teachers  but  that  it  had  been  tried  by  this  instructor  and  found  not  to 
fit  university  conditions.  One  little  girl  continually  interrupted  the  instructor  by  impu- 
dent remarks.  Two  boys  were  continually  interrupting.  The  instructor's  attempts  to 
read  were  repeatedlv  disturbed  by  "smart"  remarks  by  pupils.  The  observer's  comment 
reads:  "This  class  would  be  no  credit  to  any  school.  In  a  model  high  school  it  is  ridicu- 
lous and  disgraceful." 

Mathematics  class 

The  teacher  had  the  attention  of  the  class  without  exception,  and  as  the  teaching 
proceeded  called  upon  the  pupils  to  draw  conclusions  by  the  Socratic  or  so-called  "de- 
veloping" method.  She  sent  pupils  to  the  board  to  test  their  power  to  apply  principles 
to  individual  cases.  Some  understood  and  finished  work  correctly  and  promptly.  Others 
were  not  clear,  fell  into  error,  and  reached  incorrect  conclusions;  one  did  nothing  but 
begin  and  erase,  leaving  his  blackboard  space  empty  at  the  close  of  the  period.  The 
teacher  passed  from  pupil  to  pupil  at  the  blackboard,  pointing  out  the  error  of  one 
individual  at  a  time  to  that  individual  alone.  She  could  not  get  round  to  15  pupils 
rapidly  enough  by  the  individual  plan  to  make  sure  that  each  closed  the  recitation  clear 
as  to  the  principles  involved  or  as  to  his  own  errors  in  applying  them.  Almost  every 
answer  given  in  reply  to  the  Socratic  questions  was  repeated  by  the  teacher  with  con- 
sequent loss  of  time  and  diminution  of  the  pupils'  sense  of  responsibility  for  making 
themselves  intelligible  to  the  class.  Silence  was  accepted  as  proof  that  all  understood 
and  that  no  farther  explanation  was  needed. 

Senior  history  class 

When  asked  to  discuss  motives  which  led  to  colonization  the  statements  of  the  pupils 
showed  that  they  did  not  have  a  definite  idea  of  the  subject  under  discussion.  For 
example,  for  France  it  was  stated  that  on  account  of  the  fact  that  the  Catholic  church 

622 


Exhibit  23 

was  losing  ground  France  desired  to  claim  new  territory  for  the  church.  In  view  of  the 
fact  that  this  class  was  composed  largely  of  juniors  and  seniors,  the  work  seemed  ex- 
tremely elementary,  and  did  not  show  that  these  students  had  the  grasp  of  the  subject 
which  'might  reasonably  be  expected.  A  review  of  eighth  grade  pupils  on  the  same  work 
should  show  a  much  better  quality  of  result.  After  class  the  teacher  explained  to  the 
observer  that  the  students  came  from  all  sorts  of  schools,  with  the  greatest  possible 
variety  of  training,  and  that  it  is  extremely  difTicult  to  do  good  class  work  with  them. 
The  attitude  of  the  pupils  was  frivolous.  Whenever  a  slight  mistake  was  made  there  was 
a  tendency  to  giggle.    The  pu[)ils  were  indifferent  and  showe.'J  lack  of  interest. 

Senior  German  class 

Pupils  wrote  articles  and  plurals  on  the  blackboard— about  70%  correct.  Heading  of 
text  fair;  pronunciation  fairly  good.  A  good  exercise  in  word  order  and  verb  forms, 
and  in  changing  tense  of  text.  Instruction  was  academic  and  fairly  stimulating — good 
teaching  of  its  type.  Time  well  utilized.  Translation  method  was  used  as  in  Latin. 
Questions  tested  the  memory.  Pupils  were  attentive.  In  calling  on  pupils  to  recite  no 
regular  order  was  followed.  Ready  and  hearty  but  not  strong  response  in  German.  The 
teacher  conceded  that  the  work  was  of  the  Latin  type  and  seemed  unfit  for  these  boys 
and  girls.  She  said,  however,  that  it  was  necessary  to  leach  by  this  reading  and  trans- 
lation method  in  order  to  satisfy  the  university  requirements.  Using  the  indirect 
method,  she  is  not  able  to  teach  language  and  grammar  at  the  same  time.  .She  believes 
in  the  direct  method,  but  insisted  that  certain  grammatical  proficiency  was  necessary 
for  university  entrance  and  that  sufficient  progress  could  be  made  only  by  teaching 
grammar  in  an  English-Latin  method.  (As  shown  in  the  earlier  reference  to  games  in 
German,  this  teacher  is  able  to  use  the  direct  method.) 

iVIoral  instruction  class 

Throughout  the  discussion  the  terms — admiration,  confidence,  friendship,  loyalty, 
intimacy — were  used,  showing  the  greatest  confusion  as  to  interpretation.  It  seemed 
impossilile  to  harmonize  the  differences  in  the  ideas  expressed  by  the  students,  because  of 
the  failure  to  agree,  even  in  a  general  way,  as  to  what  these  terms  mean.  The  same  kind 
of  discussion  was  brought  about  when  the  question  was  raised  as  to  whether  friendship 
implied  trustworthiness.  Finally  the  instructor  suggested  that  the  questions  under  dis- 
cussion were  too  philosophical  and  entirely  beyond  the  capacity  ot  the  members  of  the 
class.  Immediately  after  this  statement  he  raised  the  question  as  to  the  difference 
between  admiration  and  love.  The  class  again  jumped  into  a  free-for-all  discussion— 
sometimes  two  groups  of  pupils  talking  back  and  forth  to  each  other  on  the  same  point. 
This  resulted  in  not  a  little  confusion.  The  recitation  closed  with  a  brief  lecture  in  which 
the  instructor  pointed  out  that  the  satisfactions  in  life  are  the  result  of  interests  on  the 
part  of  the  individuals, — good  men  live  in  a  better  world  than  bad  men;  good  men  attract 
other  men;  and  as  a  result  good  men  create  better  worlds  in  which  to  live.  He  pointed  out 
that  bad  tempered  people  influence  others  to  be  ill  tempered  and  that  this  results  in 
making  the  individual's  environment  an  unhappy  one.  .\s  the  bell  rang  for  dismissal  the 
assignment  was  given:    "Take  the  remainder  of  the  questions." 

Should  the  high  school  be  supervised 

The  university  teaches  that  instruction  in  every  other  high  school  in  the  state  of  Wisconsin, 
to  which  any  of  its  students  may  go  to  give  instruction  should  be  supervised.  In  its  teaching 
it  does  not  except  its  own  high  school. 

It  advertises  to  demonstrate  through  directed  teaching  in  the  Wisconsin  high  school  the 
highest  efficiency  of  instruction.  It  has  not  heretofore  been  expected  that  the  director  of 
the  course  for  the  training  of  teachers,  who  occupies  the  relation  of  superintendent  to  the 
Wisconsin  high  school,  should  personally  know  the  quality  of  instruction  which  is  held  up 
to  students  as  model  instruction. 

It  has  not  heretofore  been  required  that  the  principal  of  the  high  school  should  personally 
formulate  any  specific  statement  for  himself  or  for  the  director,  as  to  strong  or  weak  points 
of  individual  teachers  in  the  high  school.  . 

It  has  not  heretofore  been  expected  that  the  dean  of  the  College  of  Letters  and  Science 
should  personally  visit  the  high  school  or  know  the  quality  of  instruction;  nor  that  depart- 
ment chairmen  or  departmental  committees,  or  teachers  in  departmental  courses  whose 
students  are  sent  to  the  university's  high  school,  should  know  from  first  hand  observation 
about   the  quality  of  instruction  there  demonstrated.  ,     ,        j 

As  has  been  shown  elsewhere  no  other  tests  have  been  applied  to  instructional  methods  and 
results  through  which  the  character  of  work  could  be  known  by  those  responsible  for  the 
high  school.  . 

It  has  been  stated  to  the  survey  that  numerous  changes  have  been  made  since  the  school 
year  1914-15  began  in  September  1914.  No  attempt  has  been  made  by  the  survey  to  verify 
this  statement. 

623  J 


University  Survey  Report 

Thai  the  university  is  not  justified  in  expecting  from  all  its  present  teaching  staff  in  the 
high  school  the  quality  of  instruction  that  it  expects  from  other  members  of  the  teaching 
stalT  is  apparent  in  the  salaries  ]iai(i  and  the  previous  experience  required,  as  has  been  ex- 
plicitly stated  by  the  university. 

It  was  for  this  reason  that  the  survey  recommended  in  September  that  the  university 
discontinue  all  courses  in  its  high  school  which  it  cannot  offer  as  model  instruction  worthy 
of  imitation  by  teachers  when  they  go  to  other  high  schools  (Supplement  III). 

If  the  university  assumes  responsibility  for  managing  a  secondary  school  it  will  frequently 
be  found,  as  have  other  institutions  before  it,  in  the  position  of  a  reactionary  compelled  by 
circumstances  to  defend  inefficient  instruction.  Budget  difficulties,  personnel  difficulties, 
supervision  difficulties,  and  human  nature  make  it  practically  inevitable  that  the  university 
when  conducting  an  independent  school  shall  have  inefficiencies  in  the  future  as  it  now  has 
them.  If  on  the  other  hand  it  utilize  a  city  school  system  and  concentrate  its  own  energies 
upon  efficient  instruction  at  the  university  and  efficiently  helping  instruction  for  which 
the  city  system  is  responsible,  it  need  never  be  over-tempted  to  apologize  for  low  or  inade- 
quate standards. 


SUPPLEMENT  2 

University's  comments  (October  2,  1911)  on  the  document  submitted  (September 
18,  1914)  to  the  State  Board  of  Public  Affairs  under  the  heading:  "Significant 
facts  regarding  the  Wisconsin  high  school,  which  the  university  survey  wishes 
to  go  over  in  detail  with  the  special  committee  of  the  university  Board  of 
Regents."  together  with  facts  submitted  by  the  survey  for  comparison  with  the 
university's  comments. 

(Indented  paragraphs  are  statements  by  the  survey,  referring  in  each  case  to  the  university 

statement  preceding) 

Introductory  statement 

The  heading  on  the  document  would  indicate  that  it  contained  facts  only;  whereas  the 
document  has  the  following  scope: 

1.  It  contains  many  statements  of  fact,  but  many  of  these  are  incomplete  statements. 

Often  facts  have  been  so  selected  as  to  give  an  erroneous  impression.     In  a  number 
of  cases  the  purported  statements  of  facts  are  untrue. 

2.  Mingled  with  the  statements  of  fact  are  arguments,  inferences,  and  imjjlications,  many 

of  which  are  not  justified  by  the  facts. 

3.  The  document  at  various  places  contains  educational  pronouncements  as  the  basis  of 

the  arguments  and  inferences.     These  pronouncements  will  not  be  discussed;  they 
have  the  weight  belonging  to  their  source. 

4.  The  statement  of  facts,  arguments,  inferences,  and  pronouncements  of  educational 

theories  are  in  many  cases  inextricably  intermingled,   thus  violating  the  funda- 
mental principles  of  scientific  statement. 
No  attempt  will  here  be  made  to  make  complete  the  illustrations  which  might  be  furnished 
by  the  document  regarding  these  declarations. 

The  purpose  of  the  brief  commented  upon  by  the  university  was  apparently  lost  sight 
of  by  the  university  in  making  the  comment. 

As  a  courtesy  to  the  Board  of  Regents  the  university  survey  called  the  regents'  atten- 
tion to  certain  facts  which  the  survey  felt  the  regents  would  wish  to  go  over  in  detail. 
The  brief  was  not  to  stand  alone  but  was  to  serve  as  a  guide  to  official  documents.  The 
documents  were  marked  and  tabbed  to  facilitate  quick  reading  of  the  passages  re- 
ferred to. 

Instead  of  the  time  being  spent  in  looking  at  these  documents,  it  was  spent  in  general 
discussion.  The  time  actually  spent — two  whole  days — would,  if  spent  in  reading  the 
original  documents  instead  of  listening  to  statements  such  as  the  comment  here  copied, 
have  given  regents  first  hand  independent  specific  knowledge.  The  fact  that  this  pro- 
cedure was  not  followed  as  requested  by  the  State  Board  of  Public  Affairs  should  be 
remembered  in  connection  with  the  survey's  detailed  report  upon  how  the  regents 
investigate   (exhibit  35). 

Particular  items. 

Section  [numbers  refer  to  paragraphs  in  supplement  III  to  this  exhibit]. 

Section  I,  item  10  implies  that  the  retirement  of  the  former  president  of  the  Board  of 
Education  would  make  more  extensive  cooperation  with  the  Madison  high  school  practicable. 
No  evidence  is  given  that  this  is  the  fact.     This  point  will  later  be  referred  to. 

Item  10  was  a  statement  of  fact  and  not  an  implication.  The  university's  answer, 
however,  raises  the  question  why  no  effort  was  made  to  see  whether  the  withdrawal  of 
the  university's  principal  opponent  had  changed  the  Madison  board's  unwillingness  to 

624 


Exhibit  23 

cooperate.  The  alleged  insuperable  objections  to  further  cooperation  were  not  confined 
to  the  Madison  high  school  but  related  to  every  school  of  the  Madison  school  system. 
Therefore,  it  is  relevant  that  in  three  different  subjects  there  was  practice  teaching  last 
year. 

Section  I,  item  22  indicates  that  there  was  practice  teaching  in  the  Wisconsin  [Madison] 
public  schools  by  students  in  manual  arts,  zoology  and  music  in  1913-14.  There  was  no 
practice  teaching  in  the  Madison  high  school  that  year,  which  only  bears  upon  the  problem 
under  discussion. 

Section  I,  item  24  states  that  Professor  Crawshaw  had  arranged  practice  work  in  the 
Madison  high  school  in  manual  arts  in  1914.  Professor  Crawshaw  did  no  such  work  in  the 
Madison  high  school.  The  only  work  done  by  Professor  Pearse  in  zoology  in  this  high 
school  was  for  seven  students  for  a  small  amount  of  work;  and  this  was  by  special  personal 
arrangement  with  the  teacher  in  charge  of  biology. 

The  above  paragraph  referring  to  item  22  denies  that  there  was  practice  teaching  in 
the  Madison  high  school  last  year.  The  next  paragraph  referring  to  item  21  states  that 
there  was  practice  teaching  for  seven  students  in  one  subject.  This  average  in  one  sub- 
ject is  higher  than  the  average  in  all  subjects  that  would  be  required  to  accommodate  all 
students. 

The  fact  that  special  personal  arrangement  secured  this  privilege  indicates  that  other 
special  arrangements  or  special  official  arrangements  might  have  secured  similar  privi- 
leges in  other  subjects. 

Section  II,  item  2.  It  is  stated  the  lack  of  legal  power  to  establish  a  high  school  is  recog- 
nized. As  evidence  of  this  is  a  quotation,  the  report  of  the  !)resident  of  the  universitv  in 
relation  to  the  Wisconsin  high  school,  reading:  "Not  possible  without  a  direct  legislative 
authorization."  The  implication  is  that  this  was  his  view.  Reference  to  the  original  docu- 
ment will  show  that  no  opinion  is  expressed  by  him  upon  this  point.  Following  the  sentence 
from  which  the  quotation  is  made  it  is  stated:  "If  such  be  the  case,  then  a  full  and  broad 
presentation  of  the  case  by  the  regents  to  the  coming  legislative  session  is  necessar>-  and 
appropriate." 

This  is  a  quibbling  over  terms.  The  statement  appeared  in  the  president's  report  and 
in  the  regent's  report.  It  was  an  official  document.  A  "full  and  broad  presentation" 
of  the  case  was  made.  The  legislature  was  asked  to  give  legal  authority,  after  the  ad- 
ministrative officers  of  the  university  had  convinced  the  Board  of  Regents  that  it  was 
"not  possible  without  direct  legislative  authority." 

Section  III,  item  7  is  mentioned  as  illustrating  the  method  employed  through  much  of  the 
report  It  is  stated  that  there  is  no  record  to  indicate  that  the  dean,  or  regents'  committee 
on  letters  and  science,  or  members  of  the  Department  of  Education  reviewed  the  plans  or 
reports  of  the  investigation,  relating  to  the  Wisconsin  high  school.  The  common  method  of 
carrying  on  work  in  the  university  is  by  frequent  conferences  and  mutual  understanding 
rather  than  by  creating  elaborate  records  through  bureaucratic  methods.  Records  are 
made  whenever  necessary;  but  the  larger  part  of  the  arrangement  of  plans  is  done  by  con- 
ferences of  the  parties  concerned  until  a  consensus  of  opinion  is  developed,  after  which  the 
conclusions'reached  are  put  into  form.  To  introduce  bureaucratic  methods  in  the  university 
so  that  there  shall  be  a  record  of  all  conferences  and  transactions  which  relate  to  all  subjects 
would  enormously  increase  the  amount  of  the  clerical  force,  would  make  a  heavier  draft 
upon  the  administrative  officers,  and  would  deaden  the  organization.  This  point  of  view  is 
demonstrated  by  the  existing  situation  in  the  government  bureaus,  which  are  in  strong  con- 
trast with  the  universities.  The  latter,  to  the  present  time,  have  happily  escaped  bureau- 
cratic methods. 

Among  "parties  concerned"  who  were  not  consulted  were  members  of  the  Department 
of  Education,  the  general  faculty,  the  regents,  the  general  public. 

Experience  shows  that  nowhere  are  burcacratic  methods  more  ruthless  than  where 
information  is  not  of  record  and  where  action  depends  upon  memory.  If,  as  appears 
later  in  the  university's  comment,  to  keep  records  of  why  money  is  spent  as  well  as  where 
it  goes,  is  bureaucratic,  then  it  is  time  the  university  used  bureaucratic  methods  ever>-- 
wliere. 

Section  III,  item  8  states  that  no  record  was  kept  by  the  president  of  his  own  investiga- 
tions, conferences,  or  of  reports  to  him.  If  by  this  it  is  meant  that  complete  records  are 
in  the  university  files,  this  is  true;  but  the  careful  investigations 

There  is  nothing  in  any  public  statement  to  indicate  that  a  careful  investigation  was 
made.  On  the  contrary  published  statements  and  the  syllabus  presented  to  the  legisla- 
ture, as  well  as  statements  made  in  this  comment,  indicate  clearly  that  no  careful  investi- 
gation had  been  made;  that  instead  the  report  embodied  conclusions,  not  evidence  of 
investigation,  without  any  data  as  to  the  practice  teaching  in  separate  demonstration 
schools  of  other  institutions. 

•which  the  president  carried  on  in  regard  to  the  advisability  of  the  establishment  of  the  Wis- 
consin high  school  were  embodied  in  an  address  as  president  of  the  National  Association  of 
State  Universities.  The  same  may  be  found  on  pages  10  to  43  of  the  1908  report  of  that  asso- 
ciation.    This  paper  was  prepared  after  sending  out  inquiries  to  all  the  important  institu- 

62.-) 

ScR.— 40 


University  Survey  Report 

tions  of  the  United  States  in  regard  to  their  practice  in  training  teachers.  It  embodies  a 
careful  compilation  of  many  of  the  facts  then  obtainable,  and  a  discussion  of  these  facts 
especially  as  they  related  to  the  University  of  Wisconsin.  Copies  of  this  paper  were  sent  to 
the  regents  shortly  after  its  publication. 

This  paper,  as  shown  later  in  the  university's  comment  under  IV,  indicated  that  the 
University  of  Wisconsin  was  going  to  extend  the  use  of  public  schools  rather  than  prove 
that  they  could  not  be  used. 

In  regard  to  III,  items  9,  10,  11,  12,  13  and  1  1,  they  illustrate  tlie  difference  between  what 
could  be  possible  under  bureaucratic  methods  and  methods  ])ursued  in  the  university.  At 
the  university  all  material  obtained  is  digested,  discussed,  and  put  into  form  by  the  proper 
ofTicers  so  that  the  important  facts  may  be  understood  by  the  proper  authorities.  There  is 
no  possibility  of  presenting  to  the  regents  or  to  the  legislature  the  details  of  all  documents 
relating  to  all  subjects. 

After  the  meeting  where  this  statement  was  read.  Chairman  Sanborn  of  the  survey 
reminded  the  university  that  the  state  of  Wisconsin  is  in  earnest  in  requiring  that  state- 
ments to  official  bodies  and  to  the  legislature  give  enough  details  so  that  the  case  does  not 
depend  upon  the  unsupported  dictum  of  any  officer.  The  facts  show  that  in  the  matters 
referred  to  in  this  paragraph  the  university  had  not  obtained  the  material  necessary  to 
intelligent  judgment,  had  not  adequately  digested  it,  and  had  not  put  it  into  form  so  that 
the  important  facts  were  understood. 

In  regard  to  the  omission  from  the  printed  report  of  certain  information  contained  in  the 
preliminary  report  mentioned  in  item  9,  the  reason  for  the  omission  was  that  the  law  gives  the 
biennial  report  a  limited  space;  and  it  was  necessary  not  only  to  condense  the  report  referred 
to  but  to  condense  other  reports.  The  full  report  was  printed  in  preliminary  form,  and  in 
that  form,  in  accordance  with  custom,  was  sent  to  the  regents. 

Section  III,  item  15.  The  statement  that  the  project  for  the  establishment  of  a  demon- 
stration and  practice  school  "was  not  squarely  and  independently"  before  the  legislature  is 
without   foundation. 

The  quoted  statement  had  already  been  struck  out  at  an  earlier  conference,  as  regents 
stated  when  it  reappeared  at  this  point  in  the  president's  brief. 

This  is  shown  by  my  syllabus  which  was  presented  to  all  members  of  the  educational  and 
finance  committees  of  the  legislature.  A  full  page  is  devoted  to  the  discussion  of  this  school. 
This  statement  was  supplemented  by  a  syllabus  by  Professor  Elliott  of  six  pages  also  presented 
to  the  legislative  committees.  These  syllabuses  were  orally  explained  at  length.  Therefore, 
the  statement  that  the  proposal  to  establish  a  demonstration  school  was  not  squarely  before 
the  legislature  is  wholly  unjustified. 

Facts  about  alternatives  were  not  in  the  syllabus.  The  syllabus  went  not  to  the  whole 
legislature  but  to  the  legislative  committees  only.  The  syllabus  contained  statements 
which  were  incorrect;  there  was  practically  no  publicity  as  to  the  project.  The  survey 
meant  to  point  out  that  a  matter  involving  the  reservation  of  more  than  $1,000,000 
of  capital  came  before  the  legislature  in  a  way  that  failed  to  attract  the  attention  which 
a  separate  bill  would  have  attracted. 

Section  IV,  items  1-12.  An  attempt  is  made  to  make  the  position  of  the  president  of  the 
university  appear  inconsistent  in  speaking  well  of  the  work  done  in  cooperation  with  the  city 
schools,  while  at  the  same  time  he  advocated  the  establishment  of  the  Wisconsin  high  school. 
The  investigations,  already  referred  to,  which  are  summarized 

These  investigations  were  made  in  1908  whereas  the  conclusions  were  published  in 
1906.  Thus  the  conviction  here  referred  to  was  reached  before  the  investiagtion  was 
even  begun. 

in  his  presidential  address  before  the  National  Association  of  State  Universities,  led  him  to 
the  conviction  that  to  prepare  the  large  number  of  teachers  which  would  be  necessary  in  the 
university  would  require  both  cooperation  with  the  city  schools  and  the  use  of  a  school  under 
the  operation  of  the  university.  This  conclusion  he  was  very  slow  to  reach.  In  the  article, 
published  in  1908,  it  was  declared  to  be  the  plan,  as  it  still  is,  to  use  the  Madison  schools  to 
the  greatest  possible  extent  and  also  to  have  the 

On  the  contrary  in  1911  the  conceded  successful  collaboration  through  university 
demonstration  teachers  in  the  high  school  was  discontinued  and  has  never  been  revived. 
No  credit  in  the  special  courses  in  observation  and  practice  is  provided  for  this  year 
(1914-15)  for  observation  or  practice  work  in  the  Madison  public  schools.  Instead  of 
trying  to  secure  increased  practice  facilities  which  experience  in  1913-14  showed  would 
be  possible,  efforts  have  been  made  in  1914  to  prove  that  it  is  not  worthwhile  to  try. 
The  principal  of  the  Wisconsin  high  school  has  no  plan  for  further  utilizing  the  Madison 
public  schools. 

additional  facilities  which  are  furnished  by  the  Wisconsin  high  school.  The  use  of  the  two 
are  not  contradictory;  they  are  supplementary.  The  paper  referred  to  shows  the  untruth  of 
the  implication  [at  the  beginning  of  IV]  that  the  conviction  preceded  investigation. 

Dates  should  not  be  confused.  The  conviction  was  expressed  in  the  1906  report.  The 
investigation  came  later  and  the  report  upon  it  came  in  1908. 

626 


Exhibit  23 

Under  section  IV,  item  12  much  is  made  of  llie  cooperative  arrangement  with  public  high 
schools,  which  exist  at  Brown  University,  Harvard  University,  and  other  institutions,  Since 
Brown  and  Harvard  are  specially  stressed,  pains  have  been  taken  to  ascertain  the  facts. 

The  survey's  point  is  that  such  pains  were  not  so  taken  in  1911. 
At  Brown  University  this  year  there  are  18  students  who  have  an  opportunity  for  practice 
work  in  the  public  schools.  These  are  all  graduate  students  and  one-half  of  them  receive 
compensation  for  the  work  they  do.  These  few  students  are  distributed  among  several  high 
schools.  At  Harvard  University  last  year,  altogether,  there  were  '20  PiadclilTe  seniors  and  10 
Harvard  seniors,  doing  observation  and  practice  work,  who  were  distributed  among  eight 
different  high  schools.  Kansas,  alluded  to  as  doing  work  in  the  Lawrence  high  school,  has 
a  high  school  of  its  own  also. 

Kansas  did  not  have  its  own  high  school  in  1911. 

In  not  one  of  the  instances  cited,  under  IV,  item  12,  is  the  situation  i)arallel  to  the  case  of 
Wisconsin,  in  that  here  observation  and  practice  work  must  be  i)rovided  for  about  200  stu- 
dents in  a  single  school,  if  this  is  to  be  done  by  cooperation. 

It  is  not  necessary  to  have  all  the  200  students  in  a  single  school  at  the  same  time. 
Last  year  seven  students  in  one  subject  were  nt  work  at  one  time  in  the  Madison  high 
school.  As  has  already  been  slated  thai  is  a  higher  average  i)er  subject  than  would  be 
needed  to  accommodate  all  the  university  students.  They  could  be  sent  in  at  least  four 
relays,  because  only  10  hours  time  is  required  of  each  student  fi.  e.,  one  hour  a  day  for 
40  days).  Therefore,  three  or  four  students  at  a  time  in  each  of  17  subjects  offering 
special  teachers  courses,  and  not  200  at  a  time  in  one  or  two  subjects,  are  involved. 

Section  V,  item  1-3.  It  is  stated  that  the  budget  expenditure  of  $23,175  for  the  present 
year  is  for  half  of  final  registration.  This  is  not  true.  The  syllabus  of  the  president  to  the 
legislative  committee  shows  that  the  plan  was  to  build  a  school  to  accommodate  2 10  pupils. 
The  first  part  of  the  first  year  of  its  operation,  226  pupils  are  registered. 

At  the  meeting  of  the  survey  with  the  regents,  the  director  of  the  course  for  the  train- 
ing of  teachers  stated  that  he  had  written  to  the  survey  that  if  it  had  not  been  for  the 
survey  the  university  would  probably  have  completed  construction  of  the  third  wing  of 
this  building  during  the  current  year.  It  has  always  been  planned  to  add  enough  space 
to  double  the  present  equipment,  other  than  gymnasium  and  auditorium,  although  it  is 
expected  to  use  part  of  the  additional  space  for  housing  the  Department  of  Education. 
The  president  of  the  university  has  received  two  different  reports  from  the  director 
referring  to  the  school  as  less  than  half  a  school  because  it  was  not  yet  completed.  The 
size  of  the  auditorium  and  gymnasium  can  be  explained  only  on  the  ground  that  another 
wing  was  expected. 

Section  V.  item  5.  It  is  stated  that  [neither]  President  Van  Hise  nor  the  deans,  nor  the 
committee  of  the  faculty  have  conferred  with  the  Madison  authorities.  This  is  not  true.  At 
the  time  the  cooperative  arrangement  was  made,  Mr.  Victor  Lenher  was  both  a  professor  in 
the  university  and  a  member  of  the  Board  of  Education.  He  was  the  instrumentality  through 
which  the  negotiations  were  largely  conducted.  With  him  both  the  dean  of  the  (>ollege  of 
Letters  and  Science  and  the  president  had  frequent  conferences  during  the  i)rogress  of  the 
negotiations,  and  from  time  to  time  since  the  cooperative  arrangement  was  made. 

The  professor  referred  to  was  legally  a  third  party.  The  negotiations  were  personal 
and  not  oflicial;  indirect  and  not  direct;  uncommissioned  and  not  commissioned;  irre- 
sponsible and  not  responsible.  To  deal  with  a  city  government  through  a  subordinate 
ofilcer  whose  status  as  representative  either  of  the  city  government  or  of  the  university 
is  not  defined,  can  hardly  be  called  conference  by  president  or  dean  or  faculty  committee 
with  that  city  government.  The  point  made  by  the  survey  was  that  a  profoundly 
important  educational  project  was  handled  without  formally  authorized  open  conference 
between  the  university  and  the  public  schools'  official  head. 

Section  V  contains  arguments  in  favor  of  the  extension  of  cooperation  with  Ihe  Madison 
schools  as  a  substitute  for  the  Wisconsin  high  school. 

These  pages  do  not  contain  "argumenls."     They  stale  one  fact  after  another  as  to 

efforts  not  made  by  the  university  to  study  its  then  existing  relations  with  the  Madison 

schools. 

While  the  arrangements  which  have  existed  for  a  number  of  years  are  to  continue,  that  they 

cannot  be  extended  is  shown  by  a  letter,  dated  .Inly  8,  191  I,  from  the  chairman  of  the  Board 

of  Education,  in  which  he  says  that  he  is  instructed  to  state  "that  the  board  reallirms  the 

position  heretofore  taken  by  it  and  from  time  to  time  reported,  that  it  is  willing  to  allow  the 

existing  agreement  to  continue,  but  that  it  is  not  willing  to  consider  any  extension  of  these 

privileges."     This  decision  was  reached  by  a  unanimous  vote  of  the  board.     This  statement 

of  the  chairman  of  the  board  is  confirmed  by  letters  of  the  superintendent  of  the  Madison 

schools,  dated  July  11,  1914.  and  of  the  principal  of  the  high  school,  dated  .lune  30,  1914. 

The  correspondence  shows  that  the  facts  were  never  presented  to  t~lie  Board  of  Edu- 
cation. On  the  contrary  the  questions  asked  were  not  of  a  kind  likely  in  any  connection 
to  secure  deliberation  or  judgment  based  upon  information.  Where  the  university  cites 
this  correspondence  as  evidence  of  etTort  and  failure  to  secure  cooperation,  the  survey 
cites  it  in  the  body  of  this  exhibit  as  evidence  of  a  method  which  can  nowhere  secure 

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University  Survey  Report 

cooperation  and  which  would  wherever  used  lead  to  misrepresenting  the  facts  and  mis- 
representing the  constituency  of  a  public  body  which  acted  upon  such  a  presentation  of 
alleged  fact  and  of  question. 

Thus  the  theory  of  cooperation  held  by  the  survey,  oven  if  it  were  sound,  is  inadequate  to 
meet  the  situation  at  the  university. 

Section  VI,  paragraph  4.  It  is  stated  by  implication,  a  favorite  method  of  the  document, 
that  low  scholarship  exists  among  the  pupils  of  the  small  classes  of  the  Wisconsin  high  school. 
No  member  of  the  survey  has  made  any  adequate  test  to  justify  this  conclusion. 

Instead  of  implication  the  survey's  statement  here  referred  to  is  a  very  direct  state- 
ment. Low  scholarship  had  been  found  to  exist  by  examination  of  scholarship  records 
and  by  observation  of  work  done  in  class.  The  survey  had  exactly  this  much  more  base 
for  declaring  that  the  scholarship  was  low  than  had  the  university  ofTicers  for  believing 
that  it  was  not  low — they  had  not  examined  or  tabulated  the  scholarship  records  or 
visited  and  critically  reported  on  classroom  work,  as  had  the  survey.  The  large  per- 
centage of  "failures"  and  of  "poors"  in  classes  of  seven,  eight,  and  twelve  was  oi)tained 
not  by  imagination  but  by  tabulating  individual  cases. 

Section  VI.  paragraphs  8,  9  and  10.  It  is  made  to  appear  that  the  Wisconsin  high  school 
is  being  operated  as  a  preparatory  school  to  the  university  because  of  the  presence  of  a  few 
pupils  of  mature  age  in  the  school  during  the  years  1912-13  and  1913-14. 

In  a  master's  thesis  accepted  by  the  Department  of  Education  the  school  was  called 
in  1914  a  preparatory  school  and  criticised  as  not  being  normal.  The  instructor  made 
no  adverse  corrective  comment  other  than  a  marginal  question  mark. 

The  formal  announcement  of  the  high  school  in  three  ways  expresses  the  intention  to 
conduct  a  preparatory  school:     (1)  Advertises  readiness  to  prepare  students  especially 
for  entrance  examinations  in  any  college  which  the  student  may  designate;  (2)  announces 
that  special  attention  will  be  given  to  candidates  for  admission  to  the  University  of  Wis- 
consin; (3)  offers  a  conventional  college  preparatory  course  of  study. 
The  Wisconsin  Academy,  when  taken  over  by  the  university,  was  a  preparatory  school. 
The  school  could  not  be  destroyed.     It  must  be  taken  as  it  was  and  transformed.     This 
meant  that  those  already  in  the  school  should  be  allowed  to  continue  until  their  graduation. 
No  reason  has  been  given  or  was  given  in  1911  for  taking  over  this  school.     It  cer- 
tainly would  not  have  been  unfair  to  the  owner  to  establish  the  university's  own  school 
when  its  new  building  was  ready.     In  taking  over  the  school  no  obligation  was  assumed 
to  continue  its  character  or  its  students.     So  far  as  the  record  shows  there  \vas  absolutely 
no  reason  why  every  pupil  enrolled  in  June  1911  might  not  have  been  rejected  or  pre- 
vented from  registering  the  succeeding  fall.     If  there  was  an  understanding  it  was 
obviously  contrary  to  the  university's  welfare. 
However,  the  statement  that  the  first  high  school  class  pupils  range  from  eight  to  20  years 
of  age  is  not  true.     There  have  been  no  such  conditions  in  anv  class  in  the  Wisconsin  high 
school  either  in  1912-13  or  1913-14. 

In  making  this  statement  the  survey  quoted  from  records  handed  to  it  by  the  Wis- 
consin high  school.  Note  that  the  evidence  submitted  in  the  following  paragraph  is  a 
table  of  averages.  For  instance,  8  plus  20  equals  28,  or  an  average  of  14 — which  figure 
is  equally  untrue  of  each  of  the  ages  used  in  obtaining  the  average.  The  use  of  averages 
in  this  table  illustrates  the  difficulty  which  the  survey  in  its  report  has  tried  to  make 
clear — that  modern  methods  of  analyzing  high  school  problems  have  not  been  applied 
to  the  Wisconsin  high  school. 

Of  the  226  students  in  the  Wisconsin  high  school  this  autumn  the  approximate  average 
ages  of  th.e  various  classes  are  as  follows: 

6th  (lowest  class) 12 

*5th  class 14 

4th  class ;. 14.5 

3rd  class :..? 16.5 

2nd  class 18 

1st  class 17.9 

In  the  junior  class  there  is  one  person  of  22  years  of  age  and  another  of  23  years  of  age,  the 
presence  of  whom  somewhat  raises  the  average  for  the  year. 

Facts  given  here  for  October  1914  have  no  bearing  upon  the  statements  in  the  survey 

report  that  there  were  in  1912-13  five  students  in  this  high  school  over  23  years  of  age, 

of  whom  three  were  from  26  to  29  years;  and  that  during  1913-14  there  were  nine  students 

between  21  and  26  years  of  age.     To  add  nine  pupils  of  from  21  to  26  years  does  not 

"somewhat  raise  the  average  for  the  year,"  but  considerably  and  misrepresentingly 

changes  the  average,  and  seriously  complicates  the  problem  of  trying  to  do  justice  to 

children  of  nine,  or  10,  or  12,  or  14  years  of  age. 

In  this  matter  the  method  of  implication  is  illustrated  by  the  paragraph  reading,  "If  the 

university  proposes  to  conduct  a  preparatory  school  instead  of  frankly  avowing  the  fact  and 

ofTering  its  service  to  needy  pupils  in  all  parts  of  the  state,  it  has  obscured  the  fact  by  the 

character  of  its  announcement."     The  next  paragraph  is  another  illustration  of  the  method 

628 


KXMIHI  1     2'.i 

of  implication  instead  of  fair  statement.  \\'ithout  saying  so,  this  paragraph  implies  that  it 
is  not  the  aim  to  conduct  a  model  demonstration  and  practice  school.  The  one  evidence 
suggested  for  this  is  the  repetition  of  the  subordinate  fine  print  announcement,  clearly  in 
the  nature  of  an  appendix  found  in  pages  66  and  07  of  the  Wisconsin  high  school  announce- 
ment. 

There  is  nothing  to  indicate  that  this  matter  is  an  appendix.     It  appears  under  the 
usual  center  heading  type  which  is  used  throughout  the  pamphlet — the  headings  are 
in  eight  point  capital  letters.       It  immediately  precedes  the  requirements  of  admission 
to  the  University  of  Wisconsin.     The  evidence  submitted  by  the  survey  was  the  invita- 
tion by  the  high  school  to  prepare  students  deficient  in  quantity  and  quality  of  prepara- 
tion for  admission  to  the  University  of  Wisconsin. 
The  regulations  quoted  are  not  mandatory  upon  the  principal  to  accept  students  preparing 
for  the  university;  and  during  the  week  of  September  21-25  of  this  year,  all  students  deficient 
in  preparation  for  the  university,  1.5  or  more,  who  applied  for  admission,  were  refused. 

The  fact  that  after  all  the  discussion  of  the  Wisconsin  high  school  between  .lune  and 
September  1914  students  deficient  in  preparation  for  the  university  were  refused  admis- 
sion to  the  high  school  does  not  change  the  fact  that  the  university  advertises  invitation 
to  such  students  to  come  to  the  high  school.  It  is  ho{)ed  that  the  regents  wiy  ascertain 
on  what  grounds  refusals  were  given  in  these  cases,  on  what  basis  and  after  what  pre- 
vious correspondence.  i 

Section  VI.  last  paragraph  is  found  another  illustration  of  sweei)ing  statements  without 
any  evidence.  I  quote:  "Efficiency  of  instruction,  as  the  university  teaches  its  students  and 
as  experience  elsewhere  has  demonstrated,  is  not  possible  where  supervising  oflicers  have  no 
more  information  with  respect  to  the  routine  work,  teaching,  attendance,  absence,  scholar- 
ship, etc.,  than  has  hereofore  been  called  for,  or  will  next  year  be  called  for,  by  the  super- 
visors responsible  for  the  Wisconsin  high  school." 

The  pronouncement  that  efficiency  of  instruction  is  not  possible  where  the  supervising 
officers  have  no  information  beyond  that  which  they  have  had  in  the  past  is  an  opinion  of  the 
survey  and  should  have  such 

It  is  not  an  opinion  of  the  survey  but,  as  stated  in  the  survey  report,  is  an  opinion 
taught  by  the  university  itself  in  courses  given  by  the  director  of  the  course  for  the  train- 
ing of  teachers  and  the  Wisconsin  high  school, 
weight  as  such  an  opinion  deserves;  but  certainly  there  can  be  no  justification  whatever  for 
the  statement  that  this  will  be  the  situation  next  year;  for  the  survey  does  not  and  cannot  at 
the  present  time  know  what  records  will  be  available  for  supervisors  the  current  year. 

The  survey  had  been  advised  by  the  principal  of  the  Wisconsin  high  school  that  the 
records  for  the  school  for  1914  were  to  be  kept  on  blanks  which  he  had  submitted  to  the 
survey. 

Section  VI  admirably  illustrates  the  intermingling  of  imperfect  statements  of  fact,  implica- 
tion, and  pronouncement  of  opinion  all  used  as  the  basis  of  conclusions. 

It  is  especially  hoped  that  the  regents  will  read  Section  VI  of  the  survey's  original 
statement  re  Wisconsin  high  school  to  see  how  far  the  foregoing  characterization  is 
justified.  Note  particularly  the  survey's  expressed  hope  that  the  "regents'  committee 
will  personally  read  all,  or  the  greater  part  of,  the  descriptions"  of  classroom  observa- 
tions, etc. 

Section  VII.  In  regard  to  the  12  allegations  concerning  the  records  of  the  Wisconsin  hign 
school,  the  following  is  presented: 

The  12  points  referred  to  are  here  briefly  repeated:  (1)  of  337  "live  records"  333  were 
entirely  blank  on  the  back;  (2)  no  attendance  record  is  kept;  (3)  absence  record  as  kept 
in  the  principal's  office  is  made  up  from  teachers'  daily  class  absence  reports — these  slips 
are  filed  together  without  order,  are  in  many  cases  illegibly  written  and  do  not  agree 
with  teachers'  class  records;  (4)  no  current  summaries  are  ke[)t:  (."i)  enrollment  cards  are 
made  out  carelessly,  writing  at  times  illegible,  information  incomplete  and  uncertain, 
date  of  birth  missing  in  only  a  few  cases  but  frequently  only  year  given;  (<V)  date  of  enroll- 
ment generally  did  not  show  year;  (.7)  each  year's  records  merely  a  stack  of  cards  with  an 
elastic  band  around  them;  (8)  in  67  out  of  l"r)2  cases  schedules  shown  on  enrollment  cards 
did  not  agree  with  class  report  cards;  (9)  withdrawals  are  noted  on  margin  or  back  of 
enrollment  cards,  dates  often  not  given  or  uncertain,  and  by  month  without  the  day; 
(10)  course  cards  found  for  which  no  enrollment  cards  were  found;  (11)  enrollment  cards 
found  for  which  no  course  cards  were  found;  (12)  posting  of  year's  grades  and  records 
not  started  until  after  August. 

Immediately  after  the  statements  here  made  by  the  university  were  submitted  to  the 
survey,  a  visit  was  made  by  two  representatives  of  the  survey  to  the  Wisconsin  high 
school,  when  all  these  record's  were  gone  over  again  in  detail,  and  the  original  statements 
of  the  survey  confirmed  in  every  "particular.  The  president  of  the  university  before 
making  the  following  statement,"  had  not  seen  the  records.  The  report  of  the  survey 
representatives  made  immediately  after  their  October  visit  to  the  high  school  follows  the 
university's  comment  point  for  point.  It  was  hoped  by  the  survey  that  a  conference 
would  be  held  between  university  officers  and  survey  to  compare  statements  with  record. 
The  illness  of  the  director  of  the  Wisconsin  high  school  jirevented  such  conference. 

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University  Survey  Report 

1.  The  statement  as  to  the  incompleteness  of  333  records  out  of  337  carries  a  wholly  wrong 
implication.  The  reference  to  "live  records"  probably  refers  to  the  permanent  records. 
A  4"  X  6"  card  is  used  and  a  separate  card  for  recording  each  year's  work  accomplished. 
A  pupil  may  have  one,  two,  or  more  cards,  depending  upon  the  number  of  years'  work  accom- 
plished. On  the  back  of  this  card  is  a  form  which  contains  certain  items  deemed  valuable 
in  keeping  a  record  of  other  items  than  those  found  in  recording  marks  in  subjects.  This  card 
was  adopted  in  .June,  1913.  Last  year,  1913-11,  the  information  called  for  on  the  back  of  this 
card  was  called  for  and  a  set  of  cards  used  that  had  no  record  of  marks  in  subjects.  These 
were  placed  in  the  same  file  just  back  of  the  cards  containing  the  record  of  marks  in  subjects. 

The  survey's  original  statement  that  many  "live  records"  were  entirely  blank  on  the 
back  is  correct.  The  material  to  make  up  these  records  was  in  four  different  places: 
(a)  in  the  teachers'  class  books,  not  all  of  which  are  yet  available  in  Mr.  Miller's  office 
with  the  records  for  1913-11;  (b)  on  the  individual  cards — one  for  each  study  for  each 
child — on  which  grades  are  turned  in  to  the  office  by  teachers;  (c)  on  the  enrollment 
cards — which  were  themselves  incomplete  in  particulars  to  be  mentioned  later;  (d) 
on  the  medical  inspection  cards,  which  have  been  in  the  office  for  over  a  year,  but 
which  have  not  yet  been  entered  on  the  permanent  record  card  and  which  are  lacking  for 
children  entering  late.  The  fagt  that  material  is  available  to  make  up  the  records  does 
not  contradict  the  statement  that  the  records  are  not  made  up.  Records  are  to  make 
information  available.  To  find  the  child's  record  for  1913-14  in  the  Wisconsin  high 
school,  as  the  records  were  in  .July  when  the  study  was  made  and  as  most  of  them  are 
now,  would  require  the  examination  of  from  seven  to  eleven  separate  records,  with  no 
assurance  at  the  beginning  of  the  search  that  all  facts  wanted  would  be  found. 

2.  The  statement  that  no  attendance  report  is  kept  is  untrue.  The  method  used  is  to 
record  absences;  when  a  student  is  not  absent,  he  is  present.  This  method  of  indication  of 
presence  may  not  be  the  one  which  the  representative  of  the  survey  prefers;  but  it  is  a  method 
in  common  use,  and  it  is  entirely  adequate  to  furnish  necessary  information  as  to  attendance. 

The  statement  originally  made  that  no  attendance  record  is  kept  is  correct.  An 
attendance  report  for  1913-14  was  made  up  from  the  absence  records,  the  principal  says, 
but  has  been  lost.  The  attendance  for  last  year  can  be  determined,  the  principal  says, 
by  subtracting  from  the  total  days  children  were  enrolled  in  the  school  the  days  of  ab- 
sence indicated  by  the  absence  slips.  This  total  number  of  days  enrolled  would  consist 
of:  the  total  number  of  school  days  (less  holidays)  multiplied  by  the  number  of  children 
enrolled  for  the  full  year,  plus  the  number  of  days  enrolled  tor  each  child  enrolling  after 
the  opening  of  school — this  to  be  determined  from  the  enrollment  cards,  which  the  prin- 
cipal says  are  illegible — plus  the  number  of  days  enrolled  for  each  child  who  entered  on 
time  but  withdrew — this  also  to  be  determined,  with  date  of  withdrawal,  from  the 
illegible  enrollment  cards  in  the  cases  where  it  is  there  recorded,  or  from  the  class  books, 
where  date  of  withdrawal  is  indicated  by  four  days"  successive  absence,  in  case  the  rule 
was  followed.  This  was  not  done  in  many  cases,  these  being  explained  by  the  principal 
as  cases  where  he  personally  knew  that  the  child  was  not  withdrawn  and  so  reported  to 
the  teachers.  This  process  would  yield  a  report  on  (approximate)  attendance.  There 
are  no  continuous  records  of  attendance.  This  method  would  l)e  deficient  at  best  because 
no  absence  slips  were  ever  handed  in  by  Mr.  Sharp  (ethics),  Mr.  Nelson  (manual  train- 
ing), or  Miss  Grady  (domestic  science).  Nor  are  any  class  books  in  these  subjects  on 
file  in  the  office.  There  is  record  neither  of  attendance  nor  of  absence  in  these  three 
courses,  except  that  given  on  the  quarterly  grade  cards. 

3.  Absence  records  are  not  made  from  the  teachers'  daily  class  absence  reports.  The  pro- 
cedure is  as  follows:  The  attendance  slips  are  turned  in  by  the  teachers  for  the  purpose  of 
giving  immediate  information  concerning  absences.  These  slips  serve  their  full  purpose 
and  function  each  day.     The  excuse  ticket  is  the  means  of  making  up  absence  reports. 

Absence  record  as  kept  in  the  principal's  office  is  made  up  from  teachers'  daily  class 
absence  reports.  These  slips  are  filed  together  without  order,  and  they  do  not  agree  with 
teachers'  class  records.  There  are  two  absence  records.  One  is  the  daily  absence  record, 
made  up  from  the  teachers'  class  absence  slips,  with  such  oral  additions,  the  principal 
says,  as  the  teachers  may  make  in  turning  in  their  slips.  The  second  absence  record  is 
made  up  of  slips  kept  in  the  ofiTice  when  the  child  asks  for  re-admission  to  classes.  The 
child's  statement  of  what  classes  he  needs  his  re-admission  ticket  for,  checked  by  the 
daily  class  absence  reports  with  the  revisions  made  orally  when  they  were  turned  in, 
form  the  basis  for  the  re-admission  tickets  and  the  absence  slip  which  form  the  absence 
•  record.  This  could  be  checked,  the  principal  says',  by  the  class  books.  There  is  no 
evidence  that  it  has  ever  been  checked.  The  reason  the  absence  slips  do  not  agree  with 
teachers'  class  records,  as  explained  by  the  principal,  is  because  the  slips  are  often 
orally  amended. 

4.  The  statement  that  no  current  summaries  are  kept  is  not  true;  current  summaries  are 
kept. 

No  current  summaries  are  kept.  This  statement  is  true.  Mr.  Miller  made  up  what 
he  designated  as  a  "current  summary"  for  Superintendent  Dudgeon  for  the  year  1912-13. 
No  sucii  summary  was  made  up  for  1913-14.  No  weekly,  or  monthly,  summaries  are 
to  be  found  among  the  records.  From  the  fact  that  Mr.  Millei  says  that  a  current  sum- 
mary was  made  out  for  1912-13  for  Mr.  Dudgeon,  that  none  has  been  made  out  for 

630 


Exhibit  23 

1913-14,  but  that  the  material  is  available  if  one  is  wanted,  one  would  suspect  that 
iVIr.  Miller  is  not  thinking  of  the  same  thing  that  the  survey  is  when  "current  sum- 
maries"   are   mentioned. 

5.  Enrollment  cards  are  available,  which  give  the  date  of  birth  and  other  information  con- 
cerning each  student.  If,  however,  the  students  who  are  present  one  year  have  been  present 
the  previous  year,  the  record  is  found  only  upon  the  enrollment  card  of  the  first  year. 

"Enrollment  cards  are  made  out  carelessly,  writing  at  times  illegible,  information 
incomplete  and  uncertain.  Date  of  birth  missing  in  only  a  few  cases,  but  frequently 
only  year  given."     "Illegible"  admitted  by  Principal  Miller. 

In  some  cases  only  year  of  birth  given — verified. 

Information  incomplete — verified.  The  explanation  of  the  principal  is  different  from 
that  given  by  President  Van  Hise.  Where  date  of  enrollment  is  lacking  it  is  assumed, 
the  principal  says,  that  the  child  entered  at  the  opening  of  the  year.  The  information 
on  the  card  is  int'oniph-tc  when  it  requires  an  explanation  such  as  this  to  make  clear 
what  is  meant  when  the  information  called  for  is  not  there.  The  fact  that  certain 
information  is  not  given  on  these  cards  because  it  is  recorded  somewhere  else  does  not 
make  these  incomplete  records  complete.  The  fact  that  such  data  is  recorded  some- 
where else  and  is  known  by  the  principal  to  be  somewhere  else  may  make  these  records 
intelligible  to  him  or  to  others  when  he  is  present  to  explain — but  an  adequate  record 
must   be  self  explanatory. 

6.  The  enrollment  cards  for  the  same  year,  1913-11,  are  hied  together  for  that  year.  This 
information  is  also  available  on  the  permanent  record  card  of  each  student  which  contains 
information  in  regard  to  dates  of  entrance  and  withdrawal. 

Date  of  enrollment  generally  did  not  show  year.  The  president  in  his  exjilanation 
ssifs  that  this  information  is  available  on  the  permanent  record  cards.  This  statement 
is  in  error.  It  is  not  now  so  available,  but  will  be  when  the  clerk  records  it  there,  getting 
the  information  from  the  undated  enrollment  cards.  The  enrollment  cards  for  the  years 
1913-14  and  1912-13  are  filed,  each  year  in  its  own  bundle.  Mr.  Miller  says  he  keeps 
them  carefully  locked  up.  The  survey's  point  is  that  a  record  which  can  be  seriously 
confused  by  shuffling  together  the  cards  for  two  years  is  not  adequate.  If  these  two 
bundles  were  mixed  it  would  be  a  very  difficult  task  to  straighten  them  out.  especially 
since  the  class  books  have  records  for  both  of  these  two  years  without  year  dates. 

7.  The  cards  which  contain  both  the  permanent  records  and  also  the  report  cards  on  which 
the  teachers  make  their  term  reports  of  grades  were,  at  the  time  of  the  survey,  filed  in  order 
in  the  n-gular  filing  cases  used  for  that  purpose.  Probably  what  is  referred  to  is  the  fad  that 
the  enrollment  cards  were  packed  in  rubber  bands  in  Room  104,  University  Hall,  as  the  first 
stage  in  the  process  of  removal  from  State  Street  to  the  new  building. 

"Each  year's  records  merely  a  stack  of  cards  with  an  elastic  band  around  them" 
should  have  read:  "Each  year's  records  several  stacks  of  cards,  of  four  different  sizes, 
some  in  a  filing  case,  some  merely  fastened  with  an  elastic  band,  and  the  class  books." 
There  is  no  filing  case  yet  provided  which  will  accommodate  the  original  enrollment  cards 
for  1912-13  or  1913-14.  The  teachers'  reports  of  grades  and  the  new  permanent  record 
cards  which  are  now  being  filled  out  by  a  clerk,  fit  the  files  provided.  The  medical 
inspection  cards  and  the  file  of  class  re-admission  slips  which  constitute  the  absence 
records  are  each  fastened  into  its  own  bundle  and  these,  being  smaller  than  the  filing 
cards,  can  be  placed  in  the  present  filing  case,  but  at  present  are  piled  up  on  a  desk  in 
the  office.  Such  of  the  class  books  as  are  in  the  principal's  ofik-e  are  in  a  desk  drawer. 
With  the  record  for  each  child  recorded  in  so  many  different  places  it  would  be  hard  to 
determine  where  they  are  "filed  in  order"  (teachers'  class  books,  individual  study  cards, 
enrollment  cards,  medical  inspection  cards,  absence  slips). 

8.  The  discrepancy  in  class  schedules  mentioned  is  due  to  transfers  of  pupils  and  teachers, 
but  attention  should  be  called  to  the  omission  of  the  ini|)ortanl  fact  in  this  connection  that  the 
final  reports  do  show  all  these  changes. 

In  67  out  of  152  cases  schedules  shown  on  enrollment  cards  did  not  agree  with  class 
report  cards.  This  statement  was  admitted,  but  explained.  I4ie  survey's  point  is  that 
a  record  that  needs  explanation  by  the  man  who  made  it  is  not  an  adequate  record.  It 
serves  its  purpose  indiflerently  even  while  the  man  who  made  it  remains  and  his  memory 
of  details  holds,  but  becomes  increasingly  deficient  the  farther  the  man  who  makes  that 
kind  of  a  record  is  from  the  day  it  is  made.  4'he  president  calls  attention  to  the  fact 
that  the  final  records  do  show  all  these  changes.  This  statement  is  in  error.  The  final 
records  do  not  show  these  changes  because  the  final  records  are  not  yet  made  uj).  They 
will  show  all  these  changes  if  Mr.  Miller  is  there  to  supplement  with  his  personal  mem- 
ories the  record  being  copied  by  the  clerk. 

9.  This  is  another  case  of  incomplete  information,  in  that  tlu"  teachers"  class  books  do  show 
all  withdrawals  with  perfect  clearness. 

"Withdrawals  were  noted  on  margins  on  backs  of  enrollment  cards,  dates  often  not 
given  or  uncertain  or  not  noted,  and  by  month  without  the  day.  The  president's 
reply:  "I'his  is  another  case  of  incomplete  information,  in  that  the  teachers'  class  books 
do  show  all  withdrawals  with  perfect  (4earness."  .\fter  tracing  out  two  cases  of  with- 
drawals. Mr.  Miller  amends  this  to  "with  reasonable  clearness."  The  class  books  are 
not  all  available.     The  principal  has  the  cards,  on  which  withdrawals  are  noted,  bunched 

631 


Uxn  ERsiTY  Survey  Report 

together.  In  going  through  the  other  enroHmenl  cards  a  card  was  found  for  a  student 
who  had  received  no  grades.  This  expkiined  the  al)sence  of  grades  but  not  the  fact  that 
the  card  contained  no  record  of  the  pupil's  withdrawal.  The  class  books  themselves 
are  kept  i)robably  as  accurately  as  most  such  books  arc — but  recjuire  considerable  study 
even  by  the  princii)al  to  decipher  their  marks.  There  is  no  uniformity  in  the  marking. 
They  abound  in  unintelligible  annotations.  They  are  not  all  available.  To  depend 
upon  these  to  supply  the  office  record  of  facts,  such  as  date  of  withdrawal  of  which  the 
teachers  would  need  to  be  informed  from  the  office,  involves  a  vicious  circle.  If  the  rule 
were  strictly  adhered  to  that  a  child  absent  four  successive  days  is  to  be  marked  "with- 
drawn" in  the  class  books,  the  record  of  withdrawals  might  be  clearer.  It  is  not  so 
adhered  to — a  child  continues  to  be  marked  "absent"  for  as  long  as  two  weeks  in  some 
cases.  The  principal  explained  these  as  cases  where  he  had  known,  or  the  individual 
teacher  had  known,  that  the  child  intended  to  return  to  school  later. 

10.  Again  the  information  is  incomplete.  The  survey  representative  had  the  1912-13 
cards.  If  a  pupil  enrolling  in  1912-13  was  present  the  previous  year,  the  principal  of  the 
school,  working  as  he  did  without  clerical  assistance,  simply  noted  that  the  enrollment  data 
were  available  on  the  earlier  enrollment  cards. 

"Course  cards  were  found  for  which  no  enrollment  cards  were  found."  This  state- 
ment was  verified,  but  was  not  explained  by  the  i)rincipal  as  it  was  by  the  president  in 
his  reply.  The  survey  had  the  enrollment  cards  both  for  1912-13  and  for  1913-14. 
No  matter  when  a  child  first  enrolled,  he  was  supposed  to  have  a  card  for  each  year, 
though  some  information  might  be  lacking  on  the  later  cards  for  pupils  previously  en- 
rolled. The  principal  explained  that  the  case  verified  was  that  of  a  boy  who  came  to 
him  from  the  engineering  school  to  get  some  mathematics.  The  principal  sent  the  boy 
to  the  mathematics  class  to  see  what  he  could  get  there.  The  instructor  enrolled  him 
and  sent  in  a  card  for  him  at  the  end  of  the  quarter.  No  enrollment  card  was  ever  made 
out  for  him.  This  is  a  perfectly  understandable  case  with  this  explanation.  The  point 
is  that  without  the  principal's  explanation  it  is  not  at  all  intelligible.  The  record  as 
kept  is  incomplete.  The  personal  memory  of  the  principal  supplementing  the  record 
gives  the  facts.     This  does  not  make  the  record  any  more  complete. 

11.  The  significance  of  this  statement  is  not  clear  to  the  university  authorities  without 
knowledge  of  the  cases  referred  to. 

"Enrollment  cards  found  for  which  no  course  cards  were  found."  The  president's 
reply:  "The  significance  of  this  statement  is  not  clear  to  the  university  authorities 
without  knowledge  of  the  cases  referred  to." 

That  this  was  not  understood  when  the  preceding  statement  read:     "Course  cards 
were  found  for  which  no  enrollment  cards  were  found"  is  very  surprising.     The  prin- 
cipal was  at  first  unwilling  to  believe  that  there  were  such  cases.     Upon  examining  the 
cards  such  cases  were  found.     Mr.  Miller  offered  an  explanation  for  each.     One  was  a 
Chinese  girl  who  was  only  in  P^nglish  classes  and  did  not  ask  for  credit.     The  enrollment 
card  gave  no  indication  that  such  an  arrangement  had  been  made.     A  second  case  was 
that  of  a  boy  of  whom  Mr.  Miller  said  when  he  saw  his  card,  "fic  never  went  to  classes. 
He  withdrew  before  he  started."     The  enrollment  card  was  among  the  regular  enroll- 
ment cards  of  those  who  finished  the  year.     The  card  in  no  way  indicated  that  the  boy 
had  withdrawn.     In  a  third  case  a  boy  entered  late  in  the  first  quarter;  withdrew  early 
in  the  second;  was  given  no  grade  for  either  quarter;  was  at  the  school  too  short  a  time, 
the  principal  said,  to  receive  any  credit.     The  common  practice  is  to  return  report  cards 
for  everyone  in  a  class  whether  he  receives  credit  or  not.     Under  No.  10  the  principal 
explained  the  case  of  the  boy  who  had  a  class  card  but  no  enrollment  card,  that  he  was 
in  the  school  too  short  a  time  to  be  enrolled,  but  got  into  the  class  roll  and  was  therefore 
reported  with  the  class.     In  explaining  No.  11  it  is  said  that  the  last  mentioned  boy  was 
enrolled  but  was  in  class  too  short  a  time  to  be  reported  upon  at  the  end  of  the  quarter. 
12.  The  explanation  of  the  posting  of  the  year's  grades  in  August  rather  than  in  July  is 
obvious.     The  school  vacated  its  rented  quarters  at  the  end  of  the  year  and  its  office  was 
moved  to  University  Mall.     Upon  account  of  lack  of  clerical  assistance  and  due  to  the  fact 
that  Principal  Miller  taught  in  the  summer  session,  he  deferred  the  work  of  posting  until 
August. 

Finally  from  1  to  12.  The  full  records  of  the  school  were  never  examined  by  the  survey 
A  portion  of  these  records  were  in  a  storeroom  with  the  furniture  of  the  school;  and  the 
representative  of  the  survey  was  advised  that  Mr.  Miller  would  show  him  these  records; 
but  this  offer  w-as  never  taken  advantage  of. 

Posting  of  year's  grades  and  records  not  started  until  August — the  work  still  goes  on — 
in  October.  Whv  a  system  of  records  was  devised  in  the  absence  of  clerical  assistance, 
which  requires  so^much  copying  of  data,  is  one  of  the  questions  which  the  survey  raises 
in  connection  with  this  necessity  for  deferring  the  work  of  making  records  until  so  long 
after  the  close  of  the  school  year. 

A  considerable  point  was  made  at  the  meeting  of  the  State  Board  of  Public  Affairs, 
October  2nd,  of  the  fact  that  the  persons  who  made  the  study  of  the  high  school  records 
in  July  did  not  see  the  part  of  the  records  which  was  stored  in  the  barn. 

These  supplementary  records,  the  principal  says,  were  the  class  books  of  the  various 
teachers.     Mr.  Nelson  has  never  turned  in  his  book;  Mr.  Lebert's  is  in  his  own  posses- 

632 


Kxhih:t  23 

sion;  Miss  hichnioiul  iicvor  kepi  a  book.     Mr.  Miller's,  Mr.  Sharp's  and  Miss  Grady's 
books  were  not  among  those  shown  at  this  visit. 

The  other  thing  that  the  survey's  representative  did  not  see  is  an  attendance  report, 
which  the  principal  says  he  believes  was  in  the  barn  with  the  class  books,  but  which  is 
now  lost. 

What  the  survey's  representative  missed  by  not  visiting  this  barn  was,(l)  opportunity 
to  see  an  incomplete  file  of  class  books,  each  made  out  after  the  stvie  of  the  jjarticular 
teacher  keeping  it;  (2)  chance  of  finding  a  now  lost  report  on  attendance  which  may  or 
may  not  have  been  there. 

The  princijial,  instead  of  urging  that  the  barn  be  visited,  gave  the  survey  rejjresenta- 
tive  the  impression  that  it  would  involve  an  unreasonable  amount  of  trouble. 

Instead  of  being  advised  that  the  principal  would  show  these  records  the  survey  re[)re- 
sentatives  were  given  to  understand  that  the  principal  regarded  it  as  unreasonable  that 
he  should  be  asked  to  produce  these  records.  The  point  now  is  that  the  universitv  should 
in  October  criticise  the  survey  for  not  having  overridden  an  objection  on  the  part  of  a 
university  officer  in  June. 

In  -view  of  the  foregoing  facts  the  implication  found  in  the  paragraph  following  the  12  alle- 
gations, is  unfounded. 

For  the  statement  made  in  the  next  paragraph  that  the  committee  on  accredited  schools 
and  the  committee  on  a])pointnients  have  not  records  necessary  for  cfTiciency,  no  evidence  is 
furnished. 

The  survey  was  not  making  charges.  It  was  stating  facts  in  advance  to  a  regents' 
committee  which  would  enable  the  university  before  the  beginning  of  the  school  year  to 
take  advantage  of  the  survey's  studies. 

The  statement  in  the  fourth  paragraph  of  section  VH  that  there  was  only  one  faculty  con- 
ference last  year  is  not  true.  Apparently  the  survey  has  not  discriminated  between  faculty 
conferences  which  are  numerous  and  formal  faculty  meetings  of  which  there  are  few. 

By  faculty  conferences  the  university  here  must  mean  only  the  meeting  of  the  prin- 
cipal with  a  teacher.  That  can  hardly  be  called  a  faculty  conference.  Several  members 
of  the  high  school  instructional  staff  wrote  in  their  returns  to  the  survey  that  they  re- 
gretted the  lack  of  faculty  meetings.  The  principal  stated  that  it  was  not  his  intention 
to  hold  more  than  two  such  meetings  in  1914-15  because  he  considers  them  not  worth 
while  except  for  general  announcements — a  belief  contrary  to  that  which  the  high  schools 
of  the  state  need  to  practice. 

Section  VII,  last  paragraph.  The  general  statement  of  this  third  paragraph  is  one  of  the 
sweeping  pronouncements  for  which  no  adequate  evidence  is  presented. 

This  statement  it  will  be  remembered  followed  a  detailed  description  of  lack  of  records. 
Adequate  evidence  had  already  been  submitted.  The  so-called  "sweeping  pronounce- 
ment" is  almost  a  verbatim  statement  from  lectures  by  the  director  of  the  Wisconsin 
high  school,  and  examination  books  by  students  in  the  Department  of  Education. 
Incidentally  it  is  a  truism  in  the  field  of  current  school  discussion. 

Section  VIII  is  an  illustration  of  educational  views  and  theories  presented  by  the  survey 
implying  very  unsatisfactory  methods  of  control  of  the  Wisconsin  high  school.  On  pages 
8-9  of  the  Wisconsin  high  school  announcement  for  1914-15,  published  in  May  1914,  the 
authority  and  responsibility  of  the  various  officers  are  adequately  defined. 

As  stated  in  the  report  the  so-called  adequate  definition  was  not  adequate  enough  so 
that  regents  or  dean  or  director  or  principal  or  other  parties  involved  know  what  it 
means.     At  the  first  conference  the  president  of  the  university  himself  was  unable  to 
explain  these  relations. 
These  regulations  show  that  the  statement  of  the  last  two  paragraphs  regarding  the  director 
are  untrue.     The  regulations  say  the  director  of  the  course  for  the  training  of  teachers  "shall 
exercise  general  control  acting  in  the  capacity  of  the  school  superintendent."     It  is  clear  that 
the  relation  of  the  director  and  the  principal  of  the  school  are  the  same  as  that  of  superin- 
tendent and  principal  in  the  cities  of  the  state. 

A  written  statement  from  the  principal  indicates  that  he  at  least  does  not  accept  such 
a  relation  as  that  between  the  ordinary  principals  in  the  cities  of  the  state  and  their  super- 
intendents.    As  stated  in  section  VIII  of  the  survey's  original  statement  above  referred 
to,  "the  director  of  the  course  is  ])owerless  to  enforce,  within  the  school,  the  standard 
which  he,  as  professor  of  education,  sets  up  as  indispensable  to  efiiciencv." 
This  page  shows  an  entire  misconception  of  the  methods  which  obtain  in  the  university 
and  implies  that  they  should  be  those  of  authority.     In  educational  matters,  results  are 
reached  largely  through  conference  and  harmonious  working  together  rather  than  by  exercise 
of  authority;  although  authority  is  sufficiently  defined  and  exercised  when  this  is  necessary. 
The  point  made  here  and  always  by  the  survey  has  been  that  adequate  results  cannot 
be  reached  without  adequate  information  and  that  the  relations  in  the  high  school  do 
not  provide  for  adequate  information  as  a  basis  for  conference  and  harmonious  working 
together.     Instead  of  the  definition  being  sufficient  for  authority  when  needed,  there  is 
no  such  definition. 

633 


University  Survey  Report 

In  regard  to  the  dismissal  of  teachers  by  any  educational  officer  ot  the  Wisconsin  high 
school,  the  same  situation  obtains  as  in  the  university.  The  laws  of  the  regents  (Section  3, 
chapter  II,  page  130)  require  that  the  president  of  the  university  shall  report  to  the  regents  or 
to  the  executive  committee  any  inefficiency  of  any  employee  that  may  come  to  his  knowledge. 
The  deans  and  other  officers  of  the  university  report  any  inefficiencies  to  the  president.  It  has 
been  the  policy  of  the  regents  for  many  years  to  retain  the  power  of  dismissal.  Apparently 
the  educational  theory  of  the  survey  is  at  variance  with  this  policy. 

The  director  urged  the  salary  increase  in  1914-15  for  a  teacher  whom  the  survey  found 
to  be  very  inefliicient  and  of  whom  the  principal  said  that  this  teacher's  trouble  was  not 
understanding  pupils.  It  was  to  point  out  this  conflict  and  such  lack  of  responsibility 
on  the  part  of  either  director  or  principal  to  ascertain  efliciency  or  inefficiency  that  the 
survey's  statement  was  made. 

Section  IX  gives  an  imperfect  picture  of  the  Wisconsin  high  school,  and  gives  the  views  of 
the  university  survey  concerning  the  same.  The  latter  is  a  matter  of  educational  theory  in 
which  apparently  the  university  authorities  differ  from  the  members  of  the  survey  in  various 
particulars.  It  would  not  be  possible  without  many  pages  of  manuscript  to  discuss  fully  the 
educational  theories  indirectly  offered  by  the  survey,  although  a  few  comments  are  presented 
concerning  erroneous  statements. 

It  is  hoped  that  legislators  and  regents  will  read  section  IX  here  referred  to.  No  edu- 
cational theory  is  even  hinted  at  by  the  survey  in  these  pages  which  is  not  among  the 
fundamentals  taught  by  the  university  itself  in  the  course  for  the  training  of  teachers; 
nor  has  it  touched  on  a  theory  which  cannot  be  found  at  work  in  one  or  more  Wisconsin 
high  schools  and  which  cannot  be  found  among  the  urgent  demands  that  are  being  voiced 
by  high  schools  and  the  publics  which  high  schools  are  trying  to  serve. 

In  the  eighth  paragraph  it  is  said  that  the  Wisconsin  high  school  "so  far  as  it  is  approxi- 
mately typical  of  anything,  it  is  of  a  private  preparatory  school  for  college."  This  is  again 
one  of  the  sweeping  statements  for  which  no  evidence  is  presented. 

Evidence  has  been  presented  as  to  the  course  of  study,  the  description  of  the  course, 
the  purpose  announced  by  the  principal,  the  character  of  school  inherited,  presence  of 
so  many  students  including  adults  who  were  seeking  admission  to  college,  advertised 
invitation  to  students  wanting  to  enter  the  University  of  Wisconsin,  and  advertised  offer 
to  give  special  attention  to  students  for  their  chosen  colleges,  and  also  the  emphasis 
upon  Latin,  mathematics,  etc. 

In  the  following  paragraphs  in  regard  to  the  subjects  which  are  emphasized  in  the  Wiscon 
sin  high  school,  it  may  be  said  that  this  school  is  a  part  of  the  course  for  the  training  of 
teachers.     Naturally  it  emphasizes  those  subjects  in  which  the  university  prepares  the  largest 
number  of  teachers. 

The  survey  had  suggested  that  of  equal  if  not  greater  importance  is  it  for  the  university 
to  emphasize  subjects  which  high  schools  of  the  state  want  to  be  able  to  teach  well. 
Are  the  largest  numbers  of  teachers  being  prepared  for  subjects  which  most  need  help 
in  Wisconsin  high  schools?  If  the  university  has  asked  and  answered  these  questions 
no  evidence  of  it  appears.  The  university  has  not  emphasized  the  subjects  which  the 
director  himself  in  reports  to  the  president  says  students  should  be  encouraged  to  take 
because  high  schools  in  the  state  need  to  have  teaching  in  these  subjects  improved;  nor 
is  it  emphasizing  any  of  the  points  mentioned  by  the  survey  in  the  paragraphs  referred  to 
with  regard  to  which  high  schools  of  the  state  have  expressed  an  unmistakable  demand  to 
have  introduced  subjects  and  activities  without  regard  to  university  leadership;  nor  is  it 
emphasizing  subjects  which  must  be  emphasized  as  part  of  the  university's  avowed 
program  for  getting  a  large  part  of  the  present  junior  college  work  done  by  the  high  school 
— chemistry,  physics,  English,  which  if  done  quickly  would  make  unnecessary  enormous 
expenditure  for  new  buildings  at  the  university. 
As  shown  by  this  section,  the  survey  and  Mr.  Miller  are  apparently  at  variance  in  their 
theories  regarding  the  high  school  curriculum.  This  but  illustrates  the  point  that  much  of 
the  document  is  a  presentation  of  educational  theories  rather  than  a  university  survey. 

It  is  hoped  again  that  legislators  and  regents  will  read  the  survey's  original  statement 

as  to  purpose  and  content  of  the  present  high  school  curriculum.     Instead  of  reciting  its 

own  theories  the  survey  was  careful  to  cite  statements  from  Wisconsin's  own  schools  and 

from  the  correspondence  and  lectures  of  the  principal  of  the  Wisconsin  high  school. 

An  illustration  of  unfairness  in  quotation  is  from  the  principal  of  the  high  school  in  his 

course  in  the  summer  session.     The  full  phrase,  containing  the  words,  "definite,  teachable, 

hard,"  reads  as  follows:     "W'e  must  not  set  aside  lightly  material  which  can  be  organized 

in  such  a  manner  as  to  present  a  serious,  progressive,  consecutive  study  of  something  which  is 

definite,  teachable,  hard." 

F'urthermore  it  is  wholly  untrue  that  the  principal  declared  or  held  that  there  should  be 
one  high  school  course;  also  his  attitude  regarding  vocational  subjects  is  misrepresented. 

Several  different  observers  on  the  same  days  heard  the  lectures  quoted  by  the  survey. 
Their  notes  were  directly  quoted  as  were  letters  from  the  principal.  As  proof  of  the  sur- 
vey's "unfairness"  alleged  stenographic  notes  were  quoted  by  the  president,  by  the 
president's  representative  in  making  this  comment,  bj'  the  dean  of  letters  and  science,, 
by  the  director  of  the  course  for  the  training  of  teachers,  by  the  principal  of  the  Wiscon- 

634 


Exhibit  23 

sin  high  school.  Upon  examination  these  alleged  stenographic  notes  of  a  summer 
session's  course  of  30  lectures  were  found  to  have  about  as  much  matter  as  a  complete 
report  of  one  lecture  would  have.  Furthermore,  the  sentence  above  quoted  bv  the  uni- 
versity and  referred  to  by  several  of  its  administrative  officers  is  entirelv  diiTeVent  from 
the  statement  in  thore  notes.  The  notes  read:  "In  the  secondary'  schools  there  should 
be  a  serious,  definite,  progressive  study  of  something  that  is  hard."  The  more  complete 
quotation,  however,  supports  the  survey's  point — that  the  Wisconsin  high  school, 
instead  of  helping  the  high  schools  of  the  state  work  out  a  method  of  teaching  agriculture, 
commerce,  business  Knglish,  etc.,  in  the  most  approved  way  (they  are  going  to  teach 
those  sul)jects  in  some  way  whether  the  university  he!|)s  or"  not;  is  using  its  influence 
to  retain  subjects  which  the  trend  of  the  times  makes  it  impossible  for  communities  to 
retain  for  those  pupils  who  do  not  expect  to  go  to  college. 

Finally,  the  beginning  and  concluding  paragraphs  of  this  section  will  illustrate  the  intimate 
mixture  of  fact,  inference,  theory  and  dogmatic  pronouncements. 

Conclusion 

Section  X.  After  considering  the  foregoing  illustrations  of  the  so-called  significant  facts 
regarding  the  Wisconsin  high  school  submitted  to  the  public  alTairs  board,  the  university 
officers  are  willing  to  accept  the  answers  of  the  public  affairs  board  to  questions  1  and  6  at 
the  beginning  of  this  section. 

It  is  not  the  purpose  of  these  memoranda  to  consider  the  various  alternative  proposals 
there  made  in  regard  to  the  Wisconsin  high  .school,  since  to  undertake  this  would  involve 
elaborate  discussion. 

In  regard  to  the  tentative  official  suggestions  concerning  the  Wisconsin  high  school,  no 
attempt  is  made  to  consider  them  in  detail. 

At  the  first  meeting  of  three  regents,  the  president  of  the  university  and  survey  repre- 
sentatives, the  chairman  of  the  regents'  finance  committee  expressed  the  hope  that  the 
university  would  consider  these  recommenrlations  and  would  be  required  later  to  report 
which  if  any  of  them  had  been  acted  upon,  and  which  if  any  had  not  been  acted  upon, 
and  why. 

Statements  already  made  show  that  many  of  them  are  based  upon  assum|)tions  which  are 
not  warranted  by  the  facts.  Others  of  them  represent  educational  theories  which  the  ofilcers 
of  the  survey  hold.  These  suggestions,  and  any  others  which  the  survey  may  olTer,  so  far 
as  they  are  based  upon  a  substratum  of  fact,  will  be  given  careful  consideration  by  the  educa- 
tional officers  of  the  university. 

It  is  not  supposed  that  the  Wisconsin  high  school,  the  first  year  of  its  installation  in  its 
new  building,  is  perfect.  Since  the  Wisconsin  Academy  was  taken  over  to  the  present  time, 
the  school  has  been  working  under  very  great  disadvantages,  in  that  it  was  in  wholly  inade- 
quate and  unsuitable  quarters. 

As  already  stated  the  inadequate  and  unsuitable  quarters  have  been  used  for  three 
years  as  excuse  for  not  setting  up  a  standard  in  practice  which  the  university  has  been 
setting  up  in  its  exposition  of  educational  method.  Inadequate  and  unsuitable  quarters 
have  in  no  way  been  responsible  for  the  complications  in  organization;  for  the  failure  of 
the  director  to  direct,  to  inquire,  to  visit,  and  to  require  current  information  regarding 
work  done,  absences,  non-promotions,  low  scholarship,  efficiency  of  instruction:  for  the 
lack  of  faculty  and  group  conferences:  for  the  course  of  study  and  the  description  of  it; 
for  the  defects  of  construction,  the  waste  of  space,  lack  of  ventilation  found  in  the  new 
building:  for  failure  to  use  the  building  as  a  social  center;  for  failure  to  invite  jnirents  to 
visit,  which  the  principal  of  the  school  does  not  believe  in  and  which  the  director  of  the 
school  says  in  effect  is  one  of  the  greatest  needs  of  education  today;  for  failure  to  use  the 
classes  for  practice  purposes;  for  failure  to  have  such  teaching  throughout  that  it  could 
be  used  for  demonstration  purposes,  etc. 

It  will  be  the  aim  ol  the  officers  of  the  university  to  havp  the  Wisconsin  high  school  steadilv 
improve  the  quality  of  its  work  in  order  that  it  may  serve  the  largest  purpose  in  the  prepara- 
tion of  teachers  for  the  high  schools  of  Wisconsin. 

The  statements  made  earlier  in  this  university  memorandum  indicate  that  the  uni- 
versity is  "standing  jiat"  on  methods,  organization.  i)urpose,  personnel,  in  a  way  which 
makes  it  practically  impossible  to  improve  steadily  the  quality  of  its  work.  .Just  to  the 
extent  that  the  statements  in  the  president's  memorandum  expresses  the  university's 
attitude  toward  the  facts  disclosed  by  the  survey,  is  there  evidence  that  little  will  be 
done  to  improve  conditions  which  clearly  need  improvement,  unless  the  regents  require 
a  change  in  this  expressed  attitude. 


635 


University  Sirvev  Heport 


SUPPLEMENT  III 

Significant  facts  regarding  the  Wisconsin  high  school  which  the  university  survey 
wishes  to  go  over  in  detail  with  the  special  committee  of  the  university 
Board  of  Regents,  September  18,  1914 

(With  regard  to  each  quotation,  each  statement  of  fact,  etc.,  found  in  this  supplement,  specific 
reference  is  made  to  a  particular  document  previously  examined  by  the  survey.  The 
figures  in  (the  right  hand  margin)  refer  to  the  documents  listed  at  the  end  of  this  sup- 
plement.) 

I.   Chronological  sumnaary 

1.  1904  ff.     Need  for  a  model  school  for  Department  of  Education  urged  in  biennial 

report  (first,  page  65)  by  the  president.      (1) 

2.  1907-Oct.     Agreement  between  the  university  and  the  Madison  Board  of  Education 

for  use  by  university  students  of  the  Madison  high  school  (and  elementary  schools) 
for  observing  classroom  instruction.     (2) 

3.  1907-Dec.     Personal  visits  by  Professor  Elliott  to  a  number  of  universities  having 

their  own  separate  high  schools,  and  others  training  through  cooperation  with  pub- 
lic school  systems.     (3  and  4) 

4.  1907-1909.     Biennial  reports — President  reports  success  of  1907  agreement  and  also 

urges  need  for  a  separate  university  high  school.     (5  and  6) 

5.  1909.     Study  made  by  the  Society  of  Teachers  of  Education  in  colleges  and  univer- 

sities, as  to  observation  and  practice  teaching  in  51  college  and   university  depart- 
ments of  education,  44  reporting  such  work.      (7) 

6.  1910.     Special  study  of  method  used  in  16  institutions,  made  by  correspondence  and 

by  field  examination  for  the  University  of  Wisconsin.     (8) 

7.  1911-March.     President's  argument  for  a  new  and  separate  high  school  presented  to 

the  legislative  committee  of  regents.     (9) 

8.  1911-March  2.     The  regents  voted  to  request  amendment  of  the  university  bill 

to  secure  authority  to  construct  and  maintain  a  school  for  demonstration  and 
practice.     (10) 

9.  1911-March  9.     Bill  introduced  into  the  legislature  amending  general  university  bill 

as  per  preceding  item,  (amendment  1-S).      (11) 

10.  1911-May  12.     Retirement  from  the  Madison  Board  of  Education  of  the  former 

president  (said  at  a  joint  meeting  in  June  1914,  to  be  "the  principal  obstacle  to  more 
extensive  cooperation  to  the  Madison  high  school,"  i.  e..  Judge  Donovan).     (12a) 

11.  1911-June  20.     While  the  above  bill  was  pending  the  Board  of  Regents  authorized 

the  acquisition  of  the  Wisconsin  Academy  and  appropriated  $60,000  for  building  a 
high  school.     (13) 

12.  June  22.     A  second  bill,  625  S.,  introduced,  with  wording  of  amendment  1-S  added 

as  sub-section  2  of  section  1.      (14) 

13.  June  22.     Original  amendment  1-S,  with  original  bill  43-S  recommended  for  indefi- 

nite  postponement.      (11) 

14.  June  23.     Bill  13-S,  with  amendment  1-S,  indefinitely  postponed.      (11) 

June.  Professor  Bassett  withdrawn  from  the  Madison  high  school — "the  size  of  his 
classes  in  the  university  required  an  amount  of  attention  which  made  it  impossible 
for  him  longer  to  attempt  high  school  teaching."      (15a) 

15.  July  10.     Second  bill  (625-S)  with  sub-section  2  of  section  1,  passed  authorizing  the 

university  "to  construct  and  maintain  a  school  for  demonstration  and  practice 
in  order  to  complete  the  organization  of  a  school  of  education."  (14) 

16.  July  11,  or  21  days  after  the  regents  had  authorized  the  payment  of  $1,000  for  the 

Wisconsin  Academy  and  appropriated  $60,000  to  construct  the  building,  referred  to 
in  this  legislation,  the  bill  was  published  and  became  a  law  in  accordance  with  Sec. 
12,  which  provided  that  it  should  take  effect  upon  publication.      (13  and  14) 

17.  September.     Wisconsin  high  school  operated  from  1911  to  date. 

18.  1912-Jan.      Construction  of  Wisconsin  high  school  building  started. 

636 


Exhibit  23 

19.  June.     Biennial  report  for  period  ending  June  1912  reports — -705  students  assigned 

for  observation  work  in  the  Madison  elementary  schools  and  2,131  for  observation 
work  in  the  Madison  high  school  during  the  year  1911-12  regarding  whir-h  the 
report  (page  81)  states  that  "the  continued  spirit  of  hel[)fulness  that  has  character- 
ized the  teachers  in  both  the  high  and  elementary  schools  is  carrying  forward  this 
work  of  cooperation."      (15b) 

20.  June.     Professor  Hart  withdrawn  from  the  Madison  high  schf)ol  for  same  reason 

as  Professor  Bassett  was  in  June  1911.      (4)  (15a) 

21.  1913-Julv.     Additional  $45,000  for  Wisconsin  high  school  aijpropriated  bv  legis- 

lature. '  (17) 

22.  1913-14.     Practice  teaching  in  Madison  public  schools  by  students  in  manual  arts, 

zoology  and  music.      (18) 

23.  1914^Apr.  15.     University  survey  begun  including,  inter  alia,  a  study  of  the  Wiscon- 

sin high  school;  course  for  the  training  of  teachers;  Department  of  Education; 
committee  on  appointments  and  accredited  schools  (exhibits  21,  22). 

24.  1914-June.     Practice    work    in    Madison  public    schools  in    manual    arts,   fl2b) 

described  by  Professor  Crawshaw  to  conference  of  State  Board  of  Public  Affairs 
and  university  regents;  in  zoologj'  in  Madison  high  school  by  Professor  Pearse; 
in  music  in  one  public  elementary  school  described  by  Professor  Dykema  in  the 
annual  report  to  the  director  of  the  course  for  the  training  of  teachers.  (18) 

25.  July.     Announcement  of  Wisconsin  high  school  published.     (19) 

26.  Sept.  14^18.     Opening  of  Wisconsin  high  school. 

II.   Legal  aspects 

1.  No  new  school  or  college  shall  be  established  unless  authorized  by  the  legis- 

lature. Section  390-A,  laws  1905,  was  the  wording  of  the  law  in  1911,  when  the 
construction  of  the  Wisconsin  high  school  and  the  acquisition  of  the  Wisconsin 
Academy  were  formally  considered  by  the  regents.  Of  this  provision  the  [jresi- 
dent's  biennial  report  for  1904-06,  !age  42,  said:  "It  is  fortunate  that  this  pro- 
vision was  added,  since  it  prevents  any  possible  misunderstanding  (as  to'  proper 
support  to  existing  schools  and  colleges,  and  also  makes  it  necessary  for  the  uni- 
versity authorities  to  apply  to  the  legislature  whenever  any  new  school  or  college 
is  added  to  the  university."     (1) 

2.  Lackof  legal  power  on  the  part  of  the  university  to  establish  a  school  such  as  the 

Wisconsin  high  school  was  recognized  (a)  in  the  president's  biennial  report  of  1910, 
page  98  (quoted  by  Professor  Elliott):  "not  possible  without  a  direct  legislative 
authorization,  (6)  and  (b)  by  the  president  of  the  university,  March  1st,  iu  argu- 
ment before  the  legislative  committee  of  regents  (9)  (c)  by  the  legislative  com- 
mittee in  its  recommendation  to  the  board,  March  2nd,  (10)  and  (d)  by  the  Board 
of  Regents,  March  2,  1911,  (10)  in  voting  to  request  legislation  to  read:  "The 
Regents  are  authorized  to  construct  and  maintain  a  school  for  demonstration 
and  practice  in  order  to  complete  the  organization  of  a  school  of  education", 
recognition  as  late  as  August  6.  1911,  that  regents'  authorization  was 
by  the  legislation  secured,  as  above  stated  .July  lllh,  as  per  written  statement 
of  Secretary  McCalTrey,  transmitted  and  elaborated  by  President  Trottman, 
in  letter  to  university  survey  (20),  also  in  announcement  of  Wisconsin  higii  school. 
May  1914,  which  savs  that  the  leaislature  authorized  the  high  school  and  cites 
chapter  631,  laws  19"'ll,  July  10  and   11.      (19) 

3.  JNo  legal  opinions  upon  any  phase  of  this  subject  are  on  file  in  the  regents' 

records  (Secretary  McCalTrey,  in  letter  to  survey,  August  6,  1914.)     (20) 

4.  If  question  of  legality  was  raised  June  20,  1911,  when  the  board  acquired  the 

Wisconsin  Academy  and  appropriated  S60,000  for  the  Wisconsin  high  school, 
there  is  no  record  of  the  fact  or  of  any  intimation  that  legislation  had  been  dis- 
covered to   be   unnecessary.      (20) 

i).  No  indication  that  the  legislature  knew  July  19,  when  it  passed  the  bill 
that  instead  of  dealing  with  an  open  question,  such  as  had  existed  when  the  bill 
was  introduced  it  was  passing  instead  "a  curative  act"  conlirming  an  action  taken 
when  not  yet  authorized,  and  when  there  was  a  positive  prohibition  in  the  law 
against  such  action. 

6.   Site    needed    to    complete    the    Wisconsin    high    school    and    indispensable 

according  to  the  director  in  1914,  "in  order  io  obtain  even  a  fair  rate  from  the 
money  ($120,000)  invested,  not  yet  owned  by  university,  (21)  August  15.  1914, 
nor  have  steps  been  taken  to  secure  option  or  start  condemnation  proceedings. 

(27) 

637 


University  Survey  Report 

III.  How  the  evidence  was  secured  upon  which  the  regents  and  legislature  acted 

1.  A  professor  in  the  Department  of  Education,  recommended  a  separate  school  to  the 

dean  of  the  College  of  Letters  and  Science  and  to  the  president  of  the  university. 
(3  and  4) 

2.  President  and  dean  asked  for  a  separate  school  in  the  biennial  report,  1904-06,  (1) 

the  president  and  the  professor,  now  director  of  the  course  for  the  training  for 
teachers  (Professor  Elliott)  restated  the  need  in  the  report  of  1906-08.      (5) 

3.  Conierences  by  the  president  with  Dean  Russell  of  Columbia  University  and  with 

men  at  the  University  of  Chicago  and  the  University  of  Toronto.  (4) 

4.  1907-Dec.     Professor   Elliott,  for  the  university,  visited  and  studied  plans  used  in 

the  Teachers  college  of  Columbia  University,  University  of  Chicago,  Harvard, 
Cornell,  Ohio  and  Missouri  Universities.      (3  and  4) 

5.  1908.     Professor  Elliott  in  close  touch  with  the  study    made  of  51   institutions  re 

observation  and  practice  work;  of  this  Professor  Elliott  wrote  July  6,  1914":  The 
report  was  before  me  at  the  time  of  the  formulation  of  our  own  plans."     (3) 

6.  1910-Sept.     For  President  Van  Ilise  (as  letter  states  June  29,  1914):     "Professor 

Elliott  gathered  detailed  information  relative  to  practice  schools  and  observational 
work  for  teachers,  from  all  of  the  institutions  belonging  to  the  Association  of  Ameri- 
can Universities  [16  mentioned  in  Professor  Elliott's  report].  The  results  of  all 
these  investigations  were  fully  presented  to  me,  and  discussed  with  me."      (4) 

7.  There  is  no  record  to  indicate  that  the  dean  or  the  regents'  committee  on  letters  and 

science,  or  members  of  the  Department  of  Education,  or  other  faculty  members 
then  interested  in  the  training  of  teachers,  reviewed  either  the  plans  or  the  results 
of  the  investigations  before  they  were  taken  up  directly  by  the  president  and  a 
departmental  chairman  (director  of  course  involved).      (4) 

8'.  No  record  was  kept  by  the  president  of  the  university  of  his  own  individual  investi- 
gations or  conferences  or  of  reports  to  him.      (4) 

9.  The  biennial  reports,  (6)  which  were  available  to  university  regents,  legislature 
and  public  neither  summarized  the  special  study  made  nor  was  there  mention 
of  the  extensive  studv  of  the  51  institutions  which  Professor  Elliott  said  (July 
6,  1914)  was  before  him  in  1911.  (3) 
Of  the  returns  from  the  16  institutions  specially  questioned  (8)  only  selected  por- 
tions were  made  available  in  the  director's  report  to  the  president  and  those  were 
omitted  from  the  final  biennial  report  to  the  regents;  nor  was  the  study  mentioned 
in  the  biennial  report.     (6) 

10.  No  mention  was  made,  and  so  far  as  the  records  show  no  study  was  made,  of  Wis- 

consin's own  experience  with  special  schools  run  by  eight  state  normal  schools,  or 
the  use  of  public  schools,  especially  by  the  Milwaukee  normal  school;  nor  was  there 
special  study  or  special  report  upon  the  experience  from  1907  to  1911  in  the  public 
schools  of  Madison. 

11.  Neither  the  legislative  committee  of  regents  nor  the  Board  of  Regents,  so  far  as 

obtainable  records  show,  had  before  it,  when  finally  considering  the  proposal  to 
establish  an  independent  school  any  of  the  printed  records,  then  available,  covering 
studies  made,  or  any  other  evidence  but  an  oral  speech  by  the  president  of  the  uni- 
versity. 

12.  The  studies  of  experience  in  other  universities,  which  described  in  detail  results  which 

might  have  greatly  interested  the  university  regents  and  the  legislature,  and  might 
have  suggested  alternatives  to  a  separate  university  high  school,  were  not  presented, 
so  far  as  the  records  show. 

13.  Neither  the  desirability  nor  the  practicability  of  offering  greater  service  to  the 

Madison  public  schools,  in  exchange  for  additional  cooperation  from  them  was 
considered  at  the  time  the  Wisconsin  high  school  was  projected,  discussed  and 
authorized,  according  to  statements  of  Professor  Elliott  and  President  Van  Hise, 
in  June  1914.      (12a) 

14.  To  the  legislature,  so  far  as  the  record  shows,  no  evidence  was  submitted,  except 

verbal  statements  by  the  president  of  the  university,  as  per  syllabus  before  the 
educational  committee  of  the  legislature  and  by  Dr.  Elliott. 

15.  Whatever  may  be  the  practice  in  the  Wisconsin  or  other  legislatures  the  records  show 

that  this  particular  new  project  came  before  the  legislature  of  the  state  as  a  four 
line  sub-section  without  specification  of  amount  of  money  involved;  unmentioned 
in  the  title  of  a  bill  that  had  to  do  with  continuing  and  extending  existing  activities 
and  as  a  part  of  the  whole  bill  passed  at  the  end  of  the  legislative  session  without 
any  discussion  and  in  which,  so  far  as  records  show,  this  particular  departure  was 
not  mentioned.     (11) 

rV.   Evidence  on  which  argument  for  Wisconsin  high  school  was  based 

1.  Conviction  preceded  investigation.  In  biennial  report  for  1904-06  the  president 
said  (page  65)  that  the  proposed  working  arrangement  with  the  Madison  public 
schools  "at  best  will  be  merely  an  imperfect  device."      (1) 

638 


Exhibit  23 

2.  1907.     Within  three  months  of  the  beginning  of  cooperation  with  the  Madison  public 

schools  Professor  Elliott  made  for  the  university  a  first-hand  study  (letter  from 
President  Van  Hise,  June  29,  1911,  from  Professor  I'^Uiolt,  July  (i,  1911)  of  the  plans 
of  "practical  laboratory  work  for  teachers"  then  in  use  at  Harvard  and  Brown 
universities.  There  is  no  record  to  show  that  the  regents  were  ever  informed,  in 
1907,  that  both  Harvard  and  Brown  universities  were  using  public  schools  for  labo- 
ratory work.  Neither  university  was  mentioned  in  President  Van  Hise's  syllabus 
in  1911  at  the  meeting  before  the  regents.      (.'i  and  4) 

3.  190''.     From  studies  made  by  Professor  Elliott  of  methods  pursued    in  Columbia, 

Chicago,  Cornell,  Ohio  and  Missouri,  (Professor  Elliott's  letter  July  6,  1914; 
President  Van  Hise's  letter  mentions  .Missouri  and  Chicago)  the  fact  does  not 
appear  that  Ohio  State  University,  at  this  time,  required  practice  teaching  and  used 
the  public  schools,  or  that  Cornell  did  not  require  practice  work  and  had  no  plan  for 
a  school,  and  that  at  Teachers  College,  Columbia,  it  was  optional,  required  onlv 
in  the  case  of  those  who  had  not  previously  taught,  and  was  limited  to  practice  work 
in  elementary  schools.      (3  and  4) 

4.  1910.     Twenty  months  after  there  was  available  the  report  of  .51  institutions  (which 

report  Professor  Elliott  said  "was  before  me  at  the  time  of  the  formulation  of  our 
plans"  (7)  and  with  whose  framers  he  was  in  close  touch)  a  questionnaire  (3)  was 
sent  out  by  Professor  Elliott  for  the  president.  This  set  of  questions  went  to 
only  15  (and  one  other — Yale)  out  of  the  51  institutions  regarding  which  facts 
were  then  available.  (3  and  4) 
Of  the  16  addressed 

6  were  known  to  be  using  local  schools 

4  to  be  using  their  own  private  school 

4  to  have  no  practice 

1  to  be  using  both  local  and  private  schools 

Yale  had  no  school  of  education 

At  no  time  later  was  the  fact  reported  that  a  selection  had  been  made  from  the  51 
institutions  reported  upon  only  the  year  before,  more  comprehensive  than  the  uni- 
versity's questions  called  for;  that  34  only  had  reported  practice  teaching  while  22 
out  of  34  had  reported  practice  teaching  in  local  schools,  9  using  private  only  and  25 
using  public  schools   (3   using  both   private  and  public).      (7) 

The  13  questions  addressed  to  16  institutions,  do  not  include  any  question  as  to 
whether  the  institution  had  tried  to  utilize  public  schools;  for  how  many  university 
students  practice  and  observation  opportunities  were  needed,  so  as  to  compare  with 
the  number  reported  to  have  such  observation  and  practice  teaching,  'fhe  ques- 
tionnaire does  not  seek  to  obtain  separately  for  observation  work  and  for  practice 
teaching  how  much  of  each  was  required  for  each  student.  No  question  calls  for 
the  manner  in  which  instructors  conduct  either  observation  or  practice  teaching. 
(8) 

The  answers  were  not  given  to  the  regents  in  tabulated  and  comi)arable  form. 
Even  the  extracts  were  cut  out  of  the  preliminary  report  and  do  not  appear  in  the 
final  report  to  regents.  It  does  not  appear  whether  points  not  touched  upon  in  the 
summary  were  or  were  not  answered  in  the  communications.  For  exam]>le,  for 
several  of  the  schools  there  is  no  fact  as  to  number  of  students  in  education  or  num- 
ber taking  practice  work. 

The  original  records  were,  according  to  a  letter  of  Professor  Elliott,  (July  6.  1914), 
destroyed,  "owing  to  absence  of  any  adequate  facilities  for  all  of  the  material  that 
had  been  gathered  in  this  connection  being  properly  filed."     (3) 

5.  1910.     The  president  and  dean  transmitted,  in  the  preliminary  report  for  the  bien- 

nium  1908-10  the  following  comment  of  Professor  Elliott's  upon  the  special  investi- 
gation which  he  had  made  in  1910  of  16  institutions  (page  121):  "the  answers 
submitted  indicate  clearly  that  with  a  few  e.xceptions  the  institutions  in  question 
have  not  yet  reached  the  point  of  establishing  such  schools  in  which  apprentice- 
ship teaching  may  be  done."      (8) 

Notwithstanding  the  above  statement  the  president  (in  his  report  to  the  regents 
1909-10,  page  36)  says:  "At  the  present  time  the  institutions  which  olTer  fully 
satisfactory  courses  for  the  training  for  teachers  have  such  schools."     (6) 

Again  before  the  legislative  committee  of  regents,  March  1,  1911,  the  president 
stated,  point  6  of  summary:  "Such  a  school  is  being  established  and  developed  at 
all  the  large  universities  aiming  to  prepare  teachers."      (9) 

Before  the  joint  conference  of  the  regents  and  university  survey,  June  15,  1914, 
the  president  of  the  university  said:  "If  there  is  any  man  in  any  depart mont  in  any 
university  in  the  United  States  that  dilTers  in  this  respect  as  to  tlve  preparation  of 
teachers  for  secondary  schools,  I  do  not  know  that  man  or  institution."      (.I'-c) 

Although  the  summary  (22)  reports  that  California,  Colorado,  Harvard,  Indiana, 
Nebraska,  Ohio,  Texas  were  then  using  public  schools,  while  only  Illinois,  Minne- 
sota, Missouri  and  North  Dakota,  among  the  16  institutions  studied,  (.8)  reported 
private  schools  or  academies;  and  although  25  out  of  the  31  institutions  reported 

639 


University  Survky  Report 

(22)  the  year  before  as  requiring  practice  work,  were  using  public  schools  the 
summary  of  the  university's  special  study,  page  124,  reads:  "The  character 
of  a  number  of  these  answers,  however,  brings  out  forcibly  the  need  which  is  being 
felt    by   most    of   the    larger   institutions."      (7) 

6.  1910.      Colorado,  Illinois,  Minnesota  and  Nebraska  are  cited  by  the  president 

as  having  private  schools,  (6  and  9)  omitting  the  facts  gleaned  both  by  the  uni- 
versity's own  study,  and  the  study  of  the  year  before  of  51  institutions,  (8  and  7) 
that  Colorado  used  public  schools,  (22)  only  and  Nebraska  was  using  public  as 
well  as  its  own  schools  (page  126,  129)     (8) 

Illinois  abandoned  its  preparatory  school,  June  1911,  and  the  legislature  refused 
to  appropriate  for  a  special  school.  Later  a  demonstration  and  practice  school 
was  authorized  and  is  now  being  completed.      (23) 

Toronto  is  cited  in  1910  and  1911  arguments  for  a  special  school  (6  and  9)  and 
again,  at  the  joint  conference,  June  15,  1914,  (12e)  although  the  Toronto  catalogue 
for  1913-14  (page  10)  reads:  "So  far  as  necessary  the  observation  and  practice 
teaching  to  be  had  in  these  model  classrooms  will  be  by  observation  and  practice 
teaching  in  city  schools  in   the  neighborhood."      f24) 

In  1911  before  the  legislative  committee  of  regents  the  president  said  (according 
to  syllabus  furnished  by  his  ofTice):  "Such  a  school  is  a  recognized  essential  for  the 
professional  preparation  of  teachers:  such  a  school  is  being  established  and  developed 
at  all  the  larger  universities  aiming  to  prepare  teachers."  (9)  At  the  time  the  fore- 
going statement  was  made  the  university's  own  study  showed,  as  above  stated,  that 
California,  Colorado,  Harvard,  Indiana,  Nebraska,  Ohio  and  Texas  were  then  using 
public  schools,  while  the  other  study,  then  in  hand,  shoM'ed  that  18  other  institu- 
tions were  using  public  schools,  including  among  larger  institutions  Brown,  Cincin- 
nati, Kansas,  Leland  Stanford,  Jr.,  Mississippi,  Oregon,  Rochester,  Washington 
and  West  Virginia.     (22) 

7.  No  studies  have  been  made  since  1910,  according  to  before  mentioned  letters  from 

President  Van  Hise  and  Professor  Elliott  (3);  hence  there  was  in  hand,  June  15, 
1914,  no  record  but  the  record  of  an  overwhelming  majority  of  institutions  neither 
having  nor  wanting  their  own  private  schools  when  President  Van  Hise  said: 
"So  far  as  I  know  there  is  no  difference  of  opinion  on  this  point.  If  there  is  any 
man,  in  any  department,  in  any  university  of  the  United  States  that  differs  in  this 
respect  I  do  not  know  that  man  or  institution."     (12c) 

8.  Minnesota  was  especially  cited  in  the  president's  syllabus  of  1911,  (9)  and  report  to 

regents  1910,  page  36,  (6)  without  stating  the  important  fact  that  the  private  school 
referred  to  had  but  60  pupils  and  was  avowedly  a  make-shift  because  the  superin- 
tendent of  schools  at  Minneapolis,  acting  contrary  to  the  expressed  will  of  the  board 
of  education,  refused  the  use  of  the  public  schools.  With  the  coming  of  Superin- 
tendent Spaulding,  of  Newton,  who  has  for  several  years  used  Harvard  students 
in  his  public  schools,  Minnesota  begins  in  September  1914,  the  use  of  public  schools 
for  observation  and  practice  work  for  the  students  of  the  University  of  Minnesota. 
(Statement  of  Professor  A.  W.  Rankin,  Department  of  Education,  University  of 
Minnesota,  to  university  survey,  August,   1914). 

.  Newspaper  accounts  (25)  of  the  legislative  action  in  1911  contain  the  names  of  six 
universities  (taken  from  the  president's  1911  syllabus  to  the  regents  (9)  about  the 
proposed  Wisconsin  high  school),  of  which  Colorado  and  Nebraska  should  not 
have  been  there  at  all,  Minnesota  and  Illinois  require  explanation  and  quallifica- 
cation,  leaving  only  Missouri  and  North  Dakota  as  fairly  typical  "of  other  repre- 
sentative state  universities,"  whose  example  Wisconsin  was  following.     (6) 

10.  "The  present  scheme  of  cooperation  with  the  Madison  public  schools  is  wholly  inade- 
quate and  cannot  be  extended,"  (president's  syllabus,  remarks  before  regents  legis- 
lative committee,  March  1,  1911).  In  1908  ihe  report  of  this  cooperation  reads: 
"The  attitude  of  the  board  of  education,  the  superintendent  of  schools  and  the  prin- 
cipal of  the  high  school  has  been  one  of  genuine  interest  in  the  success  of  the  plan." 
(5)  In  1912  the  report  to  regents  (page  81)  has  this  reference  to  the  Madison  public 
schools:  "It  is  appropriate  that  I  [Director  Elliott]  should,  at  this  time,  express  an 
appreciation  of  the  continued  spirit  of  helpfulness  that  has  characterized  the  teachers 
in  both  the  high  and  elementary  schools  in  carrying  forward  this  work  of  coopera- 
tion."    (15) 

Coming  oiT  the  press  at  about  the  time  the  president  declared  (9)  before  the  re- 
gents that  "The  present  scheme  of  cooperation  with  the  Madison  sublic  schools 
is  wholly  inadequate"  the  catalogue  for  1910-11  (26)  made  this  reference  to  such 
cooperation  (page  137)  as  one  of  a  group  of  eight  courses  offered  "the  observation 
of  teaching  under  expert  supervision;"  on  page  288:  "A  number  of  teachers  in 
the  Madison  public  schools  have  been  specially  designated  to  cooperate  with  the 
university  instructors  in  making  the  departmental  courses  and  observational 
work  of  the  fullest  value  to  the  students." 

"Cannot  be  further  extended"  (cooperation  with  Madison  public  schools) 
is  shown  to  have  been  wrong  by  the  fact  that  (as  reported  to  Director  Elliott)  in 

640 


Exhibit  23 

the  year  1913-1  1,  university  students  under  Professor  Dykema's  supervision  had 
charge  of  music  in  one  pui^lic  and  three  parochial  schools;  manual  arts  students  did 
practice  teaching  under  Professor  Crawshaw's  supervision  in  the  Madison  high 
school;  and  the  students  in  zoology,  according  to  Professor  Pearse's  statement, 
spent  two  weeks  each  in  "observing  and  helping  teach  in  the  Madison  high  school" 
(see  following  section  re  relations  with  the  Madison  i)ublic  schools).      (18) 

11.  Of  normal  schools  the  president's  1911  syllabus  reads:  "Normal  schools  of  the  state, 
however,  have  model  schools  that  train  teachers  for  elementary  schools."  Neither 
regents  nor  the  legislature  were  informed  that  at  that  time  the  largest  normal  school, 
Milwaukee,  was  having  its  practice  work  done  in  the  jjublic  schools  regarding  which 
C.  G.  Pearse  (the  then  superintendent  of  schools  of  Milwaukee  and  now  president 
of  the  Milwaukee  normal  school)  said  in  a  statement  to  the  university  survey  and 
the  Madison  Board  of  Education.  June  191  1:  "From  the  standpoint  of  a  super- 
intendent wishing  efficient  work  in  the  classroom  and  of  a  normal  sch(jol  president 
wishing  effective  training  of  teaching  I  believe  that  practice  work  in  the  public 
schools  is  for  us  the  most  effective  means." 

There  is  no  record  that  any  investigation  was  made  of  the  Milwaukee  method.  It 
is  to  be  noted  in  1914,  however,  that  other  normal  schools  are  trying  to  secure  access 
to  public  schools,  having  recognized  the  deficiency  of  the  model  schools,  mentioned 
in  the  president's  syllabus,  and  that  the  very  same  legislature  which  in  1911  was 
being  asked  to  establish  a  special  school  for  the  University  of  Wisconsin,  was  decid- 
ing upon  a  location  for  a  normal  school  at  Eau  Claire  where  the  public  schools  are 
to  be  available  for  practice  teaching  by  normal  students. 

17  Neither  the  regents  nor  the  legislature,  so  far  as  the  records  show,  ever  had  presented 
to  them  such  facts  as  the  following,  then  in  the  hands  of  the  university  officials, 
which  would  have  shown  how  public  schools  were  being  used  and  helped  at  that 
time  by  other  universities: 

California.  "Candidates  teach  one  hour  a  day  for  one  semester:  most  frequently 
the  candidate  is  put  in  charge  of  a  section  of  a  class,  the  regular  teacher  remaining 
responsible.  Sometimes  auxiliary  volunteer  classes  are  formed  composed  of  pupils 
requiring  special  attention.  A  few  satisfy  the  requirements  by  acting  as  assistants 
in  the  \eaching  of  college  freshmen"  (as  do  Wisconsin  students  in  German  and 
French|t>^(8) 

Colo^",lo.     "Cordial  relations  obtain  between  the  city  schools  and  the  university, 

Practif'^r^  -aching  in  both  the  high  and  elementary  schools  is  done  under  the  most 
natura !  I  nditions:  the  apprentice  teachers  are  getting  their  experience  in  real 
schoolpp  ,udent  classes  in  the  elementary  schools  and  in  the  high  schools  are 
dividef,^'^  °,^  sections  and  one  section  of  each  such  division  is  given  into  the  charge 
of  a  st^  ^"  x+eacher,  who  is  under  the  immediate  supervision  of  the  regular  class 
teachci^",^  -.chool  principal  and  some  one  from  the  college  of  education.  The 
section  ,,^  ^'-^lass  taken  by  the  student  teachei  is,  as  a  rule,  a  smaller  section  and 
is  comj/  .4  those  who  have  had  difficulty  in  getting  on — of  those  who.  except 

for  this  arrangement,  would  be  required  to  fail  of  passing.  (8) 

The  novice  teacher's  attention  is  at  once  forced  where  it  properly  should  be— 
upon  the  problem  of  ''how  children  learn  rather  than  upon  the  problem  of  hoiv  teachers 
teach:  (8)' 

Texas.  "Through  the  courtesy  of  public  school  authorities  we  use  the  high 
'  school  and  some  of  the  other  schools  as  practice  schools.  We  also  have  permission 
to  use  some  private  schools  for  such  work."  [Regret,  however,  lack  of  their  own 
schools).  (8) 

All  of  the  foregoing  statements  appeared  in  the  preliminar>  report  for  1911. 
page  126  ff.  Pages  124  to  130  contain  the  questions  and  summary  ot  answers  and 
apjaeared  in  the  preliminary  report  of  the  president,  deans  and  chairmen  of  depart- 
ments, but  not  in  the  final  report  to  regents.  (8) 

The  comments  that  follow  were  also  available,  but  not  submitted,  so  far  as  the 
record  shows,  to  regents,  legislature  or  public. 

Brown  University:  "Has  a  remarkably  elTcctive  arrangement  for  practice 
teaching."  The  university  is  enabled  to  use  the  city  high  school  for  practice 
work — in  consideration  of  an  honorarium  paid  the  teacher  to  whom  the  student  is 
assigned.  In  return  the  city  has  an  assured  source  of  supidi/  for  high  school  teachers 
and  is  able  to  apply  a  probation  test  that  is  fair  to  the  candidate  and  an  elt'ective  safe- 
guard/or the  city.  Brown  students  go  into  the  high  school  just  after  graduation 
instead  of  just  before.    Of  this  method  of  practice  teaching  the  university  says:  (7) 

"Such  cooperation  can  be  obtained  only  by  subordinating  petty  interests  to 
the  broader  interests  of  uplifting  {he  schools  through";i  teaching  course. 
At  Brown  University  and  in  l\ie  city  of  Providence  we  have  been  particu- 
larly fortunate  in  having  men  in  control  who  have  seen  clearly  the  great 
importance  of  the  success  of  the  training  for  teachers."  (7) 

641 


Sub.— 41 


University  Survey  Report 

Cincinnati:  "The  department  is  rendering  valuable  service  to  the  city  schools 
and  in  return  has  the  necessary  field  of  observation  and  practice  put  at  its  disposal. 
The  whole  arrangement  must  result  in  an  unusually  high  academic  standard  for  the 
elementary  teacher  in  Cincinnati."    (7) 

Colorado  College:  "Enjoys  privileges  for  cadet  and  practice  teaching  in  the 
grades  of  the  city  schools:  furthermore,  some  little  teaching  is  done  in  connection 
with  the  courses  in  gynetic  psychology,  Ihe  liistory  of  education  and  principles  of 
education."    (7) 

Teachers  College  of  Columbia  (one  of  those  mentioned  as  an  example  for 
Wisconsin):  "Has  a  requirement  for  practice  teaching  only  in  the  case  of  those 
who  have  not  previously  taught.  This  varies  between  two  and  40  periods  but  is 
practically  restricted  to  the  elementary  school,  even  for  those  looking  forward  to 
secondary  work."  (7) 

Harvard:  "The  adjacent  cities  of  Cambridge,  Newton  and  Brookline  offer 
facilities  foi  practice  teaching  in  the  7th,  8th,  9th  and  grammar  grades  and  through- 
out the  high  schools.  The  conditions  are  as  real  as  possible  for  the  student  is  given 
complete  charge  of  the  class  for  a  half  year  and  is  held  responsible  for  its  success. 
In  return  for  these  opportunities  Harvard  oilers  a  free  course  in  any  department  of 
the  university  to  one  teacher  for  each  student  thus  favored  by  the  schools."  (7) 

University  of  Kansas:  "Students  are  sometimes  assigned  to  a  class  in  the 
Lawrence  High  School  for  a  semester."     (7) 

McGill  University:  "Arranges  with  a  model  school  under  the  control  of  the 
protestent  (public)  Commissioner."      (7) 

Ohio  State  University:  "Requires  practice  teaching  for  its. teacher's  recom- 
mendation, using  the  Columbus  high  schools  for  that  purpose."  [The  special  school 
then  contemplated  was  to  be  used  only  as  a  model  and  observational  school  and  the 
practice  work  in  the  other  (high  school)  was  to  be  continued  as  heretofore."  (7) 

Oregon:  "The  local  high  school  offers  facilities,  although  next  year  a  small 
high  school  in  an  adjoining  town  will  also  be  used.]     (7) 

Rochester  University:      Utilizes  the  city  high  schools.    (7)        ^  i 

University  of  Texas:     "The  local  schools  will  furnish  the  field  f      the  present."  (7) 

University  of  "Washington:  "Uses  all  grades  of  the  Seattlj  .' iblic  schools  for 
practice  work.  Negotiations  are  pending  looking  toward  the  e.  k  lishment  of  per- 
manent relations  between  the  university  and  city  schools."  (7, 

-'  -^  ^  1  essei 

Wellesley:  "The  college  already  had  the  privilege  of-  ^'^^  ^'ce  teaching  for 
graduate  students  in  one  of  the  local  schools."  (7)  \i?>td 

the  us 

West  Virginia  University:  "Is  utilizing  the  Morgantown  public  schools  from 
the  fourth  grade  up  through  the  high  school,  the  actual  teaching  preceded  by  three 
months  of  observation  covering  six  months  time  of  one  period  per  week."  (7) 


"Requires  practice  teachihgj  using 
n  through  the  high  school."'^  J^''', ': 


of  town  schools  from  the  kindergarte 

13.  Cost  of  maintenance  was  not  mentioned  in  the  president's  syllabus  before  the 
legislative  committee  of  regents,  (8)  $17,000  was  mentioned  in  the  preliminary 
report  for  1910,  page  36,  "as  a  probable  cost."  In  the  final  report  this  estimate  is 
changed  to  $20,000.  F^or  the  school's  first  year  (with  50  per  cent  of  expected 
final  enrollment)  $23,175  has  been  appropriated,  while  the  net  expenditure  is 
estimated  at  $19,935.     (6) 

This  $23,175  is  for  about  half  of  the  final  registration,  for  which  appropriation 
was  made,  and  is  at  a  rate  considerably  below  that  which  it  is  officially  stated  will 
be  necessary  to  conduct  the  demonstration  school.  Thus  what  started  out  to  be  an 
annual  cost  of  $20,000  will  be  at  the  time  the  high  school  is  completed,  and  the  pro- 
posed standard  of  efficiency  for  all  teachers  effected,  from  three  to  four  times  that 
amount  for  current  expenses.  "We  are  paying  more  than  is  paid  in  a  high  school 
of  that  size  for  similar  positions.  Our  budget  is  not  now  sufficient  so  that  we  can 
stock  up  all  the  departments.  We  have  tried  to  organize  with  the  highest  class  of 
men  and  women  at  the  head  of  the  departments."  Among  cases  that  may  be  re- 
garded as  above  the  standard  as  yet  possible  for  other  high  schools,  are  Miss  Sabin 
at  $2,500  and  Mr.  Hart  at  $2,600.     (12c) 

In  1911  the  fees  were  placed  at  $60  per  year  for  the  four  upper  classes  and  $50 
and  .$40  respectively  for  the  fifth  and  sixth  classes.  The  fees  in  effect  during  the 
first  year  of  the  new  school  will,  however,  be  $24  (not  $60)  for  the  four  upper  classes 
and  $18  (not  $50  and  $40)  for  the  two  lower  classes  for  resident  pupils  and  $45 
(not  $60)  for  nonresidents. 

642 


Exhibit  2.'i 

Receipts  from  luilions  have  dwindled  from: 

$7,570.00  the  first  year,  1911 
5,960.58  the  second  year,  1913 
4,686.50  the  third  year,  191  I 

V.   Cooperative  relation.s  with  tlie  Madison  public  schools 

1.  1907-June.     The  pubUc  schools  agreed  to  take  "not  to  exceed  five  especially  trained, 

skilled  teachers  in  the  principal  subjects  of  the  high  school  curriculum  to  leach  not 
more  than  15  regular  class  periods  i)er  week  *  *  *  their  classes  to  be  open  for 
special  visitation  and  observational  study  by  university  students,  *  *  *  regents 
of  the  university  to  pay  two-thirds,  the  Board  of  Education  one-third  of  the  annual 
salary  of  each  teacher."  Professors  Bassell  and  Hart  were  appointed  under  this 
section,  for  English  and  mathematics  respectively.      (2) 

Of  the  results  Professor  Lehner  (of  both  the  Madison  Board  of  Education  and  the 
university)  said  at  the  joint  conference  of  the  regents  and  the  university  survey, 
June  1914:  "The  arrangement  worked  very  well  until  the  Department  of  Educa- 
tion brought  them  [Professors  Bassett  and  Hartl  to  the  university.  It  would  give 
us  with  the  minimum  expenditure  of  mone\  the  highest  possible  class  of  teachers  in 
our  schools  for  approximately  one-third  of  the  money."     (12d) 

2.  1907-Oct.     Joint  agreement  providing  for  observation  work  in  elementary  and  high 

school  classes  for  university  students,  guarantee  to  be  given  "against  iiiterference 
with  the  work  of  instruction,"  the  university  to  pay  S9  per  month  to  each  teacher 
whose  work  is  observed,  teachers  selected  by  city  superintendent  from  those  apply- 
ing. Superintendent  of  city  schools  to  serve  notice  when  "the  standard  of  the  regu- 
lar work  of  any  one  of  the  teachers has  been  lowered  by  the  operation  of  this 

agreement:"  the  university  to  notify  the  superintendent  of  schools  whenever  "it  is 

apparent  that  any  one  of  the  teachers has  failed  to  meet  the  standards  of 

effectiveness  prescribed  by  the  university "      (2) 

3.  In  repeated  reports  Professor  Elliott  spoke  with  appreciation  of  the  cooperative  spirit 

shown  by  the  public  school  observers  and  teachers.     (5,  6,  16) 

In  successive  catalogues,  when  only  public  schools  were  used,  the  announcement 
Lo  students  taking  the  course  for  the  training  for  teachers  read  "the  observation  of 
teachers  under  expert  supervision."     (26,  28,  29) 

To  a  survey  representative  in  May  1914,  the  then  principal  of  the  Madison  high 
school  said:  "I  find  that  the  work  and  the  connection  with  the  university  is  a  valu- 
able asset  to  the  Madison  high  school teachers  feel  it  to  be  an  honor  to  be 

selected  for  observation."     (30) 

At  the  end  of  the  first  year  Professor  Elliott  wrote:  "This  plan  of  university 
cooperation  with  the  high  school  has  been  productive  of  a  very  positive  result  and 
has  served  to  increase,  very  largely,  the  interest  of  students  in  their  professional 
work  in  the  preparation  of  teachers."  Also,  of  the  teachers  observing,  "All  of  those 
designated  continued  until  the  close  of  the  year."     (5) 

4.  Practice  teaching  was  not  mentioned  in  the  agreement  of  1907,  so  far  as  there  is 

record;  it  was  not  proposed  to  the  Madison  Board  of  Education  or  the  Madison 
public;  the  reason  given  for  not  mentioning  it  was  "the  known  objection  of  the  then 
president"   (12a) 

In  1911,  when  the  new  Wisconsin  high  school  was  projected  the  question  of  prac- 
tice teaching  was  not  raised  with  the  Madison  public  schools,  according  to  testi- 
mony at  the  June  meeting  with  Professors  P^Uiott  and  Lehner;  nor  was  it  taken  up 
at  any  time  between  1907  and  1911;  nor  in  May  1911,  before  the  second  l)ill  for  the 
high  school  was  introduced  although  the  main  and  only  opponent  of  practice  work 
(that  has  been  named)  had  Mav  Tith  withdrawn  from  the  Madison  school  board. 
(12a) 

In  1914  members  of  the  Madison  Board  of  Education,  the  then  principal  and  the 
principal  elect  of  the  Madison  high  school  stated  to  the  university  survey  repre- 
sentative that  the  question  of  amending  the  agreement  so  as  to  include  practice 
teaching  by  which  the  helping  candidate  or  student  teacher  would  learn  under  the 
direction  of  the  public  school  system  had  never  been  broached:  that  the  idea  of 
using  the  university  students  as  an  aid  to  the  Madison  teacher  and  the  lagging  pupil 
had  never  been  broached  to  the  board. 

That  Madison  could  secure  from  the  university  at  a  nominal  cost  services  worth 
thousands  of  dollars,  and  could  put  through  a  probationary  test  the  cream  of  the 
state's  secondary  teachers  was  a  new  idea  to  the  board  members,  superintendent 
and  principal,  and  apparently  seemed  to  them  worth  serious  consideration. 

In  1914  practice  teaching  existed  in  the  Madison  public  schools  in  manual  arts, 
music  and  zoology,  with  such  harmony  and  success  (although  not  formally  approved 
by  the  board  members)  that  the  board  itself  was  not  aware  of  the  fact  in  June  that 

643 


University  Survey  Report 

throughout  hist  year  manual  arts,  music  and  zoology  students  had  been  helping  and 
learning  in  one  elementary  school  and  in  the  high  school.      (18) 

Complaints  have  never  been  ofilcially  recorded,  either  by  the  university  or  the 
Madison  high  school,  against  the  other  party's  compliance  with  the  agreement. 
The  "repeated  complaints"  mentioned  by  one  board  member  dwindled  to  two  con- 
crete instances,  neither  of  which  the  cily  superintendent  had  ever  heard  of. 
5.  No  officer  of  the  university,  except  Director  KUiott,  has  had  first-hand  contact  with 
the  IVIadison  Board  of  Education,  according  to  a  statement  by  President  Van  Hise 
to  the  university  survey,  June  29,  1914.  (4)  Neither  President  Van  Hise,  nor  the 
dean  of  the  College  of  Letters  and  Science,  nor  a  committee  of  the  faculty  ever 
conferred  with  Madison  public  school  authorities  on  this  question. 

Neither  reports  of  progress  nor  reports  of  recent  practice  teaching  were  ever  sent 
to  dean  or  president. 

In  1914  the  budget  request  reports  that  for  some  time  to  come  observation  work 
will  be  needed  and  the  money  therefor  is  accordingly  provided  (12c).  "Both 
observation  work  and  practice  work  will  be  desired  to  the  limit"  according  to  the 
president's  statement  to  the  joint  conference  June  15,  1914. 

Observation  work  reported  the  last  two  years  showed  that  most  of  the  work  had 
been  done  under  one  professor,  that  but  few  of  the  16  teachers  giving  courses  for  the 
training  for  teachers  have  tried  to  use  Madison  public  schools  for  observation. 
(36)  (31)  (32)  .        .  . 

The  fact  that  three  of  the  teachers  in  the  university  succeeded  in  finding  oppor- 
tunity for  practice  work,  in  the  Madison  schools,  indicates  that  there  was  a  possi- 
bility that  a  greater  interest  on  the  part  of  other  university  teachers  might  have 
added  greatly  to  the  effective  working  of  the  1907  agreement. 

Reports  also  show  that  little  attention  has  been  paid  to  students,  little  direction 
given,  practically  no  effort  made  to  give  to  teachers  of  the  Madison  schools  any 
opportunity  to  benefit  from  observation  work.  Madison  school  teachers  stated 
they  had  too  few  conferences  with  the  ofiicer  of  the  university  responsible  for  obser- 
vation work  (only  one  last  year).  (3(3) 

Director  Elliott  stated,  at  the  May  1914  conference  with  Madison  high  school 
teachers,  that  "the  failure  of  students  to  get  more  out  of  observation  is  to  be  blamed 
on  university  instructors  who  will  not  use  properly  the  opportunities  offered.  *  *  * 
I  cannot  get  my  colleagues  to  work  with  me  in  this  matter."  (32)  Page  4  of  letter 
July  31,  1914,  Professor  Elliott  speaks  of  "evident  inability  or  indisposition  of 
instructors,  for  whom  these  courses  were  primarily  intended,  to  sue  them  effectively 
and  economically."     (31) 

The  only  specifically  directed  argument  against  increasing  the  cooperative  use 
of  the  public  schools  is  the  director's  statement,  at  the  June  15  conference:  "The 
Madison  high  school  is  such  a  distance  from  the  university  that  it  requires  practi- 
cally three  hours  of  a  student's  time  in  going  to  and  from  in  order  to  do  one  hour's 
work  in  the  Madison  high  school."      (12f) 

Although  Director  Elliott,  who  alone  w^as  charged  with  the  responsibility  in  this 
matter,  stated  at  the  joint  meeting  in  June:  "I  used  every  possible  scheme  I  could 
think  of  that  might  be  used  as  a  substitute  for  the  erection  of  the  Wisconsin  high 
school,"  (12g)  yet  the  above  record  shows  that  (1 )  the  Wisconsin  high  school  was  con- 
templated before  the  agreement  with  Madison  was  made;  (2)  during  the  early 
stages  when  the  co-operative  arrangement  worked  satisfactorily,  according  to  both 
the  university  and  the  high  school,  the  advantages  of  practice  work  were  never  dis- 
cussed with  the  Madison  board,  and  so  far  as  is  known  with  anyone  else,  except  one 
member  of  the  board  who  was  also  a  member  of  the  university  faculty,  upon  whose 
advice  the  university  failed  to  propose  practice  teaching;  (3)  funds  were  not  asked 
for  to  provide  substitutes  for  Professors  Bassett  and  Hart  whose  work  is  conceded 
by  both  sides  to  have  been  highly  successful,  although  their  withdrawal  left  two 
vacancies,  which  the  1907  agreement  made  it  possible  for,  and  incumbent  upon,  the 
university  to  fill;  (4)  the  university  withdrew  Professors  Bassett  and  Hart  to 
strengthen  work  in  the  university;  (5)  facts  as  to  practice  teaching  under  the  direc- 
tion of  Professors  Crawshaw,  Dykema  and  Pearse  had  not  been  explained  to  the 
board;  (6)  no  effort  has  been  made  through  the  public  press,  conferences,  speeches  or 
other  educational  means  to  inform  the  public  of  Madison  or  the  school  teachers  of 
Madison  or  the  school  board  as  to  assistance  which  practice  teaching  might  bring 
without  cost;  (7)  no  facts  have  been  given  to  the  university  faculty  or  to  the  regents 
as  to  the  numerous  alternatives  to  a  separate  practice  school  which  in  other  places 
have  been  found  to  work  effectively.  [The  director  of  the  course  for  the  training 
of  teachers,  who  made  all  the  studies  of  practice  work  hereinbefore  mentioned,  said 
in  a  letter  to  the  university  survey,  July  6,  1914:  "Since  1910,  I  have  given  no 
detailed  attention  to  these  developments  in  other  institutions."]     (1)  (12a)  (4)  (3) 

VI.    Significant  facts  bearing  upon  the  university's   present  preparedness  for  con- 
ducting a  high  school  for  demonstration  and  practice 

Whatever  may  have  been  the  record  of  how  the  W^isconsin  high  school  was  established  the 
fact  remains  that  the  university  has  for  three  full  school  years  conducted  a  school  for  demon- 

644 


ExiIIHIT    '1?) 

btratiou  and  practice.  It  has  its  teachers;  it  has  the  pupils;  it  has  two-thirds  of  its  own  school 
building;  it  has  announced  to  prospective  teachers  and  to  prospective  pupils  its  intention  to 
open  the  new  school  building  Seijleniber  1911. 

Recognizing  that  the  present  i)roblem  of  the  university  has  to  do  with  the  future,  rather 
than  with  the  jKist,  the  university  survey  has  studied  the  Wisconsin  high  school  as  it  was  in 
191.3-14  and  as  it  is  announced  for  191  l-'lf)  with  si)ecial  reference  to  the  character  of  instruc- 
tion, character  of  management  and  record,  character  of  organization  and  its  announced  edu- 
cational program  for  conducting  a  demonstration  and  practice  school,  sections  VII-X  here- 
inafter. 

VII.   Instruction  by  teachers,  supervisors  of  instruction,  principal  and  members  of 
supervisory  council  in  the  Wisconsin  high  school  observed  May  and  .Fuly  191  t 

Over  20  of  those  responsible,  directly  or  indirectly,  for  the  instructional  standard  in  the 
Wisconsin  high  school  were  observed  in  their  classroom  work  by  the  university  survey. 
Some  were  visited  once  only;  some  were  visited  three  times;  others  10  to  20  times.  The 
detailed  descriptions  of  the  exercises  observed  are  available  for  examination  by  the  regents. 
These  descriptions  raise  serious  questions  with  respect  to  the  efliciency  of  the  instruction  by 
persons  who  were  in  the  high  school  last  year  and  will  be  there  next  year;  also  serious  questions 
as  to  a  number  upon  whose  efficiency  in  university  courses  the  success  of  the  instruction  in  the 
high  school  is  conceded  to  largely  depend:  also  serious  ([uestion  as  to  the  efTiciency  with  which 
the  instruction  in  the  high  school  itself  will  be  supervised.      (33) 

If  desired,  extracts  from  the  records  will  be  read  aloud  at  the  committee  meeting.  It  is 
to  be  hoped  that  the  regents'  committee  will  personally  read  all,  or  the  greater  part,  of  the 
descriptions. 

That  for  want  of  funds  high  efTiciency  may  not  yet  be  expected,  was  stated  by  President 
Van  Hise,  at  the  joint  conference  in  .June.     (12c) 

Where  such  low  scholarship  among  pupils  exists  together  with  such  small  classes  as 
are  found  at  the  Wisconsin  high  school  serious  question  is  raised  by  the  survey  as  to  efTiciency 
of  instruction. 

Where  discipline  is  as  poor  as  found  in  certain  classes,  instruction  cannot  be  efficient. 

Where  in  a  first  year  high  school  class  pupils  range  from  eight  to  20  years  the  presumption 
that  instruction  is  inefTicient  can  be  removed  only  by  positive  evidence  that  instruction  is 
efTicient,  which  evidence  is  lacking  regarding  the  6th  class  of  the  Wisconsin  high  school  for 
1913-14. 

When  a  high  school  without  equipment  for  giving  special  attention  to  adult  students 
assumes  five  adults  of  over  23  years,  of  whom  three  are  from  26  to  26  years  (as  was  done  in 
1912-13)  or  nine  students  from  21  to  26  years  (as  was  done  last  year)  there  is  again  strong 
presumption  of  inefficiency  of  instruction  until  evidence  of  efficiency  is  presented  such  as  has 
not  been  presented  for  the  Wisconsin  high  school.  (34) 

The  attempt,  advertised  by  the  announcement  and  by  the  practice  for  the  last  several 
years,  to  combine  within  each  class  and  within  one  school  a  preparatory  school  for  college 
with  a  model  or  practice  and  demonstration  school  per  se  spells  inefficiency  in  meeting  both 
demands. 

In  the  last  available  report  of  the  State  Department  of  Public  Inslrucdon,  Milwaukee  is 
reported  as  having  but  11  pupils  over  20  years  of  age  among  her  3,960  pupils. 

If  the  university  proposes  to  conduct  a  preparatory  school  instead  ()f  frankly  avowing  the 
fact  and  offering  its  services  to  needy  pupils  in  all  parts  of  the  state,  it  has  obscured  the  fact 
by  the  character  of  its  announcement.  (19) 

If  it  aims  to  conduct  a  model  demonstration  and  practice  school  it  has  jeopardized  the  pos- 
sibility of  efficiencv  of  instruction  in  such  school  by  offering  such  inducements,  as  per  pages 
66  and  67  of  the  Wisconsin  high  school  announcements  to 
Those  deficient  in  quantity  of  preparation 
Those  deficient  in  quality  of  preparation 

Graduates  of  non-accredited  schools,  who  fail  at  the  university 
Non-graduates  of  accredited  schools,  who  come  to  Wisconsin  high  school  to  make 

up  their  needed  credits 
Pupils  wishing  to  take  only  one,  two  or  three  subjects,  making  only  three  require- 
ments for  admission  (page  12): 

(a)  ability  to  read,  write  and  sjieak  simjtle  luiglish.  with  reasonable 
ease  and  accuracy 

(b)  good  health 

(c)  12  years  of  age. 

Even  children  under  12  years  of  age  are  promised  special  attention  "if  they  show  a  men- 
tal age  of  12  years  or  above." 

Difi"erences  in  efficiency  of  instruction  are  in  efl'ect  specified  by  the  great  differences  in 
salary  called  for  in  the  budget  for  191 4-1, 'i.  Of  three  of  the  nine  last  yearVteachers  retained 
for  next  year  in  the  Wisconsin  high  school,  Diix'ctor  I<:iliott,  ,luly  31,  1914.  said:  "They  are 
not  accol-ding  to  my  i)resent  estimate  of  that  professional  competence  as  warrants  their  re- 
tention as  members  of  the  stafT  of  the  school."    {'M) 

EfTiciency  of  instruction,  as  the  university  teaches  its  students  and  as  experience  elsewhere 
has  demonstrated,  is  not  possible  where  supervising  officers  have  no  more  information  with 

645 


University  Survey  Report 

respect  to  the  routine  work,  leaching,  attendance,  absence,  scholarship,  etc.,  than  has  hereto- 
fore been  called  for,  or  will  next  year  be  called  for,  by  the  supervisors  responsible  for  the 
Wisconsin  high  school.      (See  next  item  VIII). 

VIII.  Administration  and  records  found  in  the  Wisconsin  high  school 

After  three  years  of  absolute  control,  two  years  under  the  principal  of  the  new  high  school, 
poor  management  and  deficient  records  are  admitted,  but  attributed  to  the  old  building: 

1.  Of  3;^7  "live  records"  333  were  entirely  blank  on  the  back.    (34) 

2.  No  attendance  record  is  kept. 

3.  Absence  record  as  kept  in  the  princii)ars  office  is  made  up  from  teachers'  daily  class 

absence  reports.     These  slips  are  filed  together  without  order,  are  in  many  cases 
illegibly  written  and  they  do  not  agree  with  teachers'  class  records. 

4.  No  current  summaries  are  kept. 

5.  Enrollment  cards  are  made  out  carelessly,  writing  at  times  illegible,  information  in- 

complete and  uncertain.     Date  of  birth  missing  in  only  a  few  cases  but  frequently 
only  year  given. 

6.  Date  of  enrollment  generally  did  not  show  year. 

7.  F^ach  year's  records  merely  a  stack  of  cards  with  an  elastic  band  around  them. 

8.  In  67  out  of  142  cases  schedules  shown  on  enrollment  cards  did  not  agree  with  class 

report  cards. 

9.  Withdrawals  are  noted  on  margin  or  back  of  enrollment  cards,  dates  often  not  given, 

or  uncertain,  or  not  noted,  and  by  month  without  the  day. 

10.  Course  cards  found  for  which  no  enrollment  cards  were  found. 

11.  Enrollment  cards  found  for  which  no  course  cards  were  found. 

12.  Posting  of  year's  grades  and  records  not  started  until  after  August. 

Comparisons  of  standards  of  efficiency  in  management  and  of  record,  set  up  by  the  courses 
at  the  university,  with  the  standard  actually  found  in  the  Wisconsin  high  school  indicate 
that  the  two  institutions  had  actually  no  acciuaintance  with  one  another  instead  of  the  one 
being  responsible  for  the  other.  According  to  the  principal  the  ineffective  records,  which 
means  the  continuance  of  lack  of  records,  necessary  information  and  no  information,  will  be 
continued  this  coming  year. 

Similar  discrepancies,  similar  lack  of  minimum  essentials,  necessary  for  efficiency  in 
record  and  summary  and  use,  have  been  found  in  the  survey's  study  ot  two  related  activities: 
the  committee  on  accredited  schools  (and  high  school  inspection)  and  appointment  (exhibits 
21,  22). 

Only  one  faculty  conference  was  held  last  year.  The  principal  does  not  propose  to  hold 
more  than  two  conferences  during  1914-15  and  says  that  he  does  not  believe  that  such 
conferences  are  worthwhile  except  for  general  announcements.  (35) 

The  director  visited  the  high  school  last  year  "three  times,"  according  to  the  principal. 
No  conferences  were  held  last  year  by  principal  or  director  with  the  teachers  of  special 
branches,  i.  e.,  the  supervisory  council.  (35)   (12) 

The  principal  entered  only  two  training  courses  last  year  and  then  to  teach,  not  to  observe. 
(35)   (6)  _ 

If  observation  and  practice  students  should  attempt  to  use  in  public  high  schools  the  records 
which  they  will  find  at  the  Wisconsin  high  school  they  would  seriously  impair  school  efficiency 
and  discredit  the  university. 

IX.  The    university's    organization    for    directing    a    demonstration    and    practice 
school 

Responsibility  is  now  divided  among  the  following,  without  including  deans,  president, 
regents  and  committee  of  regents:  (19) 

1.  Director  ol  the  course  for  the  training  of  teachers. 

2.  Chairmen  of  approximately  20  departments. 

3.  Approximately  20  special  supervisors  of  instruction. 

4.  Supervisory  council  of  seven  from  the  Department  of  Education. 

5.  Principal. 

Of  this  net  work  of  interlocking  factors  with  varying  degrees  of  supervisory  responsibility, 
the  announcement  reads,  page  8.  "The  integrity  of  the  school  is  to  be  preserved  by  direct 
control  [presumably  by  the  principal]  of  all  the  factors  which  are  designed  to  establish  an 
unfettered  procedure  in  teaching."  (19) 

The  director  cannot  alone  initiate  the  dismissal  of  a  teacher  for  inefficiency;  neither  can 
the  principal. 

Neither  the  principal  nor  the  director  nor  the  chairman  may  select  the  special  supervisor 
in  the  various  departments. 

Special  supervisors  including  the  members  of  the  Department  of  Education  may  not 
determine  which  student  shall  come  nor  when  he  shall  come  without  registering  that  student 
individually  with  the  principal. 

In  the  course  given  the  principal  cannot  refuse  to  accept  a  student  sent  by  a  department; 
it  is  doubtful  if  he  may  refuse  to  continue  a  student  who  registers  i  n  the  course. 

646 


Exhibit  23 

Although  the  high  school  is  dechiiTd  in  the  law  to  have  been  established  "in  order  to  com- 
plete the  organization  of  the  school  ()f  education"  the  Wisconsin  high  school  is  not  by  organi- 
zation a  part  of  the  course  for  the  training  for  teachers  or  the  Department  of  Education.  The 
university  has  ho  school  of  education.  (11) 

The  director  of  the  course  for  the  training  of  teachers  has  practically  no  directing  relation 
to  the  course  except  over  those  courses  which  he  personally  gives. 

The  director  of  the  course  is  powerless  to  enforce  within  the  school,  the  standard  which  he, 
as  professor  of  education,  sets  up  as  indispensable  to  ediciency. 

X.   The  announced  educational    |>rograni  «>f  tin-   Wisconsin   high  school 

The  three  different  principal  purjioses  of  the  school,  as  announced  on  pages  5  and  6  of  the 
announcement,  are  not  feasibly  compatible.  (19) 

The  distribution  of  the  high  school's  energy,  according  to  Princi[)al  Miller  in  a  statement  (35) 
to  the  survey  .July  31,  1911,  will  be  distributed  as  follows; 

1.  50  per  cent  for  "directed  teaching." 

2.  30  per  cent  for  the  demonstration  ol  expert  leaching. 

3.  20  per  cent  to  experimentation. 

It  is  noted  that  "experimentation"  is  not  mentioned  in  the  catalogue  among  the  principal 
purposes,  although  it  is  to  be  a  factor  as  stated  on  page  11. 

The  experimentation  to  which  20  i)er  cent  of  the  energy  is  to  go  is  not  described  in  the 
announcement  further  than  the  statement  on  page  14  that  certain  scholarship  pupils  are  to 
give  one  extra  hour  per  week  for  the  purpose  of  "testing  ways  of  learning,  of  getting  results 
and  of  improving  habits  of  study;"  (for  subjecting  themselves  to  this  experimentation  all  of 
which,  as  the  announcement  says  "will  prove  profitable  to  the  pupils  who  lake  the  exercises" 
tuition  is  to  be  remitted,  thus  making  the  payment  to  the  students  about  G7c  an  hour,  for  an 
hour  contributed  for  such  experimentation.)  No  effort  has  been  made  or  is  to  be  made,  so 
far  as  the  records  show,  to  interest  parents  who  pay  tuition  in  the  advantages  to  their  children 
of  giving  this  additional  hour  in  return  for  the  expected  protitable  results. 

When  the  survey  asked  the  president  what  the  experiments  were  to  be,  the  president's 
secretary  reported:  "I  find  that  when  a  new  laboratory  is  requested  for  biology  and  chemis- 
try that  it  is  not  specified  the  experiments  that  are  to  be  made.  I  believe  the  same  method 
was  pursued  in  regard  to  the  Wisconsin  high  school.  I  have  no  doubt  that  work  to  be  done 
in  this  laboratorv  was  in  this  case,  as  in  others,  discussed  with  the  president  and  regents." 

For  a  common  basis  in  approaching  the  discussion  of  the  announcement  it  is  to  be  hoped 
that  the  regent  committee  will  take  time  to  read  Sec.  9,  10,  14,  17,  28  and  46.   (19) 

In  program,  method  of  selecting  students,  method  of  supervision  and  in  educational 
point  of  view,  the  Wisconsin  high  school,  as  announced,  will  not  be  typical  or  representative 
of  high  schools  as  they  exist  in  Wisconsin  or  of  the  high  school  as  public  sentiment  in  Wis- 
consin expects  it  to  be. 

On  the  contrary,  so  far  as  it  is  approximately  typical  of  anything,  it  is  of  a  private  pre- 
paratory school  for  college;  precisely  the  thing  which  the  regents  (see  Board  Book,  page  467) 
insisted  that  it  should  not  be. 

Few,  if  any,  indexes  of  the  advances  that  characterize  recent  secondary  school  work  are 
found  in  the  announcement;  e.  g., 

1.  Unit  courses  for  those  wishing  special  help  in  special  subjects,  notably  the  so-called 

practical    courses. 

2.  Cooperation  with  factories  and  with  industry  and  commerce  on  the  outside,  such  as 

is  sweeping  the  country  and  successfully  practiced  in  Gary,  Cincinnati  and  Fitch- 
burg,  and  such  as  Kenosha  tried  for  one  year  and  abandoned. 

3.  Business  English,  business  arithmetic,  ofTice  practice,  stenography,  sewing,  domestic 

science,  etc. 

4.  Instruction  through  "big  brothers  and  sisters." 

5.  Training  pupils  through  assistance  in  high  school  management. 

6.  Use  of  high  schools  for  social  centers,  parent  and  teacher  organizations. 

7.  Double  sessions  to  show  how  complete  use  of  sittings  and  equipment  can  be  made. 
Instead  of  placing  emphasis  upon  the  subjects  which  other  high  schools* in  the  state  of 

Wisconsin  must  emphasize,  we  find  emphasis  placed  on  subjects  necessary  to  the  preparation 
for  college. 

Whereas  $2,500  would  have  procured  an  efficient  teacher  in  any  subject,  the  lirst  payment 
of  that  salary  is  to  a  person  brought  on  especially  to  the  Wisconsin  high  school  as  a  teacher 
in  Latin. 

Nowhere  in  the  announcement  or  in  any  other  discussion,  can  one  find  such  attitudes 
toward  the  work  of  a  high  school  as  is  found  in  official  statements  for: 

1.  Racine:     "In  a  high  school  the  pupils  should  have  an  opportunity  to  prepare  for 

life  as  well  as  for  college.       No  pupil  should  be  required  to  take  college  preparation 
work  who  does  not  expect  to  do  college  work."  (39) 

2.  Kenosha,  with  its  cooperative  industrial  courses  and  its  courses  in  commerce  work, 

manual  training,  domestic  science,  characteristic  of  a  demand  which  is  felt  from  one 
end  of  the  country  to  the  other  for  high  school  training.  (39) 

647 


University  Survey  F^eport 

3.  Wausau:     "We  have  had  small  patience  and  even  less  respect  for  the  idea  that  the 

aim  of  the  public  school  should  be  the  perfecting  of  a  few  scholars  for  college  and 
university  life  and  have  insisted  that  the  public  school  shall  be  primary  and  the 
college  and  university  training  secondary  in  our  educational  system."  (37) 

4.  Cambridge:     '"Particular  emphasis  is  laid  upon  those  subjects  which  will  enable 

those  taking  them  to  better  meet  the  needs  of  the  practical  business  life  *  *  * 
business  arithmetic,  bookkeeping,  civics,  agriculture,  plant  husbandry,  animal  hus- 
bandry, farm  mechanics,  farm  management,  etc.,  and  business  English."  (In 
contrast  with  this  is  the  description  of  English  in  the  Wisconsin  high  school 
announcement,  page  28) 

Of  the  need  which  is  felt  for  practical  training,  as  is  expressed  in  the  following  paragraph 
from  the  Lake  Superior  Farm  Journal,  printed  in  Ashland,  Wisconsin,  the  merchants  and 
business  men  of  the  state  would  write  an  analogous  program  if  given  an  opportunity: 

''Wanted:  A  short  course  school,  institute  or  institution  of  learning  which  will  show  our 
community  how  to  prepare  poultry  for  market,  pack  eggs  tor  shipment,  grade  potatoes,  pick 
fruit,  pack  apples,  standardize  rutabegas,  demonstrate  standards  of  weights  and  measures, 
display  shipping  packages.  We  want  to  learn  how  to  dress  veal,  we  want  to  see  a  turkey 
finished  for  the  high-toned  market,  see  cauliflower  in  a  standard  basket,  head  lettuce  in  a 
hamper  and  cabbage  in  a  crate.  Address  any  community  in  the  upperlands  where  economic 
experts  have  not  gone  to  the  bottom  of  the  fundamental  questions  of  cashing  in  climate, 
scenery,  lertility  and  opportunity,  where  taxes  are  regular  and  interest  ticks  merrily  on  day 
and  night." 

Although  agriculture  is  Wisconsin's  main  interest  and  one  of  the  recognized  main  interests 
ot  the  secondary  schools  in  Wisconsin,  the  course  of  study  of  the  university  high  school 
mentions  agriculture  but  once  as  an  elective  in  the  fourth  class  where  it  shares  with  biology 
five  elective  periods  per  week  in  one  of  four  groups;  on  page  52  an  extensive  program  is  out- 
lined for  second  year  and  fourth  year  courses  which  are  "contemplated"  but  are  not  to  begin 
next  fall,  although  $2,500  which  the  school  decided  to  spend  upon  Latin  would  have  obtained 
a  highly  efficient  organizer  for  this  agriculture  course,  and  for  the  utilization  of  the  univer- 
sity's wonderful  existing  agricultural  resources,  only  a  stone's  throw  away  from  the  high 
school  building.  (19) 

>sot  only  are  vocational  courses  all  elective  and  not  emphasized,  but  the  principal,  who  in 
his  letter  of  recommendation  was  described  "as  being  distinctly  prejudiced  toward  the 
classics"  during  the  summer  session  of  1914,  ridiculed  in  his  classes  recent  advances  toward 
practical  and  vocational  subjects.  (40) 

In  a  letter  Irom  him,  dated  February  20,  1914,  to  the  superintendent  of  schools  at  Manito- 
woc, appeared  the  two  following  sentences: 

"You  will  hold  fast  to  the  old  fashioned  things  in  education,  which  have  been  proved 
and  tried.  Your  teaching  of  Latin  and  algebra  appeal  to  me  as  being  the  best  subjects 
in  your  whole  curriculum  *  *  *.  No  mere  'practical'  work  can  be  found  than  in  the 
kind  of  teaching  going  on  in  these  subjects." 

In  this  same  letter  he  belittles  commercial  arithmetic  and  science  as  high  school  subjects 
and  says:  "I  feel  free  to  express  to  you  my  judgment  that  the  future  high  school,  as  well  as 
the  past  high  school,  will  do  its  best  work  by  holding  tenaciously  to  subjects  which  are  best 
adapted  to  the  education  of  the  growing  child  and  take  up  with  great  caution  the  so-called 
and  advertised  practical  courses."  In  that  same  letter  he  says  thai  he  considers  work, 
such  as  manual  arts,  sewing,  etc.,  have  their  legitimate  place  in  the  curriculum  and  should  be 
developed  as  rapidly  as  local  conditions  warrant. 

In  the  summer  session,  the  principal  recorded  himself  as  opposed  to  different  kinds  oi  high 
schools  for  different  sets  of  students  and  declared  that  there  should  be  but  one  high  school 
course;  that  fundamentally  that  course  should  be  the  same  for  all,  "definite,  teachable, 
hard." 

At  a  time  when  the  university's  own  inspectors  are  criticising  the  high  schools  of  the  state 
for  sticking  too  closely  to  text  books,  the  university  high  school  announcement  reads,  page 
42:  "The  principal  reliance,  however,  is  upon  a  textbook,  the  material  of  which  is  enriched  by 
carefully  chosen  supplementary  material  of  both  source  and  secondary  sorts."  The  pro- 
cedure in  the  civics  course  violates  the  principles  set  up  at  great  expense  by  the  university's 
Department  of 'Education.  (19) 

The  high  school's  chief  original  contribution,  so-called  "directed  teaching,"  is  so  different 
from  what  the  term  suggests  to  the  average  mind  that  the  announcement  contrasts  it  to  a 
"perfunctory  performance  under  the  prevailing  practice  school  methods."  Yet  the  uni- 
versity survey  has  found  no  two  officers  of  the  university  who  have  described  "directed 
teaching"  in  anything  like  similar  terms.  Nor  are  we  able  to  explain,  in  intelligible  terms, 
to  others  (from  what  we  have  been  told)  what  this  "directed  teaching"  will  be,  and  how  it 
will  be  conducted.  (19) 

No  provision  whatever  has  been  made  or  has  been  contemplated  for  using  the  administra- 
tive mechanism  and  procedure  of  the  school  as  a  laboratory  for  the  training  of  students  in 
school  administration,  although  this  is  one  of  the  most  emphasized  divisions  of  the  work  given 
to  prospective  teachers,  and  offers  one  of  the  chief  opportunities  to  help  the  school  systems 
of  the  state. 

At  a  time  when  the  university  has  furnished  state  wide  organizers  to  demonstrate  to  the 
communities  of  the  state,  from  the  smallest  school  district  to  the  largest  city,  the  advantages 

648 


ExiHBiT  2:> 

of  using  schools  as  social  centers,  the  principal  of  the  new  Wisconsin  high  school  stated  to  the 
survey,  July  31,  1914,  (35)  that  he  does  not  intend  to  have  either  a  parent-teacher  association 
or  to  make  the  Wisconsin  high  school  available  for  community  or  social  center  purpose.  (16 
and  24) 

XI.  Questions  prompted  by  the  foregoiiij?  record 

1.  Is  there  any  detail  of  the  record  as  stated  which  is  incorrect? 

2.  Is  there  any  detail  which,  if  not  incorrect,  would  be  more  etTective  if  modified? 

3.  Was  the  investigation  made  by  the  university  as  to  observation  work  in  the  Madison 

high  school  and  as  to  practice  teaching  in  other  universities  adequate? 

4.  Were  the  essential  facts  which  were  available  in  1911  presented  to  the  regents,  to  the 

legislature  and  the  public? 

5.  If  all  the  facts  had  been  presented  to  the  regents,  would  they,  without  further  elTort 

to  secure  access  to  the  Madison  pul)lic  schools  or  other  pul)lic  schools,  have  urged 
the  legislature  to  give  them  special  authority  and  sjjccial  appropriation  to  establish 
a  high  school? 

6.  With  the  facts  as  they  stand  which  of  the  following  alternatives  promises  best  results 

for  the  university: 

(a)  To  postpone  entrance  into  the  Wisconsin  high  school  until  an  eflicient  stafi" 

of  instructors  be  secured,  an  eflicient  organization  and  proper  records 
provided,  and  an  enrollment  of  representative  pupils  assured. 

(b)  To  give  the  building  as  it  stands,  plus  the  wing  necessary  to  finish  it.  if 

such  can  be  obtained,  to  the  Madison  public  schools  for  a  high  school  to 
be  directed  by  and  to  be  made  available  with  other  Madison  schools 
for  demonstration  and  practice,  directed  teaching  and  experimentation 
in  education,  under  terms  which  would  guarantee  and  protect  the  Sladi- 
son  public  schools. 

(c)  To  give  Madison  the  use  of  the  building  without  cost  and  if  need  be  con- 

tribute toward  the  salaries  of  Madison  teachers,  as  formerly  in  the  case 
of  Professors  Bassett  and  Hart. 

(d)  To  use  the  building  this  fall,  either  for  the  various  courses  for  the  training 

of  teachers,  including  courses  by  the  Department  of  Education,  educa- 
tional museum,  exhibits,  library,  seminaries  and  conferences,  or  for  other 
courses. 

(e)  To  go  on  with  the  high  school  as  planned. 

7.  If  the  Madison  Board  of  Education,  due  to  special  pressure  by  an  active  minority, 

should  refuse  to  permit  the  continuance  of  the  already  extensive  observation  work, 
and  of  the  practice  work  in  zoology,  manual  arts  and  music,  and  the  extension  of 
practice  work,  would  it  be  better  for  the  university  to  go  into  conference  and  to 
present  the  facts  as  to  the  service  which  it  can  render  to  the  Madison  schools  with- 
out cost,  than  to  assume  that  the  Madison  board  and  the  public  will  not  act  intelli- 
gently in  the  interests  of  their  school  children  and  of  their  school  budget? 

8.  Shall  the  university,  when  taking  on  new  instructors,  put  a  premium  on  willingness 

and  desire  to  have  classroom  work  observed  and  practice  assistance  given  to  fresh- 
man and  sophomore  classes  as  part  oi  the  program  for  the  training  of  teachers? 

XII.  Tentative  unofficial  suggestions  re  Wisconsin  high  school 

[Not  yet  submitted  to  State  Board  of  Public  Affairs,  but  presented  to  the  committee  of 
regents,  September  18,  1914,  merely  as  a  possible  help  in  interpreting  the  facts  presented 
in  digest  by  the  universitv  survey,  as  per  letter  of  the  state  board  to  regents.  .Julv  11, 
1914.] 

Alternatives   to   the   announced   plan   of  the    Wisconsin    high   s«"hooi   are   suggested 

as  follows: 

1.  To  postpone  entrance  into  the  Wisconsin  high  school  until  an  efTicient  stalT  of  in- 

structors be  secured;  an  eflicient  organization  and  proper  records  provided;  and  the 
enrollment  or  representative  pupils  secured. 

2.  To  give  the  building  as  it  stands  plus  the  wing  necessary  to  finish  it,  if  such  can  be 

obtained,  to  the  Madison  public  schools  for  a  high  school  to  be  directed  by  and  to 
be  made  available  with  other  Madison  schools  for  demonstration  and  practice, 
directed  teaching  and  experimentation,  under  terms  which  would  protect  the  Madi- 
son public  schools. 

3.  To  give  Madison  the  use  of  the  building  without  cost  and  if  need  be  contribute  toward 

the  salaries  of  Madison  teachers,  as  formerly  in  the  case  of  Professors  Hart  and 

Bassett. 
4    To  use  the  building  this  fall,  either  for  the  various  courses  for  the  training  of  teachers, 

including  courses  by  the  Department  of  Education,  educational  museum,  exhibits. 

library  seminaries  and  conferences,  or  for  other  courses. 
5.  To  go  on  with  the  Wisconsin  high  school  as  planned. 

(549 


University  Survey  Report 
If  the  Wisconsin  high  school  is  to  he  opened  and  <'onducted  as  announced 

1.    Re-define    organization,    responsihility,    method    of   management    and    pur- 
pose,  suhslituting  definitcness  for   vagueness,   certainty   for  uncertainty. 

At  present  the  authority,  duties  and  privik'ges  of  the  following  are  not  clearly 
defined:  director,  principal,  supervisory  council,  chairmen  of  departments  giving 
courses  for  training  of  teachers,  individual  members  of  the  Department  of  Educa- 
tion, special  supervisors. 

Among  questions  not  answered  by  the  present  announcement  or  other  official 
record  arc  these:  Whal  is  direct  leaching  to  be  like?  How  much  will  each 
student  have?  How  much  will  each  regular  teacher  have?  I  low  many  special 
supervisors  will  direct  and  how  much?  How  many  periods  of  actual  teaching  will 
each  graduate  have?  How  many  observers  will  be  in  a  regular  classroom  at  one 
time?  How  many  periods  of  regular  class  work  will  each  student  observe?  Who 
among  the  special  supervisors  and  members  of  the  supervisory  council  may,  and  who 
may  not,  use  the  special  rooms  for  observation  rooms,  and  the  adjacent  classes, 
and  on  what  conditions?  How  may  graduate  students  in  education  use  the  school? 
How  will  Madison  schools  supplement?  How  many  credits  may  undergraduatesor 
graduate  students  earn  by  observation  and  practice  teaching?  Is  all  permitted 
observation  also  directed  teaching?  May  special  supervisors  interrupt  regular 
teachers?  How  are  teachers  to  benefit  from  discussion  of  their  work?  How  many 
conferences  between  regular  teacher  and  university  staff,  etc?.  What  is  meant  by 
references  in  announcement  to  relations  of  director  and  principal,  general  and  imme- 
diate control,  etc.,  pages  8-9? 

2.  Perfect  the  record  system    so  that  it  will  conform  to  minimum  standards   taught 

by  the  university  as  necessary  for  other  high  schools. 

Require  that  the  system  be  above  not  below  the  minimum  as  to  content  and  form 
of  information,  as  to  pupils  and  teaching,  which  is  expected  of  up-to-date  high 
schools.  No  one  probably  in  our  American  colleges  has  given  more  attention  to 
this  subject  than  the  director  of  the  school. 

Typical  lacks  are  noted  in  the  digest  of  facts  above  submitted.  New  forms  need 
to  be  drafted  and  put  in  use  by  the  end  of  the  first  week  of  1914-15. 

Constant  supervision  of  installation  of  forms  by  the  director  should  be  required. 

Monthly  summary  reports  by  principal  to  director,  by  director  to  dean,  by  dean 
to  president,  and  by  president  to  regents  should  be  prescribed. 

Current  tests  should  be  required  of  teaching  efficiency  of  all  persons  connected 
directly  with  high  school  instruction.  Record  should  be  made  by  supervising 
teacher  of  observation  or  directed  teaching  assignments,  conferences  with  regular 
teachers,  etc. 

Similarly,  adequate  record  should  be  kept  of  observation  and  practice  work  done 
by  students  in  Madison  public  schools,  assignments,  conferences  with  teachers,  etc. 

Use  of  school  for  field  training  via  record  information  as  to  points  needing  atten- 
tion. 

Withdraw  the  two  bulletins  on  grading  which  can  onlv  confuse  and  mislead 
(exhibit   13). 

3.  Re-state  the  entrance  reqirements 

Accept  no  registrations  from  towns  where  there  are  accredited  high  or  county 
training  schools. 

Accept  no  registrations  for  studies  taught  in  unaccredited  high  schools  in  the 
pupil's  home,  or  from  non-accredited  schools  until  pupils  have  completed  the  local 
curriculum. 

Refuse  admission  to  regular  classes  of  persons  who  fail  at  the  university  or  in 
university  entrance  examinations. 

Accept  no  pupils  whose  physical  condition  prevents  taking  the  minimum  of 
four  hours. 

Permit  no  pupil  other  than  adults  to  lake  one  or  two  subjects  or  less  than  four 
subjects  for  other  reason  than  necessity  for  self-support. 

Add  previous  work  whether  in  or  out  of  school  equivalent  to  six  grades  in  school 
to  the  present  entrance  requirements  for  admission  to  the  lowest  class — ability  to 
read,  write,  and  speak  simple  English  with  reasonable  ease  and  accuracy — (unless 
willing  to  abandon  all  educational  requirement  for  entrance  to  the  university). 

Construe  good  health  (page  12  of  announcement)  to  mean  physical  ability  to 
carry  the  minimum  of  work  of  four  hours. 

Drop  "ability  to  pay"  tuition  as  requirement  (unl;ess  school  is  to  remain  a  college 
preparatory  school.) 

Drop  scholarships  as  means  of  selecting  desirable  pupils. 

650 


Exhibit  23 

4.  Reorganize  the  salary  schedules  and  the  teaching  staff  to  insure  minimum  of 

efficiency  permissible  in  a  demonstration  school. 

Employ  in  some  other  university  capacity  every  teacher  who  is  not  considered  a 
model  in  his  or  her  subject.  (The  present  salary  schedule  and  previous  teaching 
support  the  admission  of  the  president,  director  and  principal  that  there  are  several 
who  would  not  be  employed  if  adequate  funds  were  available.) 

Provide  adeciuate  heljifiil  current  supervision. 

Spend  the  larger  salaries  (if  choice  must  be  made)  on  subjects  less  efficiently 
taught  in  the  state's  high  schools  (t^atin  is  said  to  be  among  the  very  best  taughtj. 

Arrange  with  Madison  to  take  university  high  school  pupils  in  subjects  which  the 
university  is  not  yet  prei)ared  to  teach  as  models,  and  in  exchange  take  Sladison 
high  school  pupils  in  subjects  which  the  univertsiy  can  now  teach  in  a  model  way. 

Utilize  university  freshman  classes  for  directed  teaching  and  demonstration  in 
subjects  which  the  high  school  is  not  prepared  to  teach  in  a  model  way.  Concen- 
trate upon  efficient  demonstration  teaching  and  efficient  recording  of  the  school's 
experience  the  first  year,  postponing  experimentation  until  the  second  year,  if  not 
later. 

Challenge  until  proved  the  efficiency  of  all  supervising  instructors  and  ask  for 
re-assignments  that  may  be  shown  to  be  necessary  (several  will  be  necessary;. 

5.  Reorganize  and  re-state  the  course  of  study. 

Harmonize  the  educational  ideas  of  the  high  school  and  Department  of  Education 
— do  not  practice  at  the  high  school  what  is  taught  by  the  Department  of  liducation 
to  be  obsolete. 

Coordinate  courses  with  that  of  Madison  schools. 

Have  course  as  whole  submitted  to  supervisory  council  and  all  supervisors  and 
all  department  committees  whose  subjects  are  taught  in  high  school. 

Make  school  a  supplement  to,  not  rival  of,  the  Madison  high  school.     To  illus- 
trate in  such  fields  as  (a)  agriculture  teaching;  (b)  commercial  course;  (c)  indus- 
trial training;  (d)  cooperation  with  shops  and  business;  (e)  double  use  of  teaching; 
(f)  the  sciences;  (g)  business  English;  (i)  writing. 

Show  high  schools  of  state  how  to  teach  in  a  model  way  so-called  practical  subjects 
which  all  are  being  required  to  teach. 

Use  experience  as  basis  for  new  texts  and  discussion  of  methods  in  subjects  not 
now  generally  well  taught. 

Require  emphasis  upon  "mother  tongue"  in  other  than  English  courses. 

Require  greater  and  different  attention  to  writing  (see  page  27  of  announcement). 

Have  method  and  content  re-stated  (see  page  1")  re  civics;  page  47  re  mathematics) 
to  conform  to  modern  method  and  to  essentials  of  clearness  (page  28). 

6.  Correct  defects  of  building  and  equipment  so  far  as  possible  and  frankly   use 

the  uncorrectable  defects  as  illustrations  of  errors  to  be  avoided. 

Desks  are  too  expensive,  lack  room  for  books  and  paper,  and  are  inadequately 
adjustab'e. 

More  toilets  are  needed. 

Ventilation  is  inadequate  in  many  rooms  and  lacking  in  others,  and  is  inadequate 
in  toilets. 

Dust-catching  mouldings  are  numerous. 

Unnecessary  space  is  expensively  set  aside  for  auditorium.  g>mnasium,  play- 
rooms, observation  rooms. 

Index  of  documents  referred  to  in  Supplement  III 

1.  Biennial  report  of  regents — 1904-06  (original  text  and  copy). 

2.  Agreement  of  1907  between  Madison  Board  of  Education  and  universitv. 

3.  Mr.  Elliott's  letter  of  .July  6 

4.  President  Van  Hise's  letter  of  .June  29  and  supplementary  letter  of  July  31. 

5.  Biennial  report  of  regents — 19()(i-0(S  (text  and  cojn'). 
(i.  Biennial  report  of  regents — 1909-10  (text  and  copy). 

7.  Report  of  Society  of  College  Teachers  of  luiucation  re  practice  teaching. 

8.  Preliminary  report  of  president  and  deans  1909-10  (text  and  copy). 

9.  Copy  of  president's  syllabus. 

10.  Report  of  the  legislative  committee. 

11.  History  of  legislative  relation  to  Wisconsin  high  school. 
12a-g.  Report  of  joint  conference  of  .June  15  and  16. 

13.  Copv  of  card  index  to  Board  of  Regents,  records  concerning  the  Wisconsin  high  school 

14.  History  of  Bill  Xo.  625  S. 

15.  Report  of  the  Board  of  Regents— 1911-12. 

16.  Mr.  I'^lliott's  preliminary  report — 1911-12. 

17.  Chapter  758.  section  172,  session  laws  of  1913. 

18.  Mr.  Crawshaw's,  Mr.  Dykema's  and  Mr.  Pearse's  statements  re  practice  work. 

19.  Announcement  of  Wisconsin  high  school — 1914-15. 

20.  Secretary  McCaflrey's  letter,  and  notes  by  President  Trottman. 

651 


U.NINKRSITV    SUHVEV    Hiil'ORT 

21.  Copy  of  page  10,  budget  statement  for  the  course  for  the  training  of  teachers. 

22.  Tabulation  of  data  re  practice  teaching. 

23.  Professor  Bagley's  letter. 

24.  University  of  Toronto,  faculty  of  education  bulletin. 
25  Newspaper  comment  on  Bill  No.  625  S. 

26.  University   catalogue — 1910-11. 

27.  Statement  of  cost  of  sand  for  Wisconsin  high  school. 

28.  University  of  Wisconsin  catalogue,  1909-10. 

29.  University  of  Wisconsin  catalogue,  1911-12. 

30.  Mr.  Himelick's  report  of  conferences  with  Principal  .Jones  and  others. 

31.  Mr.  Elliott's  letter  of  July  31. 

32.  Report  of  conference  between  Mr.  Elliott  and  Madison  high  school  teachers  May  21, 

1914. 

33.  Report  on  classroom  instruction  by  teachers  in  the  Wisconsin  high  school  and  by 

members  of  the  supervisory  council  of  the  Wisconsin  high  school. 

34.  Report  on  records  of  the  Wisconsin  high  school. 

35.  Report  of  conferences  with  Principal  Miller. 

36.  Records  of  in  absentia  work  for  191.3-14. 

37.  Regent  Jones'  article  on  "Wausau — Its  School  System.'' 

38.  Copy  of  "The  Lake  Superior  Farmer." 

39  Report  of  city  superintendents  of  schools. 

40  Recommendations  of  Principal  Miller. 
41.  Principal  Miller's  letter  to  Manitowoc. 


UNIVERSITY   COMMENT  ON  ALLEN  EXHIBIT  23,   ENTITLED   "PROVISIONS 
FOR  TRAINING  TEACHERS  AND  FOR  TF:ACHING  PRINCIPLES 

OF  EDUCATION" 

CONTENTS 

I.    GENERAL  STATEMENT 

Containing  (A)  points  of  agreement,  and  (B)  a  list  of  inherent  defects  of  the  method 
of  the  Exhibit. 

II.    WISCONSIN  HIGH  SCHOOL 

Containing  a  general  comment  upon  the  criticisms  presented  in  Exhibit  23. 

III.  RELATIONS  WITH  THE  MADISON  PUBLIC  SCHOOLS 

Containing  evidence  omitted  from  Exhibit  23. 

IV.  THE  WISCONSIN  HIGH  SCHOOL  BUILDING 

Containing  a  detailed  refutation  of  the  charge  made  by  Mr.  Allen  that  the  building 
is  defective  and  does  not  comply  with  the  requirements  of  the  building  code. 

V.    THE  WISCONSIN  HIGH  SCHOOL  RECORDS 

Containing  a  detailed  analysis  of  the  criticisms  of  these  records  as  presented  in 
Allen  Exhibit  23,  Supplement  II. 

VI.    SUMMARY  COMMENT 

Containing  a  statement  of  the  causes  of  the  failure  of  Mr.  Allen  to  render  con- 
structive service. 

I.  GENERAL  STATEMENT 

It  is  quite  impossible,  within  the  brief  time  allowed,  to  prepare  any  complete  comment 
upon  the  evidence  and  findings  presented  by  Mr.  Allen  in  his  exhibit  23.  This  was  the  first, 
and  one  of  the  most  important  of  the  projects  undertaken  by  him.  It  was  not  reported  upon 
by  him  until  December  9,  1914. 

In  addition  to  the  comments  upon  exhibit  23,  brought  together  at  this  point,  reference  is 
made  to  the  University  reply  to  the  contents  of  Mr.  Allen's  general  report,  especially  to  that 
portion  of  Part  IV  pretending  to  deal  with  the  training  of  teachers,  inclusive  of  the  depart- 
ment of  education  and  the  Wisconsin  High  School. 

A.  Points  of  agreement 

It  is  most  difiicult  to  give  any  constructive  interpretation  to  the  clumsily  arranged  and 
undigested  mass  of  material  assembled  in  this  exhibit.  One  is  impressed  with  the  miserly 
hoarding  of  relevant  facts,  with  disconnected  half-facts,  chance  opinions,  and  fleeting  fancies. 
However,  through  the  mazes  of  the  record  presented  in  the  exhibit  it  Seems  possible  to  trace 
evidence  offered  in  support  of  two  constructive  arguments: 

652 


Exhibit  23 

1.  That  tliere  is  need  for  a  better  organization  of  the  internal  machinery  of  the  University 
having  to  do  with  the  training  of  teachers. 

To  this  general  proposal  the  University  assents.  At  the  same  time,  attention  is  called  to 
the  fact  that  for  at  least  a  decade  there  has  been  large  recognition  on  the  part  of  the  faculty 
and  regents  of  the  University  of  this  need.  The  exhibit  does  not  contain,  as  it  should,  a 
clear,  explicit  statement  of  the  several  jirogressive  steps  taken  during  recent  years  to  meet 
this  need.  Neither  does  it  contain  a  definite  setting  forth  of  the  peculiar  problems  of  internal 
organization  confronting  a  modern  University,  such  as  the  University  of  Wisconsin,  in  its 
attempt  to  adjust  the  comparatively  new  activity  of  the  professional  training  of  teachers  to 
firmly  established  historic  conditions.  Having  omitted  these,  the  exhiljit  naturally  fails  to 
make  a  clean-cut  issue  of  the  basic  importance  of  the  better  organization  of  professional  edu- 
education  and  training  of  teachers  as  a  factor  in  the  future  University  development. 

2.  That  there  is  need  for  closer  oversight  of  the  courses  of  professional  instruction. 
Here  again  the  University  admits  the  possibilities  for  betterment  from  a  [)lan  that  will 

give  unity  and  coherency  to  the  varied  and  diverse  courses  forming  a  principal  [)art  of  the 
special  training  given  to  teachers.  Here  again,  though,  Mr.  Allen  overlooked  entirely  the 
important  stej^s  taken  by  the  University,  several  months  before  he  began  his  "survey," 
primarily  for  the  purpose  of  coordinating  and  su{)ervising  all  of  the  instruction  in  question. 
The  apparent  difference  between  the  present  University  plan  and  that  of  .Mr.  Allen's  argu- 
mentum  ad  hominem  is  that  the  University  has  been  necessarily  interested  in  the  human 
factors — instructors  and  students — concerned  in  this  situation,  while  Mr.  Allen's  main 
interest  is  in  mechanical  contrivance. 

B.  Inherent  defects  of  the  exhihit 

Exhibit  23  reflects,  prol)ably  in  a  more  striking  manner  than  do  other  exhibits,  the  follow- 
ing inherent  defects: 

1.  The  incomplete  assembling  of  essential  information. 

2.  The  misstatement  and  persistent  misinterpretation  of  facts. 

3.  Hasty  and  unsupported  generalizations  regarding  fundamental  educational  policies, 

and  the  work  of  departments  and  individuals. 

4.  The  assumption  of  an  infallibility  of  judgment  concerning  matters  about  which  most 

competent  and  careful  students  of  education  hesitate  to  render  final  verdicts. 

5.  Overemphasis  ot  trivial  incidents. 

6.  Inconsistent  and  contradictory  pronouncements. 

7.  Padding  with  irrelevant  and  garbled  material. 

While  but  few  pages  of  this  exhibit  are  free  from  one  or  more  of  the  characteristics  enumer- 
ated above,  a  few  typical  illustrations  only  are  here  presented  for  consideration. 

Further  evidence  of  the  inaccurate  and  inconsequential  character  of  many  of  the  facts  and 
conclusions  presented  will  be  found  in  supplement  II  of  this  same  exhibit,  containing  the 
University  comments  on  some  of  Mr.  Allen's  "Significant  F'acts." 

1.  Incomplete  assembling  of  essential  inf<)rniation 

(a)  The  description  of  the  "Organization  for  giving  prospective  teachers  professional 
training"  is  incorrect  in  a  number  of  respects,  the  more  important  oi  which  are:  the  omission 
of  the  principal  agencv  constituted  for  the  correlation  of  the  work  of  teacher  training  through- 
out the  University,  i.e.,  the  faculty  Committee  on  the  Training  of  Teachers;  and  an  entire 
lack  of  consideration  of  the  provisions  of  the  imi)()rtant  faculty  legislation  relating  to  the 
training  of  teachers  enacted  in  February,  191  1. 

(b)  The  duplication  of  work  in  courses  given  by  a  certain  instructor,  as  recorded  in  the 
section  dealing  with  "Instruction  in  the  Depa  tmenl  of  lulucalion."  is  a  matter  of  con- 
sequence and  certainly  called  for  more  than  scanty  hearsay  evidence  as  a  basis. 

(c)  Regarding  students  receiving  teachers  certificates:  implying  in  an  ingenious  manner 
that  the  Universitv  contributed  onlv  "i?  teachers  last  year  to  the  educational  service  of  the 
state.  (See  University  comment  on  e.vhiint  22  for  evidence  of  the  utter  unreliability  of  the  data 
upon  which  Mr.  Allen  bases  his  hasty  conclusion). 

(d)  Failure  of  University  to  utilize  results  of  high  school  ins])ection.  (Item  9  of  section 
headed  "Defective  Provisions  for  Coordinating  various  and  conflicting  forces."  etc.) 

(e)  The  procedure  leading  to  the  establishment  of  the  Wisconsin  High  School.  (See 
Supplement  II  of  exhibit  23  for  the  conunents  of  the  University  upon  .Mr.  Allen's  misrepresenta- 
tions and  distortions). 

2.  Persistent  misstatemcnl  and  misrepresentation  «»f  facts 

(a)  Erroneous  and  misleading  statement  regarding  committee  chairmanships. 

(b)  Erroneous  and  misleading  statement  regarding  authority  of  dean'to  select  director 
of  the  Course  for  the  Training  of  Teachers.     (Partially  corrected  in  revised  exhibit.) 

(c)  Erroneous  and  misleading  statements  regarding  the  organization  of  the  Course  for 
the  Training  of  Teachers  and  the  requirements  for  students  preparing  to  teach. 

fi.'i3 


University  Survey  Report 

(d)  Erroneous  statements  throughout  regarding  the  organization  and  supervision  of  the 
Wisconsin  High  School. 

(e)  Erroneous  and  misleading  statement  that  the  de])artment  of  education  did  not  have 
advance  i^nowledge  of  and  approve  the  plans  regarding  "directed  teaching." 

(f)  Erroneous  and  misleading  statements  regarding  the  testing  of  results  in  the  depart- 
ment of  education  by  assistants. 

(g)  Erroneous  and  misleading  statements  as  to  number  of  teachers  prepared  in  the  Uni- 
versitv. 

(h)" Erroneous  and  misleading  statements  as  to  responsibility  of  instructors  in  charge  of 
departmental  teachers  courses. 

(i)  Erroneous  and  misleading  statements  that  the  University  does  not  require  presumptive 
fitness  to  leach  before  awarding  teachers  certificate. 

(j)  Wilful  misrepresentations  as  to  University  cooperation  with  Madison  Public  Schools. 
Erroneous  and  misleading  statements  that  practice  teaching  has  been  permitted  in  the 
Madison  Public  Schools  by  the  Board  of  Education. 

(k)  Erroneous  statement  that  the  delay  in  the  completion  of  the  plans  of  operation  of  the 
Wisconsin  High  School  was  due  to  illness  of  director. 

(1)  Erroneous  and  misleading  statements  regarding  cost  of  Wisconsin  High  School. 

(m)  Erroneous  and  intentionally  misleading  statements  regarding  the  character  of  directed 
teaching  in  Wisconsin  High  School. 

(n)  Erroneous  and  misleading  statement  regarding  misuse  of  scholarships  in  Wisconsin 
High  School. 

(o)  Erroneous  and  misleading  statement  that  the  Wisconsin  High  School  is  conducted 
as  a  college  preparatory  school. 

(p)  Erroneous  and  misleading  statement  that  the  University  in  the  development  of  the 
Wisconsin  High  School  has  given  undue  emphasis  to  Latin. 

(q)  Erroneous  statement  carefully  calculated  o  show  that  the  budget  of  the  school 
exceeds  the  original  estimates. 

(r)  Erroneous  and  misleading  statement  regarding  the  reduction  of  tuition  fees  in  the 
Wisconsin  High  School. 

(s)  Intentionally  misleading  statements  that  the  high  schools  of  Oshkosh  and  Milwaukee 
are  utilized  for  practice  training  by  Normal  Schoo   students. 

3.  JIasty  and  unsupported  generalizations 

(a)  General  condemnation  of  the  instruction  within  the  department  of  education,  and 
within  departmental  teachers  courses. 

(b)  That  there  are  duplications  of  the  work  of  the  department  of  education  by  other 
departments,  which  the  chairman  of  the  department  of  education  ought  to  prevent. 

(c)  That  the  grading  of  papers  is  carelessly  done. 

(d)  That  there  is  a  waste  of  time  in  giving  instruction  in  general  educational  principles  in 
departmental  teachers  courses. 

(e)  That  the  management  of  the  Wisconsin  High  School  is  defective. 

(f)  That  the  Wisconsin  High  School  building  is  defective.  (See  special  report  prepared 
by  the  University  architect  accompanying  this  section.) 

(g)  That  the  pupil  body  of  the  Wisconsin  High  School  is  not  normal  in  its  make-up. 
(h)  That  there  is  lack  of  necessary  supervision  of  the  Wisconsin  High  School. 

4.  The  assumption  of  infalliblity 

(a)  The  declaration  regarding  the  simplicity  of  the  task  of  training  teachers  within  the 
University. 

(b)  Regarding  the  teaching  of  formal  discipline  within  the  department  of  education. 

(c)  Regarding  the  worthlessness  of  the  programme  of  instructio  in  the  Wisconsin  High 
School. 

(d)  Regarding  the  ineffective  teaching  in  the  Wisconsin  High  School. 

(e)  Regarding  the  inefficiency  of  instruction  in  demonstration  schools  conducted  by 
universities. 

(f)  Regarding  the  hygiene  of  the  Wisconsin  High  School  Building. 

5.  Overemphasis  of  trivial  incidents 

(a)  Throughout  record  of  the  teaching  in  the  University  and  in  Wisconsin  High  School. 

6.  Inconsistent  and  contradictory  pronouncements 

(a)  Regarding  relationship  of  the  department  of  education  and  the  Wisconsin  High  School. 

(b)  Statement  that  defects  of  the  equipment  for  the  training  of  teachers  within  the  Uni- 
versity partially  removed  by  the  construction  of  the  Wisconsin  High  School,  the  very  existence 
of  which  excites  hostile  criticism  on  the  part  of  Mr.  Allen  throughout  the  exhibit. 

654 


Exhibit  23 

(c)  Regarding  duplication  between  courses. 

(d)  Regarding  the  cost  of  the  Wisconsin  High  School. 

7.    Padding  with  irrelevant  and  garbled  material 

(a)  Difference  ot  attitude  of  instructors  within  course  for  training  of  teachers. 

TI.  WISCONSIN   IIIGII  SCHOOL 

Since  he  began  his  "investigation,"  Mr.  Allen  has  exhibited  a  marked  personal  antagonism 
toward  the  Wisconsin  High  School  and  all  that  it  represents.  This  antagonism  has,  un- 
fortunately, led  him  to  make  numerous  statements  that  have  been  proven  to  be  without 
any  foundation.  Jn  fa«'t,  there  is  seare«'ly  a  single  tieelarat i«ui  f)f  any  importance 
in  the  portion  of  the  report  dealing  with  the  Wisconsin  High  School  that  is  not 
erroneous    or    intentionally    de<",eiving. 

1.  The  University  denies  the  charge  that  inadequate  investigation  preceded  the  estab- 
lishment of  the  Wisconsin  High  School,  and  further  charges  Mr.  Allen  with  a  persistent 
misrepresentation  in  order  to  justify  his  first  so-called  findings. 

The  labored  paragraphs  of  section  IV  of  supplement  HI  of  the  exhibit,  "Evidence  upon 
which  argument  for  Wisconsin  High  School  was  Based"  are  composed  of  either  captious 
nonsense  or  a  misstatement  of  facts.  The  question  of  the  establishment  ol  the  Wisconsin 
High  School  was  investigated  by  the  University,  and  investigated  intelligently.  What  is 
more  important,  the  course  of  action  taken  by  the  Regents  of  the  University  is  prov- 
ing effective  for  the  solution  of  the  problem  of  the  practical  training  of  teachers. 
In  reaching  its  conclusions  the  University,  it  must  be  admitted,  did  not  follow  a  procedure 
based  upon  the  accumulation  of  dictographic  and  superfluous  detail  as  is  demanded  by 
Mr.  Allen.  The  University  preferred  to  follow  a  procedure  based  upon  common  sense 
and  a  belief  in  the  fundamental  honesty  of  men  responsible  for  the  enterprise.  Other  uni- 
versities, with  the  same  problem,  are  today  sending  their  representatives  to  the  University 
of  Wisconsin  to  study  the  organization  and  operation  of  the  Wisconsin  High  School.  It  is 
not  without  signihcance  that  several  of  these  universities  are  enumerated  in  the  .Mien  ex- 
hibit as  cooperating  successfully  with  local  public  schools  in  the  training  of  teachers. 

2.  The  University  declined  to  continue  the  controversy  provoked  by  Mr.  Allen  as  to  the 
adequacy  of  the  system  of  records  in  the  Wisconsin  High  School.  These  records  are  entirely 
satisfactory  for  the  purposes  of  the  school,  notwithstanding  the  irrelevant  arguments  intro- 
duced by  Mr.  ^Vllen  concerning  record  plans  recommended  by  the  director  of  the  course  for 
the  training  of  teachers  for  use  in  metropolitan  school  systems.  (See  section  V  of  this  com- 
ment.) 

3.  The  University  maintains  that  the  plan  for  "directed  teaching"  now  in  actual  operation 
is  proving  to  be  effective  to  a  marked  degree  for  the  i)ractical  training  of  teachers.  And  we 
would  add  that  representatives  of  several  other  universities  have  already  studied  the  |ilan  for 
the  purpose  of  introducing  it. 

4.  The  University  submits  herewith  evidence  concerning  the  Wisconsin  High  School 
building  prepared  by  the  architect  and  engineers  of  the  university  in  reply  to  the  wholly 
unsupported  charges  made  by  Mr.  Allen. 

5.  The  University  asserts  that  Mr.  Allen's  own  record  of  the  meagre  amount  of  study  of 
the  instruction  in  the  Wisconsin  High  School  (see  supi)lement  1  of  exhibit  23)  is  entirely 
inadequate  to  justify  any  such  conclusions  as  those  he  readily  presented. 

6.  The  University  maintains  that  the  Wisconsin  High  School  is  organized  and  operated 
in  the  interest  of  students  i:)reparing  to  teach;  and  not  in  the  interest  of  Mr.  Allen  or  his 
untrained  and  inexperienced  subordinates. 

7.  The  University  expresses  its  willingness  to  have  every  feature  of  the  Wisconsin  High 
School,  as  criticised  by  Air.  Allen,  properly  studied  and  reported  upon  l)y  any  group  of  com- 
petent judges  that  may  be  selected. 

HI.   RELATIONS  WITH  THE  MADISON  PUBLIC  SCHOOLS 

At  the  meeting  in  June,  1911,  when  the  question  of  the  relations  of  the  LIniversity  to  the 
Madison  Pulilic "Schools  was  brought  to  the  attention  of  the  Board  of  Public  AlTairs,  Mr. 
Allen  challenged  directly  and  indirectly  the  statements  made  by  the  University  on  the 
ground  that  no  records  were  presented  to  support  these  statements.  In  particular  were  the 
University  statements  relative  to  the  opposing  attitude  of  the  Madison  school  authorities 
brought  into  question.  At  the  conclusion  of  the  meeting  a  member  of  the  Regents  of  the 
University  suggested  to  the  director  of  the  course  for  the  training  of  teachers  that  it  would 
be  desirable  iTsome  written  evidence  could  be  brought  forward  respecting  the  past  and 
present  attitude  of  the  pui)lic  school  ollicials.  In  pursuance  of  this  suggestion,  communi- 
cations were  addressed  to  the  president  of  the  board  of  education,  the  suiuM-intendent  of  the 
city  schools,  and  the  princi|ial  of  the  high  school.  These  communications  are  presented  in 
Allen  exhibit  23.  The  answers  are,  however,  not  inesented  there.  The  letters  and  answers 
in  full  are  both  introduced  here  in  order  that  the  members  of  the  Board  of  Public  AtTairs 
may  judge  for  themselves  whether  or  not  it  would  be  readily  possible  for  the  University 

655 


University  Survey  Report 

to  utilizo  the  Madison  Public  Schools  in  a  way  that  Mr.  Allen  desires  them  to  be  utilized. 
(See,  in  particular,  the  letter  of  Mr.  George  Kroncke,  President  of  the  Board  of  Education, 
dated  July  8,  191 1,  addressed  to  E.  C.  Elliott,  which  is  reproduced  a  few  pages  further  on.) 
It  is  appropriate  to  call  attention  here  to  the  significant  fact  that  since  Mr.  Allen  en- 
deavored by  trickery  to  show  that  the  public  schools  of  Madison  might  be  transformed  into 
a  training  ground  for  University  students  in  preparation  for  teaching,  the  school  authorities 
of  the  city  have  established  regulations  considerably  restricting  the  use  of  the  school  by 
University  students. 

.June  27,  1914. 
Mr.  \'olney  G.  Ba  nes, 

Principal,  Madison  High  School, 
Madison,  Wisconsin. 
My  dear  Mr.  Barnes: 

During  the  conduct  of  the  Survey  of  the  University,  which  is  now  being  carried  on  by  the 
State  Board  of  Public  Affairs,  statements  have  been  made  implying  that  you,  as  Principal 
of  the  Madison  High  School,  are  in  favor  of  the  inauguration  of  a  plan  which  looks  forward  to 
a  much  larger  utilization  of  the  Madison  High  School,  than  at  present,  as  a  laboratory  for  the 
training  of  teachers  by  the  University. 

As  you  know,  the  University  has,  for  several  years,  been  working  on  the  plan  of  establish- 
ing its  own  demonstration  school.  This  was  thought  necessary  by  reason  of  the  many  limita- 
tions of  the  existing  agreements  between  the  University  and  the  Board  of  Education  in  the 
matter  of  providing  opportunities  for  the  observation  of  teaching  in  the  public  schools, 
especially  in  the  High  School.  These  limitations  did  not  permit  those  opportunities  for 
practical  work  regarded  by  the  University  as  necessary  for  the  effective  training  of  teachers. 

In  the  development  of  the  Wisconsin  High  School  a  plan  has  been  projected  for  the  labora- 
tory work  of  our  intending  teachers.  This  projected  plan  is  described  in  the  document  ac- 
companying this  letter,  headed  "Directed  Teaching."  In  order  that  I  may  obtain  from  you 
an  expression  of  your  attitude  toward  this  issue,  may  I  recjuest  you,  for  your  complete  under- 
standing of  its  details,  to  consider  with  Professor  Miller  of  the  Wisconsin  High  School,  the 
enclosecl  plan,  and  inform  me  whether  or  not  you  regard  such  a  plan  as  feasible  of  operation 
in  the  IVIadison  High  School,  and,  if  so,  the  probable  additional  expense  involved. 

I  shall  be  glad  for  you  to  have  this  conference  with  Professor  Miller  at  your  early  conven- 
ience and  to  inform  me  as  soon  as  may  be  possible  of  the  position  you  will  take  regarding  this 
plan,  which  has  become  a  very  important  one,  and  which,  in  all  likelihood,  will  be  presented 
to  the  Board  of  Education. 

You  will  observe  that  the  plan  is  based  upon  a  more  or  less  complete  control  by  the 
University  of  all  the  circumstances  under  which  University  students  will  do  this  "directed 
teaching."  Will  you  not  keep  this  in  mind  and  inform  me  whether  or  not  you  would  be 
agreeable  to  any  plan  of  co-operation  between  the  University  and  the  High  School  which 
contemplated  approval  by  University  authorities  of  regular  teachers  employed  in  the  High 
School,  of  courses  and  methods  of  instruction  followed,  and  text  books  used  by  pupils? 

Very  respectfully  yours, 

(Signed)  EDWARD  C.  ELLIOTT, 

Director. 


THE  MADISON  HIGH  SCHOOL, 
Madison,  Wisconsin. 

Office  of  the  Principal. 

.Tune  30,  1914. 
Professor  E.  C.  Elliott, 

University  of  Wiscon<iin, 

Madison,  Wisconsin. 
My  dear  Professor  Elliott : 

In  answer  to  your  letter  of  the  27th,  referring  to  the  statements  made  by  the  members  of 
the  State  Board  of  Public  Affairs,  implying  that  I  am  in  favor  of  a  more  extensive  use  of 
the  Madison  High  School  by  the  University  for  the  training  of  teachers,  I  am  making  the 
following  statements: 

1.  Any  more  extended  use  of  the  Madison  High  School  by  the  University  would  not  meet 
with  my  approval. 

2.  Any  proposition  leading  to  the  use  of  the  Madison  High  School  without  University 
control  in  the  training  of  teachers,  would  not  meet  with  the  approval  of  the  University. 

3.  Any  more  extended  use  of  the  Madison  High  School  by  the  University  or  the  Principal 
of  the  High  School  for  the  training  of  student  teachers  of  the  University  would  not,  in  my 
opinion,  be  countenanced  by  the  Board  of  Education  or  by  the  community  for  one  moment; 
so  it  is  idle  to  think  of  any  plan  for  the  training  of  Universitv  student  teachers  by  the  Madison 
High  School. 

656 


Exhibit  23 

I  realize  that  {he  present  method  of  conducting  observational  work  in  the  high  school  is 
not  satisfactory  to  you:  nor  is  it  to  us.  If  we  can  devise  some  [ilan  of  class  observation  which 
will  not  interfere  with  our  own  class-work  and  which  will  not  divert  our  teachers'  attention 
from  their  primary  work  (teaching  in  the  Madison  High  School;  I  shall  be  glad  to  co-operate 
with  you  in  instituting  such  a  plan.  I  am  very  glad  that  you  are  to  have  a  school,  with 
adequate  facilities,  of  your  own  next  year,  for  now  you  will  be  able  to  institute  a  course 
of  training  for  your  students  that  will  get  you  somewhere. 

I  have  read  with  interest  Professor  Miller's  plan  for  class-room  participation  on  the  part 
of  your  student  teachers.  Such  a  plan  ought  to  work  in  a  school  such  as  you  will  have, 
where  you  can  have  absolute  control  over  the  i)upils.  the  teachers,  the  principal,  the  course 
of  study  and  all  thai  pertains  to  the  running  of  the  school.  I  wish  you  all  kinds  of  success 
in  this  work. 

Such  a  plan,  however,  could  not  be  used  in  the  Madison  High  School  for  many  reasons. 

I.  It  would  necessitate  participation  in  this  work  by  all  the  teachers  and  some  would 
not  consent  to  this.  I  must  be  ai)le  to  recommend  teachers  according  to  their  ability  to 
teach  and  must  not  stipulate  that  they  take  this  added  burden. 

II.  I  would  not  feel  free  to  throw  open  the  class-room  work  to  the  University  student  to 
the  extent  that  this  plan  makes  necessary.  I  do  not  feel  that  the  Madison  school  system 
is  called  upon  to  train  University  student  teachers  to  this  degree. 

III.  Such  a  plan  would  call  for  very  close  relations  between  the  University  and  the  High 
School,  which  is  not  to  be  desired.  You  and  your  staff  would  have  to  be  in  constant  consul- 
tation with  me  and  with  the  teachers,  which  would  not  be  desirable  from  an  executive  point 
ol  view. 

IV.  If  such  a  plan  were  instituted  without  your  control  in  any  way  you  would  be  the 
laughing  stock  of  the  State  of  Wisconsin.  I  for  one  do  not  believe  that  the  great  University 
of  Wisconsin  is  ready  to  turn  this  large  block  of  its  work  over  to  a  foreign  institution. 

Hoping  that  I  have  made  my  position  perfectly  plain,  I  am 

Very  respectfully  yours, 
(Signed)     V.  G.  BARNES, 

Principal. 


June  27,  1914. 
Superintendent  R.  B.  Dudgeon, 

Superintendent,  City  Schools,  City  of  Madison, 
Madison,  Wisconsin. 
My  dear  Superintendent  Dudgeon: 

During  the  conduct  of  the  University  Survey  which  is  now  being  carried  on  by  the  Board 
of  Public  Affairs,  statements  have  been  made  implying  that  those  in  the  University  responsible 
for  the  training  of  teachers  have  not  i)roperly  utilized  the  opportunities  available  in  the 
Madison  Public  Schools  for  practical  work  by  students  preparing  to  teach. 

You  will  recall  that  I  presented  to  you  personally,  early  in  1007.  proposals  for  co-operation 
between  the  University  and  the  Madison  High  and  Elementary  Schools,  whereby  our  students 
in  training  would  have  the  opportunity  of  visiting  these  schools  and  observing  the  work  of 
the  classes.  This  whole  question,  you  will  recall,  was,  at  my  request,  presented  by  you  to 
the  Board  of  Education,  and  later  considered  carefully  by  the  special  committee,  appointed 
by  the  Board,  consisting  of  Mr.  Kroncke,  Professor  Lenher,  and  Mr.  Ered  .\rthur.  This 
Committee,  you  will  remember,  met  a  number  of  times  and  the  result  of  its  deliberation  was 
the  formulation  of  two  agreements,  regarding  the  relationship  of  the  University  to  the  Madi- 
son Public  Schools,  which  were  later  adopted  by  the  Board  of  Pxlucation  and  the  Regents. 
(June  and  December,  1907.)    These  agreements  are  still  in  force. 

In  view  of  the  situation  now  existing,  may  I  request,  on  behalf  of  the  University,  a  formal 
reply  from  you  to  the  following  questions: 

1.  Have  not  the  difficulties  presenting  th  mselves  in  the  o|)eration  of  the  provisions  of 
the  agreements  of  1907  made  necessary  many  conferences  between  us  in  order  to  avoid  criti- 
cism from  the  Board  of  Education  and  from  the  citizens  of  Madison? 

2.  Have  you  not,  on  many  occasions,  since  1907.  by  reason  of  the  critical  attitude  of  the 
Board  of  Education  and  the  patrons  of  the  schools,  urged  upon  me  the  exercise  of  the  utmost 
caution  with  regard  to  even  the  limited  amount  of  observational  work  which  was  being  carried 
on  in  the  schools? 

3.  Whether  or  not,  in  your  judgment,  the  Board  of  Education,  during  the  presidency  of 
the  late  .fudge  Donovan,  would  tiave  been  willing  to  modify  the  above  mentioned  agreements 
so  as  to  enable  University  students,  preparing  to  teach,  to  have  larger  opportunities  than 
were  permitted  under  the  agreements  of  1907:  especially,  oiiportunities  for  practice  teaching 
in  the  classes  of  the  high  school  and  the  elementary  schools,  and  for  participation  in  other 
class-room  activities  in  those  schools? 

4.  Whether  or  not,  in  your  judgment,  the  attitude  of  the  Board  of  Education  has  ever 
been  favorably  inclined  toward  giving  to  University  students  larger  opportunities  in  the 
public  schools  than  were  possible  under  the  agreements  of  1907? 

657 

Spr— 42 


University  Survey  Report 

5.  Would  you,  yourself,  have  supported,  before  the  Board  of  Education,  any  proposals 
looking  toward  these  ends? 

6.  Whether  or  not  former  Principal  Hutchinson  was  favorably  inclined  toward  the  larger 
utilization  of  the  Madison  High  School  by  University  students? 

Assuring  you  of  my  personal  a])preciation  of  your  early  consideration  and  r6ply,  I  am. 

Very  respectfully  yours, 

(Signed)  EDWARD  C.  ELLIOTT, 
Director. 


THE  PUBLIC  SCHOOLS 

Madison,  Wisconsin 
Office  of  the  Superintendent 


George  Kroncke,  President  O.  S.  Norsman,  Secretary     R.  B.  Dudgeon,  Superintendent 

July  11,  191  1. 
Professor  Edward  C.  Elliott, 

Director  of  Course  for  Training  of  Teachers,    U.  W., 

Madison,  W^isconsin. 

My  dear  Sir: 

Your  questions  relating  to  the  relation  between  the  public  schools  of  Madison  and  the 
department  of  the  University  of  which  you  are  the  director  came  duly  to  hand  and  received 
careful  consideration.  I  put  the  letter  to  one  side,  hoping  to  find  time  within  a  few  days  to 
go  carefully  through  the  records  of  the  Board  of  Education  for  the  period  during  which  this 
whole  matter  was  up  for  consideration  before  the  Board  of  Education.  On  account  of  other 
duties  I  have  not  found  time  to  do  this  work  as  I  intended.  This  will  possibly  explain  in 
part  why  this  answer  has  been  so  long  delayed. 

I  will  answer  your  questions  as  follows,  numbering  the  answers  to  correspond  with  the 
questions: 

1.  The  provisions  of  the  agreements  of  1907  made  necessary  many  and  frequent  confer- 
ences between  us,  especially  during  the  first  two  or  three  years  after  it  was  put  into  effect, 
and  many  conferences  have  been  necessary  through  the  years  since  that  time.  The  purpose 
of  these  conferences  was  to  avoid  any  occasion  for  criticism  on  the  part  of  the  Board  of 
Education  and  on  the  part  of  the  patrons  of  the  Madison  Schools. 

2.  Since  1907  I  have  frequently  suggested  through  personal  interviews  and  written  notes 
that  you  and  those  associated  with  you  in  your  department  should  exercise  much  caution 
in  arranging  and  carrying  on  the  observational  work  in  the  schools.  As  a  result  of  these 
suggestions  programs  were  carefully  arranged  by  you  from  time  to  time  with  a  view  to  caus- 
ing the  teachers  of  the  schools  as  little  annoyance  as  possible  and  to  avoid  arousing  prejudice 
against  the  relations  as  they  then  existed.  In  my  judgment  open  criticisms  and  objections 
were  avoided  through  the  careful  observation  on  the  part  of  both  you  and  me  of  the  programs 
mutually  arranged  for  the  observation  of  the  school  work  on  the  part  of  your  students. 

3.  During  the  presidency  of  the  late  Judge  Donovan  at  no  time  did  it  seem  to  me  possible 
to  grant  any  larger  opportunities  to  your  students  along  the  line  of  further  observation  work 
or  for  practice  work  in  the  high  school  or  elementary  grades.  At  several  times  it  required 
earnest  discussion  and  careful  management  to  avoid  the  passing  of  resolutions  by  the  Board 
of  Education  cutting  off  the  opportunities  secured  to  you  through  agreement  or  limiting  them 
in  such  a  way  as  to  make  the  participation  on  the  part  of  your  students  in  our  work  prac- 
tically useless. 

4.  At  no  time  since  1907  has  the  Board  of  Education  been  inclined  to  give  the  University 
students  any  larger  opportunities  in  the  public  schools  than  were  possible  under  the  said 
agreements  of  1907. 

5.  I  at  no  time  have  felt  inclined  to  support  or  encourage  any  proposal  before  the  Board 
of  Education  looking  toward  giving  your  students  more  extended  opportunities. 

6.  I  am  obliged  to  say  that  our  former  principal,  Mr.  Hutchinson,  looked  with  little  favor 
upon  the  whole  plan  and  was  not  at  all  inclined  to  permit  any  larger  utilization  of  the  Madison 
High  School  to  University  students. 

I  have  answered  the  questions  above  after  considerable  thought  and  feel  confident  that 
my  statements  are  based  upon  facts  and  relations  as  they  actually  existed. 

Very  respectfully  yours, 

(Signed)  R.  B.  DUDGEON. 

658 


Exhibit  23 

June  27,  1911. 
Mr.  George  Kroncke, 

President,  Board  of  Education,  City  of  Madison, 
Madison,  Wisconsin. 
My  dear  Mr.  Kroncke: 

My  purpose  in  addressing  this  communication  to  you,  as  President  of  the  Board  of  Edu- 
cation, of  the  City  of  Madison,  is  to  discover  whether  or  not  the  Board,  at  this  time,  is 
willing  to-consider  proposals,  from  the  University  of  Wisconsin,  hjoking  toward  a  modifica- 
tion of  the  existing  agreements  between  the  lioard  of  Education  and  the  Regents  of  the 
University,  so  as  to  give  to  University  students  preparing  for  teaching  more  extensive  op- 
portunities for  the  visitation  of  the  classes  of  the  Madison  High  School  and  the  Madison 
Elementary  Schools,  for  the  observation  of  the  work  of  teachers  in  these  schools,  and  for 
possible  practice  teaching  and  other  participation  in  class  room  work.  In  other  words,  to 
use  the  public  schools  to  a  much  greater  extent  than  at  the  present  time  for  the  laboratory 
work  of  University  students  being  trained  as  teachers. 

You  will  recall  that,  in  the  Spring  of  1907.  you  served  with  Professor  Victor  Lenher  and 
Mr.  Fred  Arthur,  as  a  Committee  of  the  Board  of  Hlducation,  to  which  had  been  referred  the 
question  presented  by  me  to  Superintendent  Dudgeon,  of  co-operation  between  the  University 
and  the  Board  of  Education,  in  the  matter  of  j^roviding  opportunities  to  University  students, 
for  the  observation  of  teaching  in  the  Madison  Public  Schools.  The  results  of  the  con- 
ferences between  that  Committee  and  myself  were  the  formulation  of  two  agreements  which 
were  afterward  adopted  by  the  Board  of  Education  and  the  Regents  of  the  University. 
(June  and  December,  1907.)  Whatever  has  been  done  by  University  students  in  the  jjublic 
schools  since  that  time  has  been  under  the  terms  of  these  agreements  which  still  remain 
in  force. 

At  a  recent  meeting  of  the  State  Board  of  Public  Affairs  for  the  consideration  of  the 
investigation  of  the  University,  now  being  conducted,  statements  were  made  implying  that 
the  University  authorities,  in  charge  of  the  work  for  the  training  of  teachers,  have  failed  to 
utilize  the  facilities  for  observation  and  practice  teaching  in  the  Madison  Public  Schools, 
such  as  the  present  Board  of  Education  might  be  ready  to  grant. 

The  difTiculties  which  constantly  presented  themselves  in  the  first  years  of  the  operation 
of  the  provisions  of  the  agreements  of  1907  made  necessary  frequent  conferences  between 
myself  and  the  Superintendent  of  City  Schools,  the  Principal  of  the  High  School,  and  Pro- 
fessor Lenher,  representing  the  Board  of  Education.  It  w'as  clearly  recognized  by  all  con- 
cerned that  the  conditions  under  which  the  co-operation  between  the  University  and  the 
Public  Schools  was  being  carried  out  required  the  utmost  caution,  in  order  to  avoid  opposi- 
tion from  the  patrons  of  the  schools.  It  was  further  tacitly  agreed  that  the  existing  agree- 
ments gave  to  the  University  students  substantially  all  of  the  privileges  that  the  Board  of 
Education  would  think  wise  to  grant. 

May  I  request  you  to  present  this  matter  to  the  Board  of  Education  at  its  July  meeting  in 
order  that  I  might  be  guided  in  making  further  proposals  to  the  Board. 

Assuring  you  of  my  appreciation  of  your  consideration,  I  am. 

Very  respectfully  yours, 

(Signed)  EDWARD  C.  ELLIOTT. 
Director. 


THE  MADISON  HIGH  SCHOOL 
Madison,  Wisconsin 

OfTice  of  the  Principal 

'       Julv  8.  191  I. 
Prof.  Edwin  C.  Elliott, 

Director  School  of  Education,   U.  \V., 
Madison,  Wisconsin. 

My  dear  Mr.  Elliott: 

Your  letter  of  June  27th,  1911,  in  ttie  matter  of  the  University  relation  to  our  city  schools, 
received  and  contents  noted.  In  reply  I  will  say  that  your  letter  was  presented  by  me  to  the 
Board  of  Education  at  its  meeting  of  July  7lh.  191  1,  and  that  the  question  of  greater  use  of 
the  schools  of  the  city  of  Madison  by  students  of  the  University  of  Wisconsin  in  furtherance 
of  their  instructional  work  in  teaching  was  generally  discussed.  By  the  unanimous  vote  of 
the  members  of  the  Board  of  Education,  I  am  instructed  to  inform  you  that  the  Board  re- 
affirms the  position  heretofore  taken  bij  it  and  from  time  to  time  reported  to  you,  that  it  is  willing 
to  allow  the  existing  agreement  to  continue,  but  that  it  is  not  willing  to  consider  any  exten- 
sions of  these  privileges. 

Respectfully  yours, 

(Signed)  GEORGE  KRONXKE, 

President  Board  of  Education, 

Madison.  Wisconsin. 

659 


University  Survey  Report 

That  the  evidence  of  the  foregoing  letters  was  annoying  to  Mr.  Allen  there  can  be  no  doubt. 
(See  paragraph  of  Allen  exhibit  23  headed  "The  latest  effort  to  secure  co-operation  with  the 
Madison  public  schools.)  But  even  this  annoyance  does  not  justify  further  misrepresenta- 
tions found  in  the  exhibit,  such,  for  instance,  as  the  following: 

"In  the  letters,  there  is  no  impartial  complete  explanation  of  what  is  meant  by  ex- 
tension of  co-operation;    no  statement  of  practice  in  other  places  regarding  the  use  of 
public  schools;    no  facts  showing  how  the  public  schools  themselves  could  be  helped: 
no  facts  as  to  the  feeling  of  other  Wisconsin  cities  regarding  such  use,  without  cost,  of 
student  teachers  working  under  the  direction  of  high  schools  as  in  Milwaukee,  Oshkosh  and 
River  Falls."     (Italics  ours.) 
The  superintendent  of  the  Oshkosh  city  schools  informed  the  University  on  December  11, 
1914,  that  no  normal  school  students  were  using  the  (Jshkosh  High  School  for  training  pur- 
poses, and  that  no  action  had  been  taken  regarding  such  use.     Authoritative  information 
furnished  the  University  is  that  no  normal  school  students  are  doing  either  observational  or 
practice  work  in  any  of  the  Milwaukee  high  schools  at  the  present  time    (December  11,  1914). 
Another  typical  warping  of  facts  is; 

"As  one  illustration  of  the  embarrassing  position  in  which  the  university  has  helped 
place  the  Madison  board  of  education,  is  the  statement  that  'the  board  of  education'  is 
not  willing  to  consider  any  extension  of  co-operation.     The  board  had  been  willing  and 
had  last  year  made  three  important  extensions  to  include  practice  work  in  music,  zoology 
and  manual  arts.    The  fact  that  the  board  unanimously  passed  a  resolution  saying  that 
it  was  not  willing  to  do  what  it  was  doing  does  not  relieve  the  university  from  responsi- 
bility for  acting  upon  information  and  action  secured  as  this  had  been  secured." 
The  Board  of  Education  has  never  made  an  extension  of  the  co-operation  arranged  in  1907, 
much  less  has  it  given  approval  of  any  practice  work.    Mr.  Allen  here  maintains  his  customary 
distance  from  the  truth  of  the  matter.     Just  as  soon  as  the  temporary,  informal,  personal 
arrangements  made  by  certain  university  instructors  with  certain  public  school  teachers 
(which  arrangements,  by  the  way,  did  not  include  any  so-called  "practice  work"),  became 
known  through  pompous  advertising  by  Mr.  Allen,  the  special  privileges  enjoyed  by  a  few- 
students  in  music,  zoology,  and  manual  arts  were  withdrawn  by  the  public  school  ofTicials. 

IV.  THE  WISCOXSIX  HIGH  SCHOOU  BUILDIXG 

Special  Report  of  Mr.  Arthur  Peabody,  University  Architect,  on  the 
Wisconsin    High   School    Building 

Examination  of  the  statement  of  Mr.  Allen  that  the  building  as  a  building  is  not  in  accord- 
ance with  the  present  building  code,  shows  that  the  data  upon  which  this  assertion  is  made 
must  be  considerably  in  error  as  will  be  discovered  upon  examination  of  the  replies  to  the 
detailed  criticisms. 

While  the  building  was  designed  in  1912  and  put  under  contract  in  1913,  a  full  year  before 
the  publication  of  the  code,  and  therefore  is  not  amenable  to  the  present  code  under  the  law- 
(see  Part  1,  section  1,  order  5,000),  it  is  fully  in  accordance  with  all  the  requirements  of  the 
present  code  for  fireproof  high  school  buildings  (see  Parts  1,  2,  and  7).  Further  examination 
of  the  replies  will  show  that  the  fears  of  Mr.  Allen  that  it  does  not  comply  with  his  own  recom- 
mendations and  the  best  practice  in  school  building  are  groundless. 

Items  in  respect  to  access,  stairways,  glass  surfaces,  toilet  accommodations  for  boys  and 
girls  are  fully  up  to  the  requirements  published  in  the  code  in  so  far  as  these  can  be  applied 
to  the  building  as  a  school  house.  It  is  to  be  noticed  that  some  of  the  exceptions  taken  are 
based  on  an  incorrect  reading  of  the  requirements  of  the  code.  Criticisms  as  to  the  manage- 
ment of  the  building  are,  of  course,  not  answered  by  the  architect. 

Taking  the  items  of  exhibit  23  by  number: 

"1.   The  auditorium  is  located  at  the  top  of  the  building  instead  of  on  the  ground 
floor  easy  of  access" 

The  auditorium  is  on  the  second  floor,  27  feet  above  the  side  walk. 

This,  in  fireproof  buildings,  for  pupils  averaging  18  years  of  age  or  less  is  permitted  by 
order  5614  of  the  state  building  code. 

"Order  5601. 

"Xo  building  which  is  used  as  a  high  school  or  which  accommodates  pupils  averaging  18 
years  old  or  less,  shall  be  more  than  four  stories  high,  nor  shall  the  topmost  floor  level  be 
more  than  48  feet  above  the  grade  at  any  outside  door." 

"2.   The  lower  hall  for  cloakroom  is  unventilated  and  inadequate" 

It  is  customary  to  p'ace  lockers  for  scholars  in  corridors  of  school  houses  and  it  is  not 
customary  to  provide  special  ventilation  pipes  for  such  corridors.  Such  ventilation  is  not 
required  In'  the  stale  code. 

660 


Exhibit  23 

"Order  5617.  All  parts  of  the  building  generally  used  by  the  public  or  the  occupants, 
except  the  corridors,  passageways  and  stairways,  shall  be  i)roVided  with  fresh  air  at  the  rate 
of  at  least  1,200  cubic  feet  per  person  per  hour.  The  fresh  air  shall  be  taken  from  the  outside 
of  the  building  and  no  vitiated  air  shall  be  reheated  unless  washed  by  a  mechanical  air 
washer  of  approved  design;  in  such  case  not  less  than  one-third  of  the  required  air  shall  be 
taken  from  the  outside." 

The  corridor,  8  feet  wide,  is  in  excess  of  order  5608  of  the  code. 

"3.   The  toilets  are  too  few.  and  are  improperly  located" 

The  toilets  provided  are  intended  for  one-half  the  completed  building.  When  the  remain- 
ing one-third  of  the  i)uilding  is  completed  the  general  toilet  facilities  can  be  doubled. 

The  requirements  of  the  building  code  are,  however,  met  at  present. 

"Order  5618.     School  buildings  shall  have  the  following  sanitary  equipment: 

"One  water  closet  for  every  20  females  or  fraction,  except  for  grammar  and  primary 
grades,  where  there  shall  be  one  water  closet  for  every  15  females  or  fraction. 

"One  water  closet  and  one  urinal  for  every  10  males  or  fraction,  e.xcept  for  grammar  and 
primary  grades,  where  there  shall  be  one  water  closet  and  one  urinal  for  every  30  males  or 
fraction. 

"Toilet  accommodations  for  males  and  females  shall  be  placed  in  separate  rooms  with 
doors  not  less  than  20  feet  apart. 

"A  drinking  fountain  and  sink  shall  be  installed  in  each  story  and  basement,  for  each 
6,000  square  feet  of  floor  area,  or  fraction." 

The  number  of  toilet  fixtures  per  person  is  as  follows: 


GENERAL 

BOYS 

\ 
GIRLS 

FACULTY 

Drink. 

Fount. 

Slop 
Sink 

Closets 

Urinals 

Showers 

Bowl 

Closets 

Showers 

Bowl 

Closets 

Bowl 

Basement 

3 

3 

4 

6 

1 
3 
3 

3 

1 
2 
o 

First 

1 

Second       ;.. 

1 

1 

Third 

2 

3 

2 

Fourth 

Total 

5 

5 

5 

6 

4 

8 

7 

3 

5 

' 

2 

Requirements   of  the   Code 


Boys 
One  closet  and  one  urinal  for  each 
40  males. 

1  Drinking  Fountain  and  one 
sink  for  each  6,000  feet 
floor  space. 


Girls 
One  closet  for  each  20  females. 


One  closet  and  one  urinal  to  every 
34  boys  with  2  urinals  to  spare. 


Conditions   in    the    Building 

One  closet  to  every  16  girls. 


One    drinking    fountain    and     1 
sink  to  6,226  square  feet.* 

Att«'ndanee 

Boys ...131 

Girls 96 

Total 230 

*  Drinking  fountains  and  slop  sinks  are  installed  now  for  the  half  building.  .\s  two-thirds  of  the  building  are  already  built,  the  actual 
relation  of  these  fixtures  to  the  floor  area  is  1  to  7,500  square  feet.  The  areas  of  the  auditorium  and  j;ymnasium  however  do  not  increase 
the  expected  occupation  of  the  building  in  the  same  manner  as  class  rooms,  but  are  used  by  the  persons  occupying  the  class  rooms.  De- 
ducting these  areas  the  relation  of  fixtures  to  floor  areas  in  the  two  thirds  building  is  1  to  6,226  square  feet 

The  Code  does  not  prescribe  any  definite  location  for  toilet  rooms  in  school  buildings,  except 
that  entrances  shall  be  not  less  than  20  feet  apart. 

"Order  5618. 

"Toilet  accommodations  for  males  and  females  shall  be  placed  in  separate  rooms  with  doors 
not  less  than  20  feet  apart." 

661 


University  Survey  Report 

The  correctness  of  their  location  must  be  based  on  some  other  considerations,  such  as 
convenience,  separation  of  sexes,  sanitation,  all  of  which  have  been  met.  The  locations  in 
the  Wisconsin  High  School  are  thought  to  compare  favorably  with  those  in  the  high  schools  of 
Chicago,  Milwaukee,  Boston,  New  York.  The  number  of  toilets  provided  are,  for  boys 
one  seat  to  34  boys,  one  urinal  to  24  boys;  for  girls  one  seat  to  16  girls  based  on  present 
enrollment. 

"4.   The  height  of  risers  of  the  stairs  is  too  great" 

The  building  code  (see  order  5119)  provides  that  risers  in  stairways  shall  not  exceed  7f 
inches  in  buildings  for  pupils  above  the  primary  grades. 
The  risers  in  the  building  are  as  follows: 

First  story  to  second ^ 7    inches 

Second  story  to  third 65  inches 

Third  stor>'  to  fourth :. 6|  inches 

First  story  to  basement 7j  inches 

'•5.   The  obstructions  in  the  halls  are  contrary  to  the  present  building  code" 

The  corridors  of  the  building  are  11  feet  in  width,  exclusive  of  structural  posts  in  partitions. 
Steel  wardrobes  in  the  basement  are  distributed  along  the  walls,  between  the  posts,  thereby 
reducing  the  width  to  10  feet  in  the  clear.  No  other  obstructions  exist  aside  from  occasional 
steam  pipes,  radiators  and  air  pipes  set  about  8"  into  the  halls. 

The  building  code  prescribes  the  widths  in  order  5608. 

■"Order  5608'.  Passageways.  Corridors  and  passageways  shall  be  so  designed  as  to  prevent 
congestion  and  confusion. 

"The  minimum  unobstructed  w'idth  of  corridors  and  passageways  which  are  used  by  the 
public  or  by  the  occupants  generally  shall  be  determined  the  same  as  the  width  of  stair- 
ways (order  5606)  and  shall  in  no  case  be  less  than  4  feet.  Corridors  and  passageways  serv- 
ing as  a  means  of  egress  shall  be  at  least  equal  in  combined  width  to  the  required  width  of 
the  stairways  or  passageways  leading  to  them." 

Under  this  order  the  corridors  might  be  narrower  than  as  constructed  and  narrower  than 
the  clear  space  between  obstructions.    The  code  says  nothing  about  obstructions. 

''6.   The  niaxiniuni  distance  of  girls'  dressing  booths  from  showers  is  40  feet" 

The  maximum  distance  of  girls'  dressing  booths  from  showers  is  28  feet  (not  40  feet)  taken 
in  the  most  direct  way. 

The  building  code  does  not  touch  on  this  point. 

"7.  To  have  a  building  used  by  children  of  14  years  or  less  35  feet  above  the  grade 
at  the  outside  door,  as  is  this  building,  is  contrary  to  part  VII.  order  5601  of 
the  building  code,  as  it  is  to  have  a  building,  as  this  building,  for  children  of 
18  years  or  less,  more  than  four  stories  high" 

The  requirements  of  order  5601  refer  to  the  average  of  the  whole  number  of  scholars,  not 
the  actual  age  of  any  one. 

"Order  5601.  Maximum  Height.  No  building  which  accommodates  primary  or  grammar 
grades,  or  pupils  averaging  14  years  old  or  less,  shall  be  more  than  three  stories  high,  nor  shall 
the  topmost  floor  level  be  more  than  35  feet  above  the  grade  at  any  outside  door. 

"No  building  which  is  used  as  a  high  school,  or  which  accommodates  pupils  averaging  18 
years  old  or  less,  shall  be  more  than  four  stories  high,  nor  shall  the  topmost  floor  level  be 
more  than  48  feet  above  the  grade  at  any  outside  door." 

"8.   In  certain  rooms  there  is  not  the  window  space  required  by  the  present  law, 
i.e.,  one  square  foot  of  glass  for  every  square  foot  of  floor  space."     (We  present 
item  8  of  the  Allen  exhibit  in  the  form  in  which  it  was  submitted  to  the  Board  of  Public 
Affairs  in  December,  1914.) 
The  code  refers  to  school  rooms,  not  to  rooms  used  for  games  as  in  the  case  of  room  num- 
ber 402  and  rooms  used  for  other  purpose  as  numbers  8,  10,  11,  and  14. 

The  building  code  does  not  require  one  square  foot  of  glass  to  one  square  foot  of  floor 
surface.    No  school  building  of  the  kind  contemplated  by  the  code  can  be  found  in  any  city 
.  or  in  any  country  of  the  world  where  the  glass  surface  and  the  floor  surface  of  a  room  are 
equal. 

In  order  to  secure  such  a  result  a  room  25  feet  square  lighted  from  one  side  would  need  to 
be  25  feet  high,  and  to  have  one  side  entirely  of  glass. 

The  code  requires,  order  5612,  section  8,  that  the  glass  surface  shall  be  one  sixth  of  the. 
floor  area  for  class  rooms. 

662 


Exhibit  23 

The  proportion  of  glass  area  to  floor  area  in  tlie  Wisconsin  High  School  are  as  follows: 
The  building  is  lighted  uniformly,  but  the  rooms  vary  in  size. 

Room   Number  Window  Area  to  Floor  Area 

BASEMENT 

8  1  to    8.38,  Manual  Training  Shop 

10  1  to    9.21,  Drawing  Room 

11  1  to  10.72,  Shower  Room 
14  1  to    9.57,  Girls'  Shower 

Gym.  1  to     1.57 

FIRST  STORY 

106  1  to  3.84 

107  1  to  6.30 

108  1  to  5.60 

109  1  to  5.90 
115  1  to  5.18 

SECOND  STORY 

207  1  to  3.35 

208  1  to  6.02 

209  1  to  5.24 

210  1  to  5.71 

211  1  to  4.96 
213  1  to  5.15 
Aud.  1  to  4.43 

THIRD  STORY 

307  1  to  3.50 

308  1  to  5.35 

309  1  to  3.82 

311  1  to  5.25 

312  1  to  4.92 

313  1  to  4.27 

314  1  to  5.15 

FOURTH  STORY 
402  1  to  8.38  Game  Room 

"9.  Classrooms  and  study  rooms  in  the  basement  do  not  comply  with  the  present 
law  as  they  are  more  than  two  feet  below  ground  level" 

Rooms  in  the  basement  of  the  Wisconsin  High  School  are  used  for  the  following  purposes. 
No.  8,  Manual  Training,  No.  9,  Drafting  Room,  Nos.  1 1  and  14,  Shower  and  Dressing  Rooms. 
None  of  .these  are  class  rooms  in  the  usual  sense  of  the  word. 

"10.  The  minimum  amount  of  fresh  air  supply,  i.e.,  1,200  cubic-  feet  per  person 
per  hour  is  not  possible  with  the  size  of  air  ducts   provided*' 

The  amount  of  fresh  air  supplied  per  hour,  as  delivered  by  the  ventilating  apparatus,  shows 
by  actual  test  to  be  over  1,200  cubic  feet  to  each  person. 

"11.  The  air  that  is  pr«»vided  through  the  ventilating  system  instead  of  at  least 
one— third  of  it  being  taken  from  the  outsi<le  of  the  building,  is  all  taken  from 
inside  the  building  and   washe<l  and  rewashed" 

The  management  of  the  air  washing  apparatus  may  bo  such  as  to  introduce  g  fresh  air  into 
the  building  by  opening  the  doors  in  the  washing  apparatus,  thus  complying  with  order  5617 
of  the  code.  The  wisdom  of  this  provision  of  the  code  may  be  determined  by  scientific  tests 
over  a  period  of  time. 

"12.  At  the  end  of  November,  1914,  after  the  new  building  ha«l  been  in  use  for  several 
weeks, the  folloMing  conditions  were  fountl:  uii  ba<l  o<h»r.>i  tlirtuighout  the  build- 
ing due  to  poor  general  ventilation  and  to  the  coinpositi«>n  «>f  <-arpet  used: 
(b)   noisome  conditions  diu'   t»)   toilets;     (c)   dust-catching   mouldings  on   base- 

663 


University  Survey  Report 

boards  in  filthy  oondilion;  (d)  seats  not  yet  adjusted;  (e)  many  windows  still 
unwashed;  (f)  no  place  for  cloak  rooms,  visitors'  wraps  except  in  basement 
corridor  where  less  than  200  lockers  are  placed;  (g)  no  place  for  the  wraps  of 
the  university  students  who  are  supposed  to  visit  classes  in  large  numbers; 
(h)  no  provision  for  keeping  books  or  pencils  or  papers  in  desks  so  that  if  a  child 
forgets  paper  he  must  go  from  the  fourth  floor  to  the  basement  and  back; 
(i)  keys  are  required  for  lockers  instead  of  combination  locks;  ( j  j  no  ventilation 
in  halls  except  through  open  doors;  (k)  curtains  are  used  instead  of  shades  for 
windows" 

The  Wisconsin  High  School  was  opened  on  Septemijer  21st,  191  I.  A  reasonable  time 
should  be  allowed  to  set  everything  right.  Odors  in  a  new  building  arise  from  various  causes, 
many  of  which  are  temporary. 

It  is  well  known  that  linoleum  gives  an  odor  of  linseed  oil  for  a  time,  until  it  is  dried  out, 
after  which  there  is  no  odor. 

Paint   varnish,  and  the  like  give  odors  for  a  short  time. 

There  is  no  reason  for  a  bad  condition  of  toilets  (presumed  to  mean  water  closets)  and  no 
permanent  bad  condition  should  be  anticipated.  The  closets  placed  are  of  the  J.  L.  Mott  Co., 
manufacture,  especially  designed  for  school  houses,  provided  with  large  ventilation  passages 
manufactured  into  the  closet  fixture,  connected  directly  to  vent  flues  leading  to  the  roof 
independently  of  all  other  ventilation  and  given  positive  action  by  exhaust  fans. 

All  ventilation  both  of  "toilets"  and  of  the  building  in  general  was  installed  in  accordance 
with  the  latest  and  most  scientific  practice  under  the  specifications  and  advice  of  competent 
engineers. 

The  other  criticisms  noted  as  important  are  capable  of  rectification  and  have  been  rectified 
in  so  far  as  concerns  janitor  work. 

The  completion  of  any  building,  with  the  attendant  labor  of  occupation  and  immediate 
opening  of  school  may  involve  conditions  temporarily  open  to  exception.  How  much  this 
reflects  on  management  depends  on  the  length  of  time  necessary  to  bring  about  correction. 

The  criticism  as  to  cloak  rooms  should  be  judged  by  the  basis  upon  which  the  care  of 
cloaks  is  to  be  treated.  Where  wardrobes  are  provided  for  each  pupil  cloak  rooms  are  un- 
necessary and  would  be  extravagant.  The  provision  for  visitors'  wraps  should  depend  upon 
the  conduct  of  work  to  be  done.  Room  for  such  i)rovision  exists  in  the  building  and  the  pro- 
vision if  necessary  can  be  determined  by  after-experience  as  to  requirements. 

Mr.  Allen  complains  "(h)  no  provision  for  keeping  books  or  pencils  or  papers  in  desks  so 
that  if  a  child  forgets  paper  he  must  go  from  the  fourth  floor  to  the  basement  and  back." 

The  school  desks  referred  to  in  exception  (h)  have  met  the  approval  of  visiting  school 
principals  and  do  not  seem  to  create  the  difliculties  anticipated  in  the  exception;  from  the 
fact  that  no  desks  are  installed  on  the  fourth  floor  and  no  paper  is  provided  in  the  basement 
the  fears  of  Mr.  Allen  may  be  groundless. 

The  difficulties  suggested  by  (i),  (j),  (k)  do  not  appear  to  be  such  as  would  warrant  dismay. 
As  much  trouble  with  combination  locks  manufactured  for  lockers  has  been  encountered 
as  with  the  use  of  keys. 

The  ventilation  of  halls  by  mechanical  means  does  not  obtain  in  school  buildings  to  any 
large  extent  and  is  not  recjuired  under  the  code.     See  order  5617,  page  88. 

The  use  of  curtains  instead  of  shades  appears  to  be  satisfactory  to  all. 

(Signed)  ARTHUR  PEABODY. 

V.  THE  WISCONSIN  HIGH  SCHOOL  RECORDS 

On  September  18,  1914,  Mr.  Allen  submitted  a  document  under  the  caption  "Significant 
facts  regarding  the  Wisconsin  High  School  which  the  university  survey  wished  to  go  over  in 
detail  with  the  s[)ecial  committee  of  the  university  Board  of  Regents."  This  appears  as 
supplement  HI  of  exhibit  23.  The  original  comments  upon  these  "Significant  Facts," 
presented  by  the  president  of  the  University  to  the  Board  of  Public  Affairs,  appear  as  supple- 
ment II  of  exhibit  23  (with  interspersed  rejoinders  by  Mr.  Allen). 

Section  VIII  of  "Significant  Facts"  contains  twelve  critical  pronouncements  regarding 
the  records  found  in  the  Wisconsin  High  School.  Section  VHI  of  Supplement  II  contains 
the  University  comments  upon  these  pronouncements  together  with  the  rejoinders  of  Mr. 
Allen.  In  view  of  Mr.  Allen's  treatment  of  the  records  of  the  Wisconsin  High  School,  and  in 
view  of  the  peculiar  form  of  presentation  employed  in  supi'lement  II,  it  seems  desirable  to 
include  here: 

(1)  The  twelve  critical  pronouncements  made  by  Mr.  Allen,  September  18,  1914; 

(2)  The  relevant  portion  of  President  Van  Hise's  statement  to  the  Board  of  Public  Affairs 
and  Regents,  October  2,  1914; 

(3)  Principal  Miller's  statement  upon  the  subject  of  the  high  school  records,  made  in 
reply  to  issues  of  fact  raised  by  Mr.  Allen. 

1.   Twelve  unproved  pronouncements  made  by  Mr.  Allen 

(a)  Of  337  "live  records"  333  were  entirely  blank  on  the  back. 

(b)  No  attendance  record  is  kept. 

664 


Exhibit  23 

(c  Absence  record  as  kepi  in  the  principal's  office  is  made  up  from  teachers'  daily  class 
absence  reports.  These  slij)s  are  filed  together  without  order,  are  in  many  cases  illegibly 
written  and  they  do  not  agree  with  teachers'  class  records. 

(d)  No  current  summaries  are  kept. 

(e)  Enrollment  cards  are  made  out  carelessly,  writing  at  times  illegible,  information  in- 
complete and  uncertain.  Date  of  birth  missing  in  only  a  few  cases  but  frequently  only  year 
given. 

(f)  Date  of  enrollment  g -ncrally  did  not  show  year. 

(g)  ?"ach  year's  records  merely  a  stack  of  cards  with  an  elastic  band  around  them. 

(h)  In  67  out  of  152  cases  schedules  shown  on  enrollment  cards  did  not  agree  with  class 
report  cards. 

(i)  Withdrawals  are  noted  on  margin  or  back  of  enrollment  cards,  dates  often  not  given  or 
uncertain  or  not  noted,  and  by  month  without  the  day. 

(j)   Course  cards  found  for  which  no  ennjllmenl  cards  were  found. 

(k)  Enrollment  cards  found  for  which  no  course  cards  were  found. 

(1)  Posting  of  year's  grades  and  records  not  started  until  after  August. 

2.   President  Van  Hise's  Statement  Submitted  to  the  State  Board  of  Piihlie  Affairs, 
and   Regents.   October  2,    1914 

(a)  The  statement  as  to  the  incompleteness  of  .3,33  records  out  of  337  carries  a  wholly 
wrong  imolication.  The  reference  to  "live  records"  ])robably  refers  to  the  permanent  records. 
A  4"  X  6"  card  is  used  and  a  separate  card  for  recording  ach  year's  work  accomplished.  A 
pupil  may  have  one,  two,  or  more  cards,  depending  upon  the  number  of  years'  work  accom- 
plished. On  the  back  of  this  card  is  a  form  which  contains  certain  items  deemed  valuable  in 
keeping  a  record  of  other  items  than  those  found  in  recording  marks  in  subjects.  This  card 
adopted  in  .June,  1913.  Last  year,  1913-14,  the  information  called  for  on  the  back  of  this 
card  was  called  for  and  a  set  of  cards  used  that  had  no  record  of  marks  in  subjects.  These 
were  placed  in  the  same  file  just  back  of  the  cards  containing  the  record  of  marks  in  subjects. 

(b)  The  statement  that  no  attendance  report  is  kept  is  untrue.  The  method  used  is 
to  record  absences;  when  a  student  is  not  absent  he  is  |)resent.  This  method  of  indication 
of  presence  may  not  be  the  one  which  the  representative  of  the  survey  [Mr.  Allen]  prefers; 
but  it  is  a  method  in  common  use,  and  it  is  entirely  adequate  to  furnish  necessary  information 
as  to  attendance. 

(c)  Absence  records. are  not  made  from  the  teachers'  daily  class  absence  reports.  The 
procedure  is  as  follows:  The  attendance  slips  arc  turned  in  by  the  teachers  for  the  [)urpose 
of  giving  immediate  information  concerning  absences.  These  slips  serve  their  full  i)urpose 
and  function  each  day.     The  excuse  ticket  is  the  means  of  making  up  absence  reports. 

(d)  The  statement  that  no  current  summaries  arc  kept  is  not  true;  current  sum.maries 
are  kept. 

(e)  Enrollment  cards  are  available,  which  give  the  date  of  birth  and  other  information 
concerning  each  student.  If,  however,  the  students  who  are  present  one  year  have  been 
present  a  previous  year,  the  record  is  found  only  upon  the  enrollment  card  of  the  first  year. 

(f)  The  enrollment  cards  for  the  same  year,  1913-14,  are  filed  together  for  that  year.  This 
information  is  also  available  on  the  permanent  record  card  of  each  student  which  contains 
information  in  regard  to  dates  of  entrance  and  withdrawal. 

(g)  The  cards  which  contain  both  the  permanent  records  and  also  the  report  cards  on 
which  the  teachers  make  their  term  reports  of  grades,  were,  al  the  time  of  the  survey,  filed  in 
order  in  the  regular  filing  cases  used  for  that  purpose.  Probably  what  is  referred  to  is  the  fact 
that  the  enrollment  cards  were  packed  in  rubber  bands  in  Room  104,  University  Hall,  as 
the  first  stage  in  the  process  of  removal  from  State  Street  to  the  new  building. 

(h)  The  discrepancy  in  class  schedules  mentioned  is  due  to  transfers  of  pupils  and  teachers; 
but  attention  should  be  called  to  the  omission  of  the  important  fact  in  this  connection  that 
the  final  records  do  show  all  these  changes. 

(i)  This  is  another  case  of  incomplete  information,  in  that  the  teachers'  class  books  do 
show  all  withdrawals  with  perfect  clearness. 

(j)  Again  the  information  is  incomplete.  The  surrei/  [Mr.  Allen's]  representative  had  the 
1912-13  cards.  If  a  pupil  enrolling  in  1912-13  was  present  the  previous  year,  the  principal 
of  the  school,  working  as  he  did  without  clerical  assistance,  simply  noted  thai  the  enrollment 
data  were  available  on  the  earlie  •  enrollment  cards. 

(k)  The  significance  of  this  statement  is  not  (4ear  to  the  university  authorities  without 
knowledge  of  the  cases  referred  to. 

(1)  The  explantUion  of  the  posting  of  the  year's  grades  in  .\ugust  rather  than  in  .July  is 
obvious.  The  school  vacated  its  rented  quarters  at  the  end  of  the  year  and  its  ollice  was 
moved  to  University  Hall.  On  account  of  lack  of  clerical  assistance  and  due  to  the  fact 
that  Principal  Miller  taught  in  the  summer  session,  he  deferred  the  work  of  posting  until 
August. 

Finalli],  from  1  to  12  [a  to  /].  The  full  records  of  the  school  were  never  examined  by  the 
survey  [Mr.  .\llen].  .\  portion  of  these  records  were  in  a  storeroom  with  the  furniture  of  the 
school;  and  the  representative  of  the  survey  [Mr.  .\llen]  was  advised  that  Mr.  Miller  would 
show  him  these  records;   but  this  otTer  was  never  taken  advantage  of. 

665 


University  Survey  Report 

3.   Special  Report  of  Principal  Miller 

The  report  made  by  Mr.  Allen's  assistants  after  comparing  the  original  statement  with 
records  in  the  Wisconsin  High  School  on  October  6,  lUll,  is  interspersed  with  the  original 
comments  of  Mr.  Allen  which  appear  in  supplement  II  of  exhibit  23.  This  report  in  itself, 
as  a  separate  document,  showed  so  evident  an  inability  on  the  part  of  Mr.  Allen  to  state  the 
essential  facts  and  to  interpret  them  aright,  that  it  was  thought  best  by  the  University  to 
take  up  point  by  point  the  twelve  pronouncements  which  embodied  the  purpose  of  the  visit 
by  Mr.  Allen's  assistants  on  October  6,  1914.  This  visit  was  made  by  Mr.  Wilson  and  Mr. 
Hugh  Reber,  representing  Mr.  Allen.  The  interview  was  held  in  the  office  of  the  Wisconsin 
High  School  with  Mr.  Miller, — Miss  W^ard,  clerk  and  stenographer,  being  present. 

1.  In  the  report  made  by  these  assistants,  evidence  is  not  submitted,  but  an  elaborate 
argument  of  the  case  is  presented.  Repeatedly  Mr.  Miller  is  reported  to  have  said  thus  and 
so.     Xot  a  single  exact  quotation  of  what  Mr.  Miller  said  is  to  be  found.  , 

2.  They  made  no  notes  further  than  to  check  off  the  questions  which  had  been  developed 
out  of  President  Van  Hise's  rejoinder  of  October  2,  191 1. 

3.  They  had  no  stenographer  to  make  a  record  of  the  discussions. 

4.  Twenty-five  to  thirty  minutes  were  given  to  this  interview  with  Messrs.  Wilson  and 
Reber. 

5.  It  should  be  a  matter  of  record  that  the  following  statements  are  based  upon  the  notes 
which  were  made  by  Principal  Miller,  assisted  by  Miss  Ward,  clerk  and  stenographer  of  the 
school.  Miss  Ward  was  present  and  assisted  in  the  interview  of  October  6,  1914.  Immedi- 
ately after  Mr.  Wilson  and  Mr.  Reber  left  the  office,  Mr.  Miller  and  Miss  Ward  made  a  careful 
notation  of  the  main  points  discussed  in  the  interview.  These  notes  are  used  in  setting 
forth  the  facts  which  follow.    The  notation  agrees  with  that  of  the  original. 

Each  pronouncement  is  exactly  quoted  in  the  order  of  the  original  "Significant  Facts," 
and  each  is  separately  considered. 

"(a)   Of  337  'live  records'  333  were  entirely  blank  on  the  back." 

A  comparison  of  this  original  pronouncement  with  the  first  line  of  the  body  of  the  report 
made  by  Mr.  Allen  on  the  visit  of  his  investigators  on  October  6,  shows  the  effect  of  the  infor- 
mation gained  in  that  visit.  This  report  starts  with  the  statement,  "The  survey's  original 
statement  that  many  'live  records'  were  entirely  blank  on  the  back  is  correct. "^A  statement 
radically  different  from  the  line  quoted  above.  '"Many  'live  records''  "  is  substituted  for  333 
out  of  337  "lice  records.''' 

Further,  Mr.  Wilson,  representing  Mr.  Allen,  admitted  in  the  office  of  the  Wisconsin  High 
School  in  this  visit  that  they  considered  a  "live  record"  the  record  of  a  given  pupil.  When 
asked  to  state  from  their  own  investigation  the  total  number  of  pupils  enrolled  during  the 
two  years,  1912-13  and  1913-14,  he  said  less  than  300  for  the  two  years.  (286  is  the  correct 
enrollment  for  the  two  years.)  It  was  admitted  by  Mr.  AVilson  that  there  are  not  337  "live 
records,"  and  further  that  the  original  investigators  had  failed  to  note  that  a  pupil  who  had 
spent  two  or  three  years  in  the  school,  including  its  antecedent,  the  Wisconsin  Academy, 
would,  have  two  or  three  cards,  each  year's  work  being  recorded  on  a  separate  card.  Then 
it  was  admitted  bv  Mr.  Wilson  that  a  year's  record,  dating  back  to  1910-1911,  would  not 
appear  on  the  back  of  the  card.  It  was  admitted  by  Mr.  Wilson  that  the  installation  of  the 
new  system  adequatelv  explains  the  gaps  between  the  earlier  and  the  later  groups  of  records. 
It  was  admitted  by  Mr.  Wilson  that  data  were  recorded  on  the  front  of  the  cards,  referring 
back  to  the  administration  of  the  Wisconsin  Academy,  before  the  University  took  over  the 
school. 

Furthermore,  it  was  explained  that  the  card  now  used  for  permanent  record  was  not  adopted 
until  late  in  the  year  1912-1913,  and  that  the  printing  was  not  done  until  the  close  of  school 
in  June,  1913.  This  accounts  for  the  fact  that  no  data  appear  on  the  back  of  the  cards  for 
the  year  191'2-1913.  This  was  admitted  by  Mr.  Wilson  as  a  perfectly  logical  situation  in  the 
light  of  changes  made  in  a  system  of  keeping  records. 

"Furthermore,  it  was  admitted  by  Mr.  Wilson  that  the  original  investigators  failed  to 
examine  the  data  recorded  in  jiermanent  form  on  the  back  of  the  complete  set  of  cards  for 
1913-1914.  This  set  of  cards  was  exactly  three  and  one-half  inches  behind  the  cards  which 
were  examined,  the  face  of  which  cards  had  not  been  filled  in  for  the  reason  that  the  final 
transfer  of  data  from  the  individual  report  cards  of  teachers  had  not  been  made. 

This  is  a  serious  omission  on  the  part  of  Mr.  Allen  and  his  assistants  and  must  raise  the 
element  of  doubt  as  to  the  adequacy  and  reliability  of  their  last  report. 

It  was  further  explained  to  Messrs.  Wilson  and  Reber  that  the  pupils  enrolled  for  1914- 
1915  had  filled  out,  under  close  supervision,  the  identical  permanent  card  on  which  during  the 
year  the  historv  of  each  pupil  will  be  recorded  and  on  the  back  of  which  at  the  close  of  the 
year,  the  marks  in  subjects,  etc..  will  be  entered — precisely  the  same  procedure  that  was 
followed  last  vear. 

The  fact  of  significance  in  this  connection  is  the  fact  admitted  by  Mr.  Allen  s  assistants 
that  the  original  investigators  made  no  examination  whatever  of  the  permanent  file  for 
1913-1914  in  which  they  could  have  found  the  data  of  enrollment  and  registration.  It  is  no 
fault  of  the  University  that  this  was  not  done.    This  was  admitted  by  Mr.  Wilson. 

"(b)  Xo  attendence  record  is  kept." 

It  was  admitted  by  Mr.  Wilson  that  an  exact  record  of  absences  is  kept,  and  that  the 
method  of  filing  excuse  forms  was  an  accurate  method  of  recording  attendance.  Each  separate 
pupil's  absence  record  is  on  file  in  alphabetical  order.  Every  item  of  enrollment  and  regis- 
tration was  on  file  in  permanent  form  for  1913-1914  in  the  set  of  cards  omitted  in  the  first 

666 


Exhibit  23 

examination.  But  the  contention  of  Mr.  Allen  is  that  an  adequate  record  of  attendance 
can  be  secured  only  by  keeping  from  day  to  day  an  account  of  pupils  who  are  actually  present 
in  their  classes.  E.g.,  if  a  teacher  has  150  pui)ils  registered  and  ?>  are  absent  on  a  given  day 
the  proper  method  is  to  make  147  entries.  Mr.  .Mien  and  his  co-workers  refuse  to  believe  that 
3  entries  for  the  3  pupils  absent  (an  absence-recordj  constitutes  an  attendance  record. 

"(c)  Absence  record  as  kept  in  the  principal's  office  is  made  uj)  from  teachers'  daily  class 
absence  reports.  These  slijjs  are  filed  together  without  order,  are  in  manv  cases  illegibly 
written  and  they  do  not  agree  with  teachers'  class  records." 

Absence  records  are  not  made  from  the  teachers'  dailv  class  absence  re|)orts.  The  procedure 
is  as  follows:  The  attendance  slips  are  turned  in  bv'the  teachers  for  the  purpose  of  giving 
immediate  information  concerning  absences.  These  slips  serve  their  full  purpose  anrl  fimc- 
tion  ever>'  day.    The  excuse  ticket  is  the  means  of  making  up  absence  reports. 

"(d)  No  current  summaries  are  kept." 

The  statement  is  not  true;  current  summaries  are  kept.  The  complete  absence  record  is 
on  file,  together  with  enrollment  and  registration  data.    This  was  admitted  by  Mr.  Wilson. 

"(e)  Enrollment  cards  are  made  out  carelessly,  writing  at  times  illegible,  information  in- 
complete and  uncertain.  Date  of  birth  missing  in  only  a  few  cases  but'frequentlv  only  vear 
given." 

The  criticism  in  this  connection  is  not  based  upon  the  permanent  file  for  l*H.3-191l. 

Nothing  in  the  following  charges  (from  (f)  on)  is  based  on  the  vear  1912-1913.  This  was 
admitted  by  Mr.  Wilson. 

"(f)  Date  of  enrollment  generally  did  not  show  year." 

Date  of  enrollment  does  show  year  in  the  set  not  examined  and  showed  this  fact  last  July 
when  the  original  investigators  w^ere  present. 

"(g)  Each  year's  records  merely  a  stack  of  cards  with  an  elastic  band  around  them." 

Answered  in  University's  first  reply  (made  by  President  Van  Ilise,  see  above).  Nothing 
arose  in  this  connection  of  any  consequence,  except  to  show  that  the  material  which  was 
exarnined  was  the  material  that  is  utilized  in  the  office  for  immediate  purposes  of  daily  man- 
agerial w^ork,  and  that  the  permanent  record  of  enrollment  and  registration  was  not  examined. 
Admitted  by  Mr.  Wilson. 

"(h)  In  67  out  of  152  cases  schedules  shown  on  enrollment  cards  did  not  agree  with  class 
report  cards." 

It  was  also  admitted  by  Mr.  Wilson  that  the  material  which  is  utilized  in  completing  the 
permanent  record  was  available  and  in  order.  The  purpose  of  each  file  was  explained  and 
Mr.  Wilson  accepted  the  explanation  as  being  clear.  The  class  books,  it  was  admitted  by  Sir. 
Wilson,  need  not  be  used  except  in  case  of  doubt.  The  individual  study  caids  are  used  for 
convenience  in  transacting  managerial  work.  Temporary  enrollment  cards  are  used  in  the 
same  manner.  The  permanent  enrollment  card  is  used  in  making  up  attendance  summaries. 
The  absence  slips  handed  in  daily  serve  their  pur|)ose  when  the  daily  absence  record  is  sum- 
marized.   All  these  points  were  admitted  by  Air.  Wilson. 

"(i)  Withdrawals  are  noted  on  margin  or  back  of  enrollment  cards,  dates  often  not  given 
or  uncertain  or  not  noted,  and  by  month  without  the  day." 

Admitted  by  Mr.  Wilson  that  the  original  examination  did  not  cover  the  material  available. 
Mr.  Wilson  was  shown  card  after  card  in  the  permanent  set  for  1913-191 1,  available  last 
July,  showang  precisely  opposite  facts.  lie  admitted  that  an  examination  of  the  permanent 
enrollment  card  instead  of  the  temporary  card  used  for  managerial  purposes  would  have 
revealed  a  totally  different  situation. 

"(j)  Course  cards  found  for  which  no  enrollment  cards  were  found." 

With  regard  to  no  part  of  the  interview  does  Mr.  Allen  do  so  much  injustice  to  Mr.  Wilson's 
memory  as  that  relating  to  (j).  Mr.  Wilson  and  Mr.  ilugh  Heber  were  requested  by  Mr. 
Miller  to  furnish  specifications.     Let  us  examine  them  in  order: 

The  basis  for  assertion  "Course  cards  found  for  which  no  enrollment  cards  were  found" 
is  the  discovery  of  one  card  out  of  851  separate  cards  on  file.  This  was  the  card  of  Guv 
Blodgett. 

Following  is  a  facsimile  of  this  card,  the  (mly  one  upon  which  this  count  rests  according 
to  the  admission  of  both  Mr.  Wilson  and  Mr.  Heber.  Did  Mr.  Allen's  investigators  fail  to 
note  the  significant  fact  that  on  the  face  of  this  card  there  is  written  "No  credit?" 

The   W  isconsin   High   School 

Duplicate  of  No  Ocilit 

The   Universily   t»f   ^  iscoii>*in 

Report  of  Blodgett,  Guy  in  Algebra.  School  year  1913-14. 

W.  W.  HART.  Teacher. 

Date  of  Report,  November  5  Special  Uep«>rt.. 

Scholarship 

(Hi  7 


University  Survky  Rkport 


Trails: 

1.   Industry 

2.  Initiative 

No 

Grade 

this 

time 

Left 

School 

3.  Attention 

4.  Attitude 

5.  I mprovement 

Times  absent    

Times  tardv     

In  scholarship  records,  E  indicates  excellent;  G,  good;  F,  fair;  P,  passable  (not  recom- 
mended for  college  entrance);  N,  failure.  Promotion  is  determined  primarily  on  scholarship 
records.  Each  report  is  an  estimate  of  the  pupil's  work  and  a  record  of  attendance  from  the 
first  day  of  the  school  year  (or  quarter  in  part-year  subjects)  to  the  date  of  the  report. — A, 
B,  and  C  are  usfed  to  indicate  the  rating  in  the  following  traits:  Industry,  initiative,  atten- 
tion, and  improvement.  A  represents  high,  B  a  medium,  and  C  a  low  degree,  quality,  or 
amount  of  trait. 

There  was  no  enrollment  card  for  Guy  Blodgett.  Me  was  in  this  class  and  in  no  other,  two 
or  three  days  just  at  the  time  of  making  up  semi-quarterly  reports.  This  boy  came  to  the 
Principal  and  asked  to  attend  Mr.  Hart's  class  a  day  or  two  to  see  what  he  thought  he  could 
do,  before  enrolling.  Permission  was  granted.  He  decided  not  to  stay.  That  is  the  whole 
story. 

This  one  case,  out  of  851.  is  absolutely  the  only  foundation  for  the  allegation 
"Course  cards  for  which  no  enrollment  cards  were  found."  This  fact  was  admitted  by 
Messrs.  Wilson  and  Reber,  representing  Mr.  Allen. 

"(k)  Enrollment  cards  found  for  which  no  course  cards  were  found." 

In  this  instance  also  Mr.  Allen's  report  does  an  injustice  to  Mr.  Wilson's  memory: 

1.  Mr.  Reber  alleged  that  no  grade  or  course  cards  were  filed  for  Delarme  Grofl".  Miss 
Ward  turned  to  the  identical  file  examined  last  .July  and  presented  them.  Admitted  by 
both  Mr.  Reber  and  Mr.  Wilson  after  considerable  parleying  that  this  was  an  error  of  the 
original  investigator. 

2.  The  second  case  in  support  of  this  count  was  the  name  of  Wilma  Waterhouse.  It  was 
admitted  by  Mr.  Reber  and  Mr.  Wilson  that  this  name  was  never  entered  on  the  roll  of  the 
school  and  that  it  had  in  some  way  slipped  into  the  material  of  the  original  investigators. 

3.  The  case  of  McClain  CoUaday.  The  record  is  clear.  The  set  of  cards  not  examined 
shows  it.     Colladay  was  not  in  school  for  a  sufficient  time  to  earn  credit. 

4.  Helen  Chai,  a  Chinese  girl,  had  no  final  course  cards.  This  is  explained  by  the  fact 
that  she  was  admitted  as  a  visitor  to  get  what  English  she  could.  The  Principal  admitted 
that  there  should  have  been  turned  in  a  card  by  the  teacher  indicating  that  she  was  permitted 
to  visit. 

3.  Kenneth  Sidell  is  cited.  The  record  shows  that  he  entered  May  13,  1914,  his  parents 
having  moved  from  Milwaukee.  He  decided  not  to  continue.  The  enrollment  card  was 
found  among  those  still  in  attendance  as  Mr.  Wilson  points  out.  This  probably  happened 
as  a  result  of  the  entrance  of  the  pupil  toward  the  close  of  the  year.  The  permanent  record — 
the  set  of  cards  not  examined — indicated  clearly  the  facts. 

"(1)  Posting  of  year's  grades  and  records  no{  started  until  after  August." 
Contrary  to  Mr.  Allen's  prediction  that  it  would  take  "some  months,"  the  copying  of 
the  grades  and  the  completion  of  the  records  were  accomplished  within  two  weeks  after  this 
visitof  October  6,  1914. 


The  only  serious  attempt  of  Mr.  Wilson  to  verify  by  means  of  the  class  books  the  record  of 
withdrawal  of  pupils  was  that  relating  to  Edward  Lyon.  The  permanent  record  showed  that 
he  withdrew  April  21,  as  did  also  the  temporary  enrollment  cards  to  which  so  much  attention 
is  directed.  Mr.  Wilson  traced  this  matter  out  in  the  class  books  and  found  that  two  teachers 
had  marked  Edward  Lyon  withdrawn  April  24,  and  in  one  class  book  it  was  not  clear  whether 
the  teacher's  mark  was  April  24  (Friday)  or  April  27  (Monday). 

Upon  this  trifiing  incident  Mr.  Allen  engages  in  an  extended  criticism  of  the  statement  of 
President  Van  Hise,  "that  the  teachers' class  books  would  show  with  perfect  clearness  the 
dates  of  withdrawal."  After  five  minutes  of  diplomatic  negotiations  the  Principal  suggested 
the  phrase  "with  reasonable  clearness,"  which  seemed  to  satisfy  the  investigators. 

The  additional  charge  that  the  medical  inspection  reports  had  not  been  copied  into  the 
permanent  record  is  absurd.  Until  the  school  had  established  itself  in  its  permanent  quarters, 
these  reports  were  not  to  be  copied,  for  the  reason  that  they  are  confidential.  Until  an  oflTice 
was  provided  where  such  material  could  be  placed,  in  a  room  that  could  be  securely  locked, 
these  cards  were  kept  locked  in  the  Principal's  private  desk.  This  was  explained  to  Mr.  Wil- 
son fully. 

The  comment  about  the  class  books  is  foreign  to  the  facts.  Some  of  the  teachers  were 
using  the  books  they  had  used  last  year. 

668 


Exhibit  23 

These  investigators  did  request  a  copy  of  the  attendance  report  for  1912-1913  sent  to 
Mr.  Dudgeon.  The  Principal  rephed  that  he  was  unable  to  lay  his  hands  on  the  re[)ort  at 
that  moment.     The  fact  that  such  a  report  was  made  is  not  denied  by  Mr.  Allen. 

The  essential  omissions  in  Mr.  Allen's  report  of  the  visit  of  Octoijer  (i,  are  the  absence 
records  and  the  set  of  permanent  enrollment  cards  for  1913-1914. 

Any  fair  examination  of  these  two  files  will  eliminate  at  least  nine  (9)  counts  in  the  original 
indictment  in  "Significant  l^'acts." 

Mr.  Wilson  admitted  that  all  the  essential  facts  were  available  and  that  any  com|)elent 
clerk  could  make  up  the  permanent  record  without  the  assistance  of  the  Princii)al.  This 
need  not  be  an  opinion  any  longer.  Miss  Ward  has  comi)leted  the  permanent  file  without 
consulting  the  Principal  on  any  important  matters.  There  is  no  valid  ground  for  Mr.  Allen's 
contention  that  the  records  of  the  Wisconsin  High  School  require  personal  interpretations 
depending  upon  the  memory  of  the  Principal. 

A  partial  statement  of  fact  is  nuide  by  Mr.  Allen  in  said  report  concerning  the  material 
stored  in  the  Olin  barn  for  the  summer  df  191  1. 

The  record-book  for  1911-1912,  and  the  records  of  the  Wisconsin  Academy  were  stored  in 
the  barn,  as  well  as  the  class  books,  and  attendance  rej^ort  for  1912-1913.  The  investigators 
were  informed  last  .July  that  this  material  vvas  available  and  that  a  full  account  must  include 
this  material.  The  declaration  of  Mr.  Allen  that  Mr.  Miller  said  it  would  be  difficult  to  get 
at  this  material  is  incorrect.  Mr.  F-^lwood  of  Mr.  Allen's  stall'  was  informed  on  three  different 
occasions  that  the  Principal  of  the  school  would  go  with  him  and  get  the  material  for  the 
survey.  Mr.  Elwood  simply  replied  to  the  effect  that  "we  will  wait  until  Mr.  Allen  directs 
us  to  do  so." 

Contrary  to  the  repeated  allegation  of  the  representative  of  Mr.  Allen  that  the  careless  way 
of  handling  the  records,  the  illegible  handwriting,  etc.,  must  spell  inefficiency  there  has 
developed  no  difficulty  in  accounting  for  all  the  significant  facts  in  the  management  of  the 
Wisconsin  High  Scliool  for  the  past  two  years. 

Mr.  Miller  showed  that  President  Wan  Hise's  statement  submitted  to  the  State  Board  of 
Public  Affairs  and  the  Regents  of  the  University,  October  2,  191  1.  remains  substantially 
unmodified.  The  only  important  addition  is  that  a  more  detailed  oral  explanation  was  given 
Mr.  Wilson  by  the  Principal  utilizing  the  actual  records  of  the  office  as  objective  material 
for  purposes  of  illustration. 

The  records  of  the  Wisconsin  High  School  are  adequate  to  every  legitimate  demand  placed 
upon  them. 

No  claim  of  absolute  accuracy  in  the  manj'  school  facts  and  incidents  of  the  past  two  years 
is  set  up  by  the  Principal  of  the  Wisconsin  High  School. 

Those  charged  with  the  responsibility  for  the  management  of  the  Wisconsin  High  School 
stand  ready  to  submit  its  record-system  and  methods  of  oj)eration  to  any  grouj)  of  competent 
men  who  are  familiar  with  the  purposes  and  needs  of  a  school  organized  for  the  accomplish- 
ment of  the  ends  sought  in  the  Wisconsin  High  School  of  the  University  of  Wisconsin. 

VI.  SUMMARY  COMMENT 

The  general  temper  of  Mr.  Allen,  throughout  this  exhibit  and  its  supplements,  is  that  of 
petty,  repetitious  fault-finding  and  constant  scolding.  He  repeatedly  appeals  to  his  "facts" 
in  justification  of  his  conclusions,  yet  the  favorite  method  employed  for  laying  the  foundation 
of  his  arguments  is  to  take  a  series  of  unrelated  circumstances,  interspersing  these  with  halt 
truths,  and  binding  the  whole  together  with  a  mixture  of  i)ersonal  bias  and  fanciful  imagina- 
tion. Moreover,  it  goes  further  than  most  of  the  other  exhibits  in  its  adroit  and  veiled  attempt 
to  attach  personal  discredit  upon  certain  Universitv  oflicials.  Mr.  .Mien  declares  earlv  in 
exhibit  23,  that 

"So  important  a  project  as  the  course  for  the  training  of  teachers  including  the  plans 
for  the  Wisconsin  high  school  was  taken  up  directly  by  the  dean  and  president  with  one 
member  of  the  department  )f  education  not  yet  director  of  the  course  without  consulting 
other  members  and  later  with  this  same  member  of  the  department  after  he  had  been 
named  as  director  of  the  course." 
What  is  his  motive  for  disregarding  and  concealing  the  essential  fai-ls  that  the  Course  for 
the  Training  of  Teachers  was  established  in   lun;.',  1907.  as  the  result  of  a  report  of  a  large 
faculty  committee;  of  which  the  director  referred  to  by  Mr.  Allen  in  the  foregoing  paragraph 
was  not  a  member?     What  is  his  motive  for  disregarding  and  concealing  the  fact  that  the 
project  for  a  demonstration  school  in  the  University  luui  been  a  recognized  and  frequently 
discussed  part  of  the  iirogramme  of  development  of  the  department  of  education  and  the 
training  of  teachers  for  a  number  of  years  both  within  and  outside  of  the  Universitv  before 
the  establishment  of  the  Wisconsin  High  School?     What  is  his  motive  for  disregarding  and 
concealing  the  essential  fact  that  prior  to  any  definite  action  regarding  the  school,  the  impor- 
tant questions  of  its  organization  and  programme  of  instruction,  of  the  location  of  the  building 
and  of  the  preliminary's  well  as  of  the  comi)leted  plans  were  laid  before  the  faculty  members 
chiefly  concerned,  and  fully  discussed?     Evidently  other  motives  have  iirmupted  Mr.  .Mien 
than  those  of  an  effort  to  place  before  the  l^oard  of  Public  .MTairs  and  the  peojile  of  this  state 
a  sane,  unprejudiced,  and  intelligent  statement  of  the  situation  and  the  problem. 

The  feature  of  the  situation  most  to  be  regretted  is  that  any  elTort  Mr.  .Mien  has  made  in 
his  report  to  render  a  service  for  the  betterment  of  the  training  of  teachers  in  the  L'niversity 
has  been  nullified  by  the  constancy  of  his  destructive  criticism.     He  has  declared  in  Part  I 

669 


Umversity  Survey  Report 

of  his  report  that  "the  purpose  of  this  particular  survey  has  been  not  to  api)raisc  but  to  answer 
specific  questions  and  to  find  specific  opportunities  for  helping.  .  ."  Yet  he  presumes,  with 
an  astonishing  arrogance,  to  appraise,  directly  anci  indirectly,  practically  every  university 
activity  with  which  he  deals.  Again  he  declares  (exhibit  3,  sec.  2),  "Neither  commendation 
of  classroom  instruction  in  the  university  as  a  whole  nor  criticism  of  classroom  instruction  in 
the  university  as  a  whole  is  offered.  Nor  is  any  generalization  made  as  to  the  4.'52  classes 
observed."  In  spite  of  this,  again  and  again,  he  criticises  and  generalizes  concerning  large 
grou])s  of  courses  and  instructors.  That  these  criticisms  and  generalizations  have  no  sound 
foundation  is  fully  shown  in  the  university  comment  upon  section  2  of  Allen  exhibit  .'5,  which 
is  entitled  "I^lliciency  of  University  Teaching."  The  reply  of  the  university  architect  to 
the  strictures  upon  the  construction,  arrangement,  and  hygiene  of  the  Wisconsin  High  School 
building  (as  presented  in  section  IV  of  this  present  comment)  is  more  than  suflicient  to  raise 
serious  doubts  as  to  the  validity  of  Mr.  Allen's  peculiar  methods  of  producing  conclusions  and 
rendering  judgments. 

In  view  of  the  unreliable  and  misleading  character  of  the  exhibit,  the  University  has  come 
to  share  the  judgment  generally  held  by  the  leaders  in  American  education  that  the  methods 
emph:)yed  by  Mr.  Allen  have  led  to  findings  entitled  to  very  little  confidence,  and  unusable 
as  a  basis  for  constructive  development.  In  respect  to  the  study  of  the  very  important  prob- 
lem of  the  training  of  teachers,  Mr.  Allen  has  failed  with  a  characteristic  completeness  to 
utilize  a  large  opportunity  to  render  a  real  service. 

(Signed)  EDWARD  C.  ELLIOTT. 


670 


EXHIBIT  21 
Section   1 

FACULTY  MACHINERY  FOR  INVESTIGATING  AND  GOVERNING 

Two  chief  alternatives  confront  the  survey  in  prcsentini?  to  the  State  Board  of  Public 
Affairs  and  the  legislature  the  section  on  faculty  government: 

1.  The  law  and  the  practice  might  be  described  in  detail  as  the  basis  for  constructive 

suggestion. 

2.  Assuming  that  knowledge  of  the  law  and  the  practice  is  in  the  possession  of  law- 

makers, of  regents,  and  of  taxpayers,  faculty  and  administrative  officers,  the  survey 
may  without  detailed  description  submit  constructive  suggestions. 

The  second  alternative  is  chosen  by  the  survey  to  save  time  and  to  insure  directness. 

Faculty  organization  has  been  involved  in  practically  every  study  made  by  the  university 
survey.  Some  of  the  next  steps  suggested  have  to  do  with  the  way  in  which  the 
faculty  may  act,  regardless  of  the  kind  of  organization  or  machinery  used.  Other 
steps  suggested  in  other  sections  of  the  report  indicate  defects  inherent  in  the  par- 
ticular machinery  used  by  the  university,  rather  than  in  the  way  the  machinery 
works.  What  seem  to  the  survey  to  be  defects  of  machinery-  is  the  first  subject 
for  consideration. 

Difficulties  inherent  in  present  organization 

The  university  faculty  as  at  present  constituted  is  too  large  either  for  deliberation  or  for 
administration.  For  deliberation  it  numbers  roughly  670  (26%  larger  than  the 
congress  of  the  United  States)  for  all  members  of  the  faculty  of  whatever  rank  are 
entitled  to  participate.  P'or  administration  it  numbers  roughly  250  including  only 
three  grades  of  professorial  rank  who  are  entitled  to  vote. 

To  say  that  the  whole  faculty  rarely  attends  a  meeting  is  an  argument  for  not  calling  the 
small  minority  the  university  faculty.  It  is  not  a  reason  for  calling  a  self-elected 
group  who  attend  the  meeting  representative  .of  the  larger  number  who  do  not 
choose  to  attend. 

To  say,  as  the  university  has  said,  that  the  university  faculty  has  as  much  information 
before  it  acts  as  other  large  legislative  assemblies  have,  does  not  show  that  it  has 
enough  information,  or  that  either  it  or  other  large  legislative  assemblies  are  so 
constituted  as  to  secure  information  necessary  to  intelligent  action. 

The  university  faculty  is  large  not  by  accident  but  because  of  a  frankly  stated  belief  that 
in  the  long  run  the  university  will  be  more  democratically  governed  and  faculty 
members  more  fairly  represented  if  neither  power  nor  responsibility  is  delegated  to 
smaller  bodies. 

This  belief  rests  upon  the  assumption  which  is  rapidly  being  abandoned  in  the  United 
States,  with  regard  to  city,  county,  state,  and  national  government,  that  represen- 
tation increases  with  the  number  of  representatives. 

Yet  the  university's  departments  of  political  science  and  history  are  teaching  hundreds  of 
students  each  year  that  many  monarchies  alTord  greater  representation  to  citizens 
than  do  many  democracies;  that  representation  through  mass  meeting  often  means 
in  effect  disfranchisement;  that  the  representation  which  reiiresents  is  representa- 
tion through  information  and  ideas,  rather  than  through  speech-making  or  physical 
presence. 

For  a  member  of  the  faculty  to  be  present  at  a  faculty  mass  meeting  gives  no  assurance 
whatever  that  he  is  even  representing  himself,  because  unless  he  has  information 
and  unless  the  majority  vote  is  based  on  information,  the  accident  of  debate  may 
cause  him  to  misrepresent  his  own  and  his  department's  interests. 

Deliberation  is  not  secured  by  the  large  faculty.  On  the  contrary,  what  is  called  delibera- 
tion by  those  who  do  the  speaking  is  called  declamation  and  ennui  by  the  much 
larger  number  who  sit  and  listen. 

An  assembly  of  over  600  for  which  one  year's  meetings  (191i5-ll)  record  the  names  of  only 
31  men  who  made  motions  or  submitted  reports,  and  only  13  participating  more 
than  twice,  can  hardly  be  called  a  deliberative  assembly. 

The  benefits  of  the  university  faculty  which  are  mentioned  by  the  faculty  members  to  the 
survey  are  summarized  in  a  later  section  of  this  exhil)it.  Most  of  them  can  be  more 
easily  and  effectively  realized  in  other  ways  than  through  mass  meetings  to  which  the 
mass  prefers  not  to  come. 

Getting  acquainted  with  colleagues  could  be  better  accomplished  through  social  meetings 
and  could  be  equally  well  accomplished  through  convocations. 

The  inspiration  tha;t  results  from  hearing  men  of  power  discuss  vital  questions  could  be 
secured  from  meetings  where  the  purpose  was  to  discuss  vital  questions  and  not  to 
dispatch  faculty  business. 

671 


University  Survey  Report 

For  doing  business,  a  small  body  could  work  with  greater  dispalcii  and  would  be  almost 
certain  to  work  with  methods  calling  for  more  information. 

It  is  only  with  the  business  side  of  faculty  meetings  that  the  survey,  or  the  legislature,  or 
the  regents  may  reasonably  concern  themselves.  Whatever  social  gatherings  or 
inspirational  meetings  or  debates  the  university  faculty  chooses  to  organize  is 
nobody's  business  but  the  faculty's.  The  way  in  which  the  fac  ulty  chooses  to  do  the 
i)usiness  which  the  regents  have  delegated  to  the  faculty  is  a  matter  of  vital  concern 
to  the  regents  and  to  the  legislature.  As  a  machine  for  dispatching  business,  for 
asking  c[uestions,  for  testing  answers  and  cjuestions,  for  securing  action  in  accor- 
dance with  decisions,  an  administrative  body  of  cither  600  or  100  members  is  al- 
together too  large  and  too  diffusive. 

It  is  suggested  that  the  regents  constitute  a  university  faculty  for  dealing  with  university 
problems  committed  to  the  faculties,  as  follows: 

1.  One  group  of  seven  to  represent  the  faculty  in  consideration  of  matters  of  educational 

policy. 

2.  One  group  of  seven  to  represent  the  faculty  in  consideration  of  matters  of  administra- 

tion. 

3.  A  joint  faculty  of  15  members  to  consist  of  the  two  groups  above  mentioned  and  the 

l)resident  of  the  university  acting  as  presiding  officer,  to  correlate  results  of  work 
by  the  two  separate  groups. 

4.  This  joint  group  of  14  \o  be  elected  by  the  whole  faculty  body,  one  each  from  the 

five  instructional  ranks,  plus  one  each  from  the  agricultural  course,  engineering 
course,  course  for  the  training  of  teachers,  medicine,  law.  chemistry,  commerce  and 
two  at  large. 

The  details  of  such  organization  could  be  quickly  worked  out  if  the  principle  is  approved, 
and  adopted.     Precedent  exists  in  many  state  universities,  including  Minnesota. 

A  continuing  memory  could  be  secured  by  having  only  a  small  number  of  the  members 
retire  each  year. 

The  principles  of  referendum,  initiative  and  recall  might  easily  be  applied. 

Convocations  for  consideration  of  definite  proposals  submitted  by  the  smaller  faculty 
could  furnish  the  strong  points  of  the  present  university  faculty  meetings  while 
avoiding  the  ineffective  points. 

General  participation  could  be  secured  by  committee  assignments  under  the  more  definite 
supervision  and  exactions  of  a  small  central  faculty  or  council  who  have  in  November 
1914,  no  fewer  than  670  available  workers  or  committeemen,  250  of  professorial 
rank. 

Finally,  if  faculty  members  felt  that  by  raising  cjuestions  or  making  proposals  their  con- 
tributions would  become  the  subject  of  special  study  and  administrative  attention 
by  a  central  body,  there  is  reason  to  believe  that  the  university  would  receive 
numerous  constructive  suggestions  and  helpful  criticisms  which  present  machinery 
does  not  invite. 

College  faculties 

Whatever  advantages  or  disadvantages  there  are  in  a  university  faculty  which  includes 
all  members  of  the  instructional  staff,  for  the  most  part  exist  also  in  the  college 
faculties. 

Granted  that  coming  together  is  a  desirable  thing  in  itself,  it  is  also  true  that  the  coming 
together  of  a  few  people  for  dispatching  business  is  more  effective  than  the  coming 
together  of  a  large  number. 

Central  faculties  or  councils  for  colleges  to  attend  to  routine  matters  and  to  do  the  sifting 
and  analvzing  and  organizing  of  information  would  make  it  worthwhile  where  it  now 
does  not  seem  worthwhile  for  faculty  members  to  put  their  individual  suggestions 
or  criticisms  into  a  central  reservoir  or  clearing  house. 

In  the  colleges  as  in  the  university  as  a  whole  fewer  meetings  of  the  faculties,  and  meetings 
for  action  upon  carefully  gathered,  carefully  sifted  and  carefully  organized  informa- 
tion, would  do  much  to  further  team  work,  community  interest  and  individual 
accountability. 

If  the  regents  should  doubt  the  advisability  of  effecting  by  legislation  a  change  in  the 
method  by  which  academic  men  shall  work  together  without  first  receiving  requests 
from  them  for  such  legislation,  it  is  suggested  that  indirectly  and  almost  as  quickly 
the  same  result  may  be  accomplished  if  the  regents  will  require  the  changes  in  pro- 
cedure mentioned  elsewhere  regarding  budget,  investigations,  etc.,  (exhibits  33,  35, 
et  al.) 

As  soon  as  the  various  faculties  are  required  to  make  thorough  investigations,  to  include  i  n 
reports  for  advanced  distribution  a  digest  of  essential  information,  to  keep  a  calendar 
of  unfinished  business  and  more  complete  record  of  proceedings,  it  will  promptly 
become  apparent  to  the  faculty  that  the  present  machinery  makes  practically  im- 
possible those  results  which  it  was  originally  desired  to  secure. 

Organization  of  department  faculties 

The  immediate  government  of  each  department  is  vested  in  a  departmental  committee 

672 


Exhibit  24 

consisting  of  all  the  members  of  professorial  rank.  This  committee  has  jurisdiction 
over  all  the  interests  of  the  department  with  power  to  determine  all  questions  of 
educational  and  administrative  policy  pertainin.^  to  the  department. 

Among  the  powers  and  duties  of  the  dej)artmental  committee  specified  in  the  laws  of  the 
regents  are  recommendations  regarding  the  annual  budget,  appointments,  dismissals 
and  promotions.  That  part  of  departmental  government  which  concerns  the  annual 
budget,  appointments,  dismissals,  promotions  and  salaries  is  entrusted  to  the  per- 
manent members  of  the  several  faculties — that  is,  the  full  and  associate  professors. 
The  assistant  professors  have  equal  voice  in  other  departmental  matters. 

Those  of  non-professorial  rank,  instructors  and  assistants,  may  attend  departmental 
meetings  and  may  participate  in  discussion  but  may  not  vote. 

There  is  no  individual  head  of  a  department.  A  departmental  committee  is  the  adminis- 
trative head. 

An  official  representative,  appointf'd  by  the  dean  "after  consultation  with  the  president 
of  the  university  and  with  the  departmental  committee,"  is  provided  for  each 
department,  but  he  is  not  an  administrative  head.  His  work  is  clerical  rather  than 
executive. 

The  definition  of  duties  on  page  133  of  laws  of  regents  does  not  provide  that  anyone  in  the 
university  shall  know  whether  or  not  the  chairman  has  done  what  he  is  supposed  to 
do.  Some  of  the  duties  seem  incompatible  with  the  government  of  a  department  by 
the  departmental  committee.  For  example,  before  a  new  course  of  study  is  an- 
nounced it  must  receive  the  aj^proval  of  the  chairman  of  the  department;  the  chair- 
man makes  the  annual  statement  of  activities  and  needs  of  the  department,  which 
duty  as  stated  does  not  require  that  the  department  shall  know  what  needs  the 
chairman  has  emphasized;  and  he  has  charge  of  departmental  announcements  in  the 
catalogue  or  other  university  publications. 

As  is  later  shown  departments  are  differently  organized.  Some  meet  oftener  than  others; 
some  keep  minutes;  some  do  not.  That  there  are  too  many  departments  has  also 
been  indicated. 

The  details  regarding  each  department's  organization  have  not  been  obtained  by  the 
survey,  partly  for  want  of  time,  but  chiefly  because  there  seemed  little  profit  in 
studying  details  of  different  departments  when  the  relation  of  departments  to  the 
governing  body  of  the  university  and  the  relation  of  the  several  departments  through 
college  and  university  faculties  seemed  to  be  organized  in  ways  which  present 
inherent  obstacles  to  efficiency. 

Unless  those  responsible  for  voting  the  university  budget  obtain  information  which  here- 
tofore they  have  not  obtained,  it  is  of  minor  consequence  whether  or  not  within 
departments  the  information  exists  (exhibit  33). 

Unless  the  results  and  methods  of  research  are  to  be  ascertained  currently  by  the  deans  and 
the  president  and  the  regents,  it  is  of  minor  consequence  how  a  department  chairman 
discharges  the  duty  "to  see  that  all  necessary  records  of  teaching  and  research  of 
the  department  are  properly  kept  and  are  always  accessible  to  the  proper  authori- 
ties" (exhibit  4). 

Unless  the  administrative  officers  are  to  ascertain  what  is  done  by  departmental  meetings 
and  departmental  committees,  the  paper  organization  of  a  department  is  of  little 
interest  because  there  is  no  premium  put  upon  efficient  organization  or  efficient 
execution. 

Rotation  of  appointment  is  not  now  compulsory.  In  view  of  the  fact  that  the  chairman 
is  largely  a  clerical  representative  or  intermediary,  would  not  a  rotating  appoint- 
ment be  more  likely  to  bring  out  the  best  qualities  in  other  members  of  the  depart- 
ment, better  than  will  successive  appointment  of  the  same  chairman? 

If  recommendation  made  elsewhere  that  course  be  substituted  for  department  as  a 
unit  of  administration  be  adopted,  it  would  be  important  to  have  directors  of 
courses  given  powers  and  duties  of  direction. 

It  is  suggested  that  a  committee  of  faculty  members — preferably  not  to  include  chairmen 
other  than  chairmen  appointed  for  the  first  time  this  year — be  asked  to  report  upon 
the  extent  to  which  faculty  members  now  find  the  present  organization  and  procedure 
of  departments  satisfactory. 

It  is  further  suggested  that  the  regents  ask  the  administrative  officers  of  the  university 

(1)  to  ascertain  how  different  dei^artment  chairmen  have  construed  the  expression 
"all  necessary  records  of  teaching  and  research"  to  be  kept  for  each  department; 

(2)  to  see  in  what  if  any  instances  chairmen  have  been  appointed  by  deans  without 
consulting  the  president  and  department  members  of  professorial  rank. 

In  addition,  it  is  suggested: 

1.  That  before  passing  upon  budget  estimates,  promotions,  salary  increases,  etc.,  for  the 
next  year,  the  regents  ask  for  a  statement  from  each  department  showing  how  many 
meetings  have  been  held  by  each  department  for  discussion  of  these  points,  and 
what  full  and  associate  professors  were  present  at  these  meetings,  as  per  section  8, 
chapter  2  of  the  laws  of  regents.  In  reply  to  the  survey's  question:  "\Vas  the 
budget  taken  up  at  a  departmental  meeting?"  13  out  of  31  department  chairmen 
answered  unqualifiedly,  "No."  The  salary  budgets  for  these  13  departments  for 
1914-15  totaled  $151,729,  ranging  from  $4,500  to  $30,675— two  under  $5,000;  six 
between  $5,000  and  $10,000;  two  between  $11,000  and  512,000;  one  over  $19,000; 
one  over  $24,000;  and  one  over  $30,000. 

673 

Stm.— 43 


University  Survey  Report 

Of  these  13  departments,  five  chairmen  reported  that  no  time  was  spent  by  any  other 
member  of  the  department  in  a  consideration  of  the  budget;  another  reported 
"little"  time;  three  others  reported  two  or  three  hours  for  one  or  more  memt)ers  of 
the  department;  four  others  reported  indefinitely  or  failed  to  answer. 

2.  That  the  regents  provide  for  analysis  of  the  detailed  reports  submitted  to  the  survey 

by  departmental  chairmen  in  answer  to  questions  regarding  the  work  of  chairmen, 
departmental  organization,  etc. 

3.  That  the  business  manager  be  asked  to  report  upon  the  adequateness  of  departmental 

minutes  and  records  of  research  and  teaching,  so  far  as  each  departmental  activity 
relates  to  subjects  which  later  come  before  the  regents  directly  and  indirectly  among 
requests  for  budget  allowances,  changes  of  laws  and  by-laws,  etc. 

UNIVERSITY    COMMENT    ON    ALLEN   EXHIBIT   24,    SECTION    1,   ENTITLED 
"FACULTY   MACHINERY   FOR   INVESTIGATING  AND   GOVERNING" 

General  comment 

In  this  section  Dr.  Allen  proposes  a  radical  change  in  faculty  organization  and  procedure . 
The  difficulty  of  such  a  change  is  a  matter  fully  recognized  by  those  who  are  familiar  with  the 
subject. 

There  is  no  doubt  that  the  large  and  democratic  faculty,  per  se,  has  real  and  evident  weak- 
nesses. Some  of  the  members  of  the  faculty  of  the  University  of  Wisconsin  have  long  recog- 
nized this;  many  changes  have  been  considered,  and  some  have  been  made. 

One  of  the  members  of  this  sub-committee  has  been  desirous  ot  modifications,  but  he 
wishes  to  place  on  record  here  the  inspiration  and  education  that  he  has  received  from  the 
faculty  meetings  at  Wisconsin,  and  the  delight  he  has  felt  in  being  a  member  of  such  a  faculty 
after  having  served  a  number  of  years  in  a  faculty  with  a  senate  organization,  such  as  Dr. 
Allen  wishes  to  have  introduced  here. 

Radical  changes 

In  all  growing,  vital  organizations,  changes  are  necessary  from  time  to  time.  The  problem 
is  to  make  necessary  changes  without  sacrificing  the  advantages  of  the  actual  system.  Every- 
one familiar  with  the  history  of  society  knows  that  radical  changes  in  government  are  seldom 
wise  and  usually  lead  to  reaction.  Dr.  Allen  sets  up  "two  chief  alternatives"  in  discussing 
faculty  government. 

"1.     The  law  and  the  practice  might  be  described  in  detail  as  the  basis  for  constructive 
suggestion. 
2.     Assuming  that  knowledge  of  the  law  and  practice  is  in  possession  of  law-makers,  of 
regents,  and  of  taxpayers,  faculty  and  administrative  officers,  the  survey  may  with- 
out detailed  description  submit  constructive  suggestions." 
In  the  judgment  of  the  university.  Dr.  Allen  was  unwise  in  choosing  the  second  alternative 
as  the  basis  of  his  comment.     He  should  not  assume  "that  knowledge  of  the  law  and  practice 
is  in  the  possession  of  law  makers.    .    .    and  of  tax-payers,"  because  they  do  not  usually 
have  this  knowledge.    But  if  he  had  set  forth  in  detail  the  present  faculty  procedure  with 
its  general  use  of  administrative  committees,  his  report  would  have  lost  much  of  the  plausi- 
bility which  it  seems  to  possess. 

Abolition  of  the  facvilty 

The  University  fears  that  such  concentration  of  faculty  control  as  Dr.  Allen  suggests 
would  injure  more  than  it  would  help  by: 

1.  Driving  strong  men  out  of  the  faculty. 

2.  Destroying  the  feeling  of  intellecutal  freedom  in  the  faculty. 

3.  Weakening  the  faculty  feeling  of  participation  in  university  affairs. 

4.  Standardizing  units  that  can  function  best  by  remaining  dissimilar. 

No  measure  of  "efficiency"  involving  radical  changes  should  be  substituted  until  its  con- 
sequences are  clearly  shown  to  be  for  good,  for  "efficiency"  is  in  itself  the  least  valuable  of 
university  products  and  is  never  worth  so  much  as  inspired  teaching  and  productive  research. 

Advantages  of  present  faculty  system 

Whatever  may  be  its  defects,  the  present  plan  of  organization  has  advantages  which  are 
not  afforded  by  any  of  the  other  methods  which  have  been  followed  elsewhere. 

L     In  the  discussions  in  faculty  meetings  the  members  learn  to  know  which  are  the 

strong  men,  and  which  are  the  right  men,  for  leadership — knowledge  that  is  all 

important  when  the  faculty  is  so  large  and  its  interests  are  so  divergent  that  such 

knowledge  can  be  gained  in  no  other  way. 
2.     The  younger  members  of  the  faculty  receive  a  training  and  gain  an  experience  which 

assures  a  constant  supply  of  well-informed  strong  men  to  carry  on  the  work  of  the 

faculty. 

674 


ExHiBii  24 

3.  The  present  scheme  of  faculty  government  and  control  leads  to  the  concentration  of 
leadership  and  influence  among  those  who  are  interested  in  faculty  matters  and 
attend  faculty  meetings,  whose  ability  is  trained  through  experience,  who  have 
earned  the  confidence  of  faculty  and  colleagues,  and  who  constitute,  through  their 
devotion  to  university  alTairs,  a  virtual  committee  of  faculty,  college,  or  department. 
And  this  sort  of  leadership  is  what  the  State  and  the  University  desire,  however 
it  may  be  obtained. 

The  "committee  of  fourteen" 

The  proposal  of  a  Committee  of  Fourteen  when  analyzed  more  closely,  is  seen  to  have 
certain  fundamental  defects. 

1.  The  division  into  two  committees,  one  for  education  and  one  for  administration,  is 

another  indication  of  Dr.  Allen's  tendency  to  belittle  the  educational  function  of  the 
University  and  to  assume  that  questions  of  University  policy  should  be  viewed 
wholly  from  an  administrative  standpoint.  In  the  University  all  administrative 
activity  should  be  planned  to  enhance  educational  activities,  which  are  the  para- 
mount duty  of  the  University. 

2.  On  a  Committee  of  Seven  to  consider  educational  matters  it  would  be  impossible  to 

have  representatives  sufficiently  acquainted  with  all  the  many  and  diverse  educa- 
tional  interests.     Such  a   Committee  of  Seven  would   have  to  legislate  without 
adequate  personal  knowledge. 
Dr.  Allen's  ideal  in  organization  is  evidently  that  of  a  large  manufacturing  plant,  but  his 
proposals  would  not  meet  with  the  approval  of  the  heads  of  such  a  plant. 

The  present  form  of  government  will  constantly  be  modified  by  evolution,  as  it  has  been 
in  the  past.  It  is  to  be  hoped  that  it  may  never  be  wrecked  by  revolution,  such  as  Dr.  Allen 
recommends.  This  matter  is  more  fully  discussed  in  the  university  comment  upon  Dr. 
Allen's  (summary)  report. 

College  faculties 

Dr.  Allen  passes  from  the  consideration  of  the  general  faculty  to  the  ^college  faculties 
with  the  statement  that 

"Whatever  advantages  or  disadvantages  there  are  in  a  university  faculty  which  inculdes 
all  members  of  the  instructional  stall,  for  the  most  part  exist  in  the  college  faculties." 

But  in  the  College  of  Engineering  there  were  last  year  only  about  30  voting  members; 
in  Law,  about  10;  in  Agriculture,  including  those  in  Home  Economics,  about  40;  in  Medicine, 
about  12;  in  Letters  and  Science,  about  150.  In  no  one  of  the  smaller  colleges  is  the  faculty 
membership  too  large  for  the  proper  deliberation  and  dispatch  of  business:  yet  Dr.  Allen 
would  abolish  all  college  faculties. 

Organization  of  department  faculties 

Under  this  heading  there  are  several  statements  which  are  open  to  objection,  but  only 
three  will  be  discussed  here. 

1.  Departmental  organization,  for  which  changes  are  suggested,  was,  some  years  ago, 

considered  by  a  large  committee,  and  the  subject  of  improvements  in  organization 
was  thoroughly  studied,  with  the  existing  arrangement  as  the  outcome.  Expres- 
sions of  dissatisfaction  with  the  old  system  of  executive  heads  were  sought  and 
weighed.  Causes  of  discontent  were  removed  as  far  as  possible.  It  was  found 
inexpedient  to  introduce  uniformity  in  departmental  organization  because  it  was 
clearly  apparent  that  it  would  burden  rather  than  hejn. 

2.  It  is  stated  by  Dr.  Allen  that 

"In  reply  to  the  Survey's  question:  'Was  the  budget  taken  up  at  a  departmental 
meeting?'  13  out  of  31  department  chairmen  answered  unqualifiedly  'No.'  " 

The  question  which  evoked  these  replies  was  apparently  loosely  worded,  for,  if  taken 
literally,  almost  every  one  of  the  departments  should  have  answered  "No"  (the  only 
exceptions  being  those  departments  which  contain  no  one  below  the  rank  of  asso- 
ciate professor).  For  as  Dr.  Allen  notes,  at  the  bottom  of  page  4,  the  budget  does 
not  come  up  before  the  departmental  meeting,  but  before  the  budget  committee  of 
the  department. 

In  the  case  of  some  departments  no  formal  budget  committee  meeting  was  held  or  was 
necessary.  In  the  department  of  history,  with  a  budget  of  over  .$30,000,  the  total 
additions  not  included  in  the  routine  promotions  recommended  in  the  new  budget 
involved  less  than  21%.  These  changes  might  easily  have  been  discussed  informmly 
by  the  professors  of  that  department  and  have  been  recommended^  by  the  chairman 
without  a  specific  meeting. 

In  connection  with  the  budget  there  is  an  insinuation  in  this  section  that  the  Regents 
should  "obtain  information  which  heretofore  they  have  not  obtained."  The  Uni- 
versity denies  that  information  needed  by  the  Regents  has  failed  to  reach  them,  and 
urges  that  no  such  slur  upon  the  Board  of  Regents  be  permitted  to  pass  unreproved. 

3.  At  the  conclusion  of  the  section,  Dr.  Allen  again  suggests  that  the  business  manaeer 

675 


University  Survey  Report 

shall  be  given  practical  control  over  all  educational  departments.  The  objections 
to  such  a  plan  have  been  set  forth  elsewhere  (in  the  University  comment  upon  the 
Allen  report)  but  the  suggestion  is  so  obnoxious  and  the  resuHs,  if  the  suggestion 
were  carried  out,  would  be  so  pernicious,  that  the  University  once  more  emphati- 
cally declares  its  dissent  from  the  idea. 

(Signed)     DANA  C.   MUNRO, 

FREDERIC  L.  PAXSON. 

Section   2 

DEPARTMENTAL  MEETINGS  FROM  OCTOBER    1913   TO    APRIL    1914,  OF   34 
DEPARTMENTS  AS  REPORTED  BY  CHAIRMEN 

In  response  to  questions  addressed  to  department  chairmen,  after  conference  with  deans 
and  department  chairmen  of  the  Colleges  of  Engineering  and  Letters  and  Science,  the  follow- 
ing facts  were  obtained  by  the  survey.  The  figures  in  brackets  indicate  the  number  of  mem- 
bers in  the  departments  in  question. 

No  department  meetings  were  held  by  13  (1;  2;  3;  4  with  4;  5;  6;  3  with  7;  11)  of  34 
departments  during  the  seven  months  from  October  1913  to  April  1914. 

An  unknown  total  number  of  meetings  was  reported  by  seven  chairmen,  although  in  three 
cases  they  reported  meetings  during  three,  seven,  and  seven  months  respectively. 

Of  14  departments  that  definitely  reported  meetings  the  lowest  number  was  three  meet- 
ings; the  highest  32.  These  14  departments  held  meetings  as  follows:  three  (7;  22;  23) 
reported  three  meetings;  one  (32)  reported  five;  one  (26)  reported  seven;  one  (21)  reported 
eight;  two  (11;  4)  reported  12;  one  (22)  reported  14;  one  (23)  reported  21;  one  (6)  reported 
22;  one  (5)  reported  27;  one  (3)  reported  28;  one  (6)  reported  31;  one  (20)  reported  32. 

Of  14  departments  that  reported  meetings,  nine  (3;  5;  2  with  6;  11;  20;  21;  22;  23) 
held  at  lest  one  meeting  each  of  the  seven  months;  two  (22;  30)  held  no  meetings  in  October; 
two  (30;  32)  held  no  meetings  in  November,  one  of  which  (30)  had  held  no  meetings  in 
October;  three  (7;  14;  26;)  gave  a  total  number  of  meetings  without  recording  the  number 
held  each  month. 

Summer  meetings  of  the  department  were  held  by  10  (6;  2  with  7;  11;  21;  2  with  22;  23; 
2  with  30)  of  34  departments;   and  said  not  to  be  held  by  21;   3  answers  are  indefinite. 

Minutes  of  meetings  are  said  not  to  be  kept  by  22  departments. 

Of  12  departments  (2  with  3;  6;  2  with  7;  11;  21;  22;  23;  2  with  30;  32)  reporting 
meetings  and  answering  definitely,  two  (7;  30)  have  minutes  taken  stenographically,  of 
which  one  (7)  holds  meetings  in  summer  only. 

Of  nine  departments  answering  definitely,  faculty  members  copy  the  minutes  for  six,  and 
stenographers  for  three. 

Of  13  departments  answering  definitely,  nine  do  not  send  minutes  to  members  attending 
meetings;    four  do  send  minutes. 

Of  11  departments  answering  definitely,  seven  do  not  send  minutes  to  members  not  at- 
tending meetings;    four  do  send  minutes. 

Of  11  departments  answering  definitely,  rejected  resolutions  are  not  included  in  the 
minutes  of  six. 

Of  14  departments  answering  definitely,  12  do  not  record  votes;  nine  do  not  include  in  the 
minutes  reports  which  do  not  need  definite  action. 

Of  13  departments  reporting,  nine  do  not  include  in  the  minutes  a  digest  of  discussion 
which  does  not  lead  to  definite  action. 

Of  14  departments  reporting,  four  do  not  file  reports  submitted. 

Of  21  departments  reporting,  12  (6;  7;  8;  11;  13;  20;  22;  23;  26;  2  with  30;  32)  do 
not  distribute  regular  calendars  or  orders  of  proceeding;  while  six  (2;  7;  11;  14;  21;  22) 
distribute  a  calendar  in  advance  of  the  meeting;  and  three  others  (6;  7;  22)  distribute  a 
calendar  at  the  meeting. 

Of  16  departments  reporting  14  (2  with  6;  2  with  7;  8;  13;  14;  20;  21;  22;  23;  26;  30; 
32)  do  not  record  persons  present. 

In  12  (2  with  6;  2  with  7;  8;  13;  20;  22;  23;  2  with  30;  32)  of  16  departments  report- 
ing, the  members  do  not  send  advance  notice  of  intention  to  be  absent. 

Of  18  departments  reporting,  10  (7;  8;  11;  13;  20;  21;  22;  23;  26;  32)  do  not  expect 
absences  to  be  explained;  while  eight  (2  with  6;  7;  11;  14;  22;  2  with  30)  do  not  expect 
explanation  of  absence. 

By  the  34  departments  11  different  subjects  are  mentioned  as  subject  matter  considered 
at  departmental  meetings,  as  follows: 

Subject  matter  of  courses— bv  16  (2;   3;    4;    5;    6;    7;   8;    9;    11;    13;    14;   21;   22;   23; 

26;   .30) 
Method  of  instruction— by  11  (2;   3;   4;    5;   2  with  6;    7;   9;   21;     2  with  22) 
Administration— by  7  (3;    6;    14;    22;    23;    26;    32) 
Scope  of  department's  work— by  6  (2  with  3;    6;   7;    22;    30) 
Equipment— by  6  (5;    13;    14;    20;    22;    26)    ' 
Requirements  for  degree — by  5  (4;    11;    14;    23;    32) 
Relation  to  other  departments— by  5  (8;   11;   22;   23;   30) 
Election  of  fellows  and  faculty  members — by  5  (8;  14;  20;  2  with  22) 
Recommendations  of  teachers— by  3  (20;    22;  •  30) 

676 


Exhibit  24 


Public  lectures — by  1  (22) 
Budget— by  1  (7) 


UNIVERSITY    COMMENT    ON   ALLEN    EXHIBIT   24,    SECTION    2,    ENTITLED 
"DEPARTMENTAL  MEETINGS  FROM  OCTOBER  1913  TO  APRIL  1914"  ETC. 

The  matter  of  this  section  is  wholly  devoted  to  statistics  concerning  the  number  of  de- 
partmental meetings  held  from  October,  1913,  to  April,  1914,  to  statistics  concerning  the 
methods  of  keeping  records,  and  to  the  subject  matter  considered  at  departmental  meetings. 
In  order  fully  to  represent  the  activity  of  departments  in  matters  concerning  departmental 
business  and  administration,  the  following  additional  statements  should  be  made.- 

1.  A  large  part  of  the  important  business  of  departments  is  handled  by  committees,  for 

example,  the  determination  of  the  curriculum,  the  shaping  of  syllabi  of  large  stand- 
ard courses.  This  method  of  handling  important  business  will  naturally  result  in 
diminishing  the  number  of  formal  departmental  meetings. 

2.  The  intimate  relations  existing  between  members  of  a  department  and  the  close  con- 

tact of  men  for  many  hours  a  day  in  many  departments  permit  the  easy  transac- 
tion of  business  without  taking  time  for  formal  meetings.  This  is  particularly  true 
of  the  laboratory  sciences,  in  which  the  men  put  in  practically  a  working  day  in  the 
laboratories  and  are  in  close  contact  during  their  work,  even  in  many  .cases  en- 
gaged on  the  same  task.  Business  is  thus  informally  transacted  in  the  departments 
of  the  Medical  School  and  in  the  departments  of  Geology  and  Physics  in  the  College 
of  Letters  and  Science. 

(Signed)     F.   G.   HUBBARD, 

C.   H.  BUNTING. 


Section   .3 

HOW  GENERAL  FACULTY  MEETINGS  MIGHT  BE  MADE  OF  GREATER 
VALUE,  AS  REPORTED  BY  393  FACULTY  MEMBERS 

Of  478  faculty  members  reporting,  85  answered  indefinitely  the  questions  regarding  general 
faculty  meetings. 

Of  393  answering  definitely,  119,  or  30%.  stated  that  they  had  attended  no  meetings  last 
year;  145  others,  or  over  one-third,  had  attended  at  least  one  meeting,  but  fewer  than  half 
the  meetings;  108,  or  28%,  had  attended  more  than  half,  but  not  all  meetings;  21,  or  less  than 
6%,  had  attended  all  meetings;  129,  or  less  than  one-third,  had  attended  more  than  half  the 
meetings. 

Of  119  who  attended  no  meetings,  five  were  professors;  one  was  an  associate  professor;  10 
were  assistant  professors;  49  were  instructors;  50  were  assistants;  four  were  of  other  status. 

Of  145  who  attended  at  least  one  meeting,  but  not  all,  20  were  professors;  11  were  associate 
professors;  34  were  assistant  professors;  64  were  instructors;  15  were  assistants;  one  was  of 
other  status. 

Of  108  who  attended  more  than  half  but  not  all  meetings,  36  were  professors;  2 1  were  asso- 
ciate professors;  32  were  assistant  professors;  18  were  instructors;  one  was  an  assistant. 

Of  the  21  who  attended  all  meetings,  nine  were  professors;  four  were  associate  professors; 
eight  were  assistant  professors. 

Of  119  who  reported  that  they  attended  no  meeting,  80  were  in  letters  and  science;  20  in 
agriculture;  12  in  engineering;  four  in  medicine;  three  in  law. 

Regarding  the  value  of  general  faculty  meetings  359  out  of  495  comments  by  478 
faculty  members  are  definite;  136  are  indefinite,  including  68  who  gave  no  answer. 

Of  359  definite  evaluations  of  general  faculty  meetings,  105,  or  less  than  one-third,  say  that 
the  meeting  is  of  no  value;  209  that  meetings  are  of  informational  value  in  various  ways; 
while  45  miscellaneous  ways  are  cited  in  which  the  meetings  are  said  to  bo  of  value. 

Of  105  assertions  that  general  faculty  meetings  are  not  of  value,  18,  or  nearly  one-fifth, 
are  by  professors;  five  by  associate  professors;  nine  by  assistant  professors;  45  by  instructors; 
27  by  assistants;  one  bv  member  of  other  status. 

The  significance  of  the  summary  in  the  preceding  paragraph  is  questioned  by  the  university 
because  ^'45  did  not  attend  a  single  meeting;  19  attended  one  meeting;  17  attended  two  or 
three  meetings;  and  that  of  these  81  who  attended  few  or  no  meetings,  67  were  instructors 
and  assistants  and  hence  not  voting  members  of  the  faculty." 

If  81  faculty  members  who  attended  few  or  no  meetings  write  that  in  Jheir  opinion  the 
meetings  are  not  of  value  this  judgment  seems  to  the  survey  to  be  just  as  clearly  an  evaluation 
by  these  faculty  members  as  the  sialement  of  81  others  who  attended  regularly  that  they  find 
meetings  helpful.  The  fact  that  45  faculty  members  did  not  attend  a  meeting  last  year  does 
not  mean  that  they  have  not  attended  meetings  in  previous  years.    The  paragraph  in  question 

677 


University  Survey  Report 

expresses  the  judgment  of  faculty  members  as  reported  to  the  survey.    Comments  of  faculty 
members  are  directly  quoted  later  in  this  exhibit. 

Of  209  different  statements  that  the  general  meetings  are  of  informational  value,  50  are 
mentioned  by  professors;  28  by  associate  professors;  65  by  assistant  professors;  58  by  in- 
structors; seven  by  assistants;  and  one  of  other  status. 

Of  the  45  miscellaneous  values,  seven  are  mentioned  by  professors;  seven  by  associate 
professors;  12  by  assistant  professors;  17  by  instructors;  two  b^'  assistants. 
Among  the  105  reasons  given  that  the  meetings  are  not  of  value  are  the  following: 

Tiresome  because  of  personal  nervousness  (1) 

Not  worth  energy  expended  (1) 

Develop  no  useful  educational  principles  (1) 

Organized  merely  to  comply  with  regents'  by-laws  (1) 

Not  for  individual  advancement  (11) 

Amusing  (3) 

A  necessary  evil  attended  as  a  duty  (1) 

Affords  opportunity  to  develop  faith,  hope  and  charity  (1) 

Categorical  statements  of  no  value  (85) 
Among  the  kinds  of  informational  value  resulting  from  the  general  faculty  meetings  are 
mentioned: 

Acquaintance  with  university  men,  policies,  faculty  opinions  (192) 

Get  attitude  of  general  faculty  toward  my  own  problems  (2) 

Get  light  on  student  life  (4) 

Information  about  practices  in  other  universities  (4) 

Knowledge  of  state  educational  conditions  (2) 

Explanation  of  relation  between  faculty,  regents  and  students  (4) 

Inspiration  (6) 

Afford  opportunity  to  influence  university's  business  and  policies  (2) 

Meetings  keep  interest  alive  in  university  work  (6) 

Meetings  illustrate  application  of  democratic  principles  (3) 

Become  part  of  a  larger  unit  working  for  a  common  end  (1) 

Coordinate  work  of  departments  and  practices  (5) 

Training  in  handling  problems  (3) 

Little  value  (18) 

Faculty  suggestions  for  improving  general  faculty  meetings 

Of  ,489  comments  only  154  make  suggestions  for  improvement. 

Out  of  154  suggestions  48  are  by  professors;  17  by  associate  professors;  30  by  assistant 
professors;  48  by  instructors;  11  by  assistants. 
Among  the  principal  suggestions  are  these: 

More  questions  of  policy  and  educational  interest  (15) 

Less  talk  (15) 

Extend  vote  to  all  faculty  members;  i.  e.,  include  instructors  and  assistants  (13) 

Announce  in  advance  subjects  to  be  discussed  (11) 

Less  time  on  non-essentials  and  routine  (11) 

More  convenient  hour  (11) 

Less  of  students'  affairs  (10) 

Larger  application  of  committee  system  (10) 
Other  suggestions  are: 

Improving  the  method  of  handling  business  (47) 

Have  more  "experience"  meetings 

Don't  have  the  general  faculty  deal  with  special  problems 

Delegate  special  problems  to  experts 

More  vigorous  leadership 

More  distinct  reading  of  minutes 

More  general  participation  and  more  frequent  participation  by  younger  men,  by  women 

and  by  each  individual 

Publish  and  circulate  all  faculty  action  and  discussion 

Have  group  meetings  of  members  interested  in  particular  problems 

Have  better  ventilation 

Faculty  attention  to  Oberlin's  efficiency  studies  and  the  preceptorial  system  of 
Princeton  and  Bowdoin 

In  a  later  discussion  of  faculty  meetings  mention  is  made  of  the  fact  that  several  years  ago 
a  report  on  Princeton's  preceptorial  system  w^as  made  orally  to  the  letters  and  science  faculty. 
No  evidence  has  been  found  that  any  first  hand  observations  were  reported  to  the  university 
faculty,  although  the  departure  was  mentioned  by  the  president. 

To  learn  the  extent  to  which  faculty  members  were  keeping  in  touch  with  attempts  of 
other  institutions  to  ascertain  educational  and  administrative  efTiciency,  particularly  in- 
structional efTiciency,  the  survey  asked  the  instructors  to  indicate  whether  they  had  read  the 
report  of  Oberlin's  efficiency  studies,  the  reports  on  Princeton's  experience  with  the  pre- 
ceptorial system  and  Bowdoin's  experience  with  its  adaptation  of  that  system. 

678 


r 


ExHiJiiT  24 

It  does  not  follow  that  faculty  members  are  not  aware  of  either  of  these  imi)ortant  studies 
simply  because  they  have  not  read  certain  formal  reports.  There  has  been  much  in  the  maga- 
zines and  newspajiers  about  the  special  el'i'orts  to  improve  leaching  efficiency  and  relation  of 
facultv  to  students.  Whether  the  answers  are  significant,  let  the  reader  judge  first  for  him- 
self. 

Regarding  the  questions  asked  by  the  faculty  of  Oberlin  about  itself,  which  questions  were 
printed  for  distribution,  and  were  widely  discussed,  393,  or  90%,  of  455,  answered  that  they 
had  not  read  the  questions;  19,  or  4%,  had  read  them;  four  had  never  read  about  them  in 
periodicals;  three  had  read  them  in  part;  others  answered  indefinitely  or  not  at  all. 

Of  such  part  of  the  questions  as  had  been  systematically  answered,  nine  wrote  they  had 
heard;  398  that  they  had  not  heard;  nine  that  they  had  heard  in  part;  five  that  they  had  heard 
in  the  newspapers  and  periodicals,  others  answered  indefinitely  or  not  at  all. 

Of  393  who  had  not  read  the  questions,  253  were  in  letters  and  science,  78  in  agriculture, 
50  in  engineering,  7  in  medicine;  and  5  in  law. 

By  ranks,  those  who  had  not  read  the  report  65  (of  78  answering)  were  professors;  38  (of 
41  answering)  were  associate  professors;  84  (of  90  answering)  were  assistant  i)rofessors;  125 
(of  143  answering)  were  instructors,  74  (of  92  answering)  were  assistants,  7  (oi  11  answering^ 
of  other  status. 

Regarding  the  Princeton  preceptorial  system,  50  state  that  they  have  read  reports;  348, 
or  71  %  of  485,  that  they  have  not;  10  that  they  have  read  them  in  part.  13  that  they  have 
read  about  them  in  newspapers  and  magazines;  other  answered  indefinitely  or  not  at  all. 

The  reports  issued  by  the  United  States  government  on  Bowdoin's  adaptation  of  the  Prince- 
ton preceptorial  system  have  been  read  by  9;  not  read  by  408,  or  89%  of  457;  read  in  part 
by  one;  and  had  been  read  about  in  newspapers  and  periodicals  by  one;  others  answered  in- 
definitely or  not  at  all. 

In  view  of  the  attention  which  a  nation  is  giving  to  these  studies  and  particularly  in  view  of 
Wisconsin's  concern  as  to  the  efficiency  of  its  university's  instruction  and  the  relation  of  stu- 
dents and  faculty,  the  survey  believes: 

1.  That  it  would  have  helped  instruction  and  faculty  relation  with  students  at  Wisconsin 
to  have  the  Overlin,  Princeton  and  Bowdoin  experiences  widely  and  specifically  known  to 
the  University  of  Wisconsin  faculty. 

2.  That  it  would  have  been  possible  through  general  and  faculty  meetings  to  disseminate 
this  information  and  to  see  that  it  was  assimilated,  discussed  and  so  far  as  desirable  and  feasi- 
ble applied. 

3.  That  a  method  should  be  devised  for  circulating  currently  such  information  as  was  con- 
tained in  the  three  reports  referred  to,  and  in  similar  reports  which  are  being  issued  in  large 
numbers.  The  facts  show  that  time  given  to  routine  and  non-essential  subjects  in  faculty 
meetings  would  have  been  ample  for  helpful  analysis  of  these  and  many  other  publication^ 
containing  vitally  valuable  information,  and  raising  fundamental  questions. 

The  need  for  discussion  of  these  questions  in  faculty  meetings  is  illustrated  by  53 
facultv  members'  answers  to  the  survey,  quoted  in  the  section  on  supervision  of  instruction 
(exhibit  2). 

DIRECT   QUOTATIONS   FROM    SEVERAL   FACULTY   MEMBERS   REGARDING 

FACULTY  MEETINGS 

Before  noting  defects  of  faculty  methods  and  procedure  the  survey  had  read  several 
hundred  comments  by  faculty  members  upon  the  general  and  college  faculty  meetings,  and 
departmental  meetings. 

Various  comments  by  the  university  upon  instalments  of  the  survey  report  having  to  do 
with  faculty  meetings,  make  it  seem  advisable  to  submit  to  legislators,  regents,  visitors. 
State  Board  of  Public  Affairs  and  survey  advisory  committee  verbatim  extracts  from  faculty 
comments  in  addition  to  the  preceding  summary.  As  elsewhere  in  the  survey  report  faculty 
comments  are  quoted  for  the  suggestiveness  of  each  one,  rather  than  for  the  purpose  of  weigh- 
ing the  favorable  against  the  unfavorable.  The  value  of  any  given  suggestion  to  regents  and 
administrative  ofticers  does  not  depend  upon  the  number  of  times  such  suggestion  is  made. 
The  three  faculty  members  who  signed  the  detailed  criticism  of  the  survey  report  on  the 
university  faculty  wrote  in  answer  to  the  survey's  question  the  following  suggestions  for  the 
improvement  of  university  faculty  meetings: 

Less  routine  business,  which  should  be  done  by  committees  and  results  sent  to  us  in 
typewritten  form  for  our  approval  or  rejection.  A  bulletin  of  business  proposed,  sent 
out  in  advance. 

More  value  would  result  if  we  could  substitute  "education"  for  some  of  our  foolish 
business. 

Here,,  as  in  the  collegiate  faculty,  a  greater  attendance  and  more  vigorous  leadership 
would  be  of  advantage. 
The  other  comments  which  follow  were  made  by  faculty  members  of  professorial  rank — • 
i.  e.,  voting  members  of  the  university  faculty: 

Individual  members  of  the  faculty  should  spend  their  time  and  energy  in  doing  the  things 
they  can  do  effectively,  and  not  in  sitting  in  meetings  and  voting  as  non-o.\pc^:ls  upon  matters 
entirely  out  of  their  field.  .  .  Frequently  I  feel  that  the  voting  of  my  colleagues  depends 
more  upon  impulse,  preconception,  and  prejudice  than  upon  expert  knowledge,  all  of  which 
seems  to  me  fundamentally  wrong.    .    .     If  a  question  of  teaching  comes  up,  men  who  have 

679 


University  Survey  Repokt 

never  made  any  study  of  teaching  and  know  little  about  recent  advances  in  regard  to  the 
subject  may  take  a  leading  part.  The  arguments  of  the  non-expert  usually  make  a  certain 
kind  of  popular  appeal.  .  .and  so,  as  a  matter  of  fact,  it  is  the  non-expert  that  is  likely  to 
get  the  popular  vote  in  questions  of  real  educational  importance.  .  .  The  business  of  the  uni- 
versity ought  to  be  delegated  to  experts,  and  the  faculty  should  be  called  together  occa- 
sionally to  hear  the  reports  of  these  experts. 

In  other  years,  they  [meetings]  have  furnished  a  clearing  house  for  ideas  in  regard  to  uni- 
versity interests.  The  freedom  of  discussion  is  very  remarkable,  I  think,  and  tends  to  keep 
the  faculty  interested  in  what  the  university  is  doing,  from  a  feeling  of  responsibility  and 
participation.  I  am  not  always  interested  in  the  discussion,  but  I  believe  thoroughly  in  the 
principal  of  such  faculty  meetings — as  opposed  e.g.,  to  a  senate  or  commission.  Announce- 
ment in  advance  of  the  subjects  to  be  discussed  would  I  think  be  a  distinct  advantage. 

I  may  be  derelict  in  this  direction,  but  the  benefit  I  receive  from  the  meetings  in  no  way 
compensates  me  for  the  energy  I  expend  in  attending  them. 

[Faculty  meetings  could  be  made  of  greater  value]  by  elimination  of  the  protracted  dis- 
cussions concerning  student  affairs — athletics,  discipline,  social  side  of  student  life,  etc.,  and 
by  consideration  instead  of  broad  questions  of  university  policy  and  progress,  and  of  questions 
of  academic  interest. 

Less  time  should  be  devoted  to  the  discussion  of  athletics,  crews,  etc.,  and  more  to  funda- 
mental educational  questions. 

xVside  from  the  opportunity  these  meetings  give  to  get  the  'temper  and  point  of  view  of 
individual  members  of  the  faculty,  I  think  they  arc  not  of  specific  value  in  my  class  work. 
That  is  to  say,  these  meetings  do  not  develop  educational  principles  or  methods  of  procedure 
which  I  can  use  in  my  work.  They  do  give  an  opportunity  to  express  one's  own  opinion  on 
questions  that  arise,  and  to  vote  on  such  questions. 

Learning  of  plans  of  administration  [has  been  of  value]. 

These  meetings  are  the  common  meeting  ground  for  all  the  varied  interests  represented  in 
the  university.  In  spite  of  the  clumsiness  which  frequently  marks  its  procedure,  the  univer- 
sity faculty,  in  its  monthly  meeting,  represents  the  unity  of  the  university. 

[Of  no  value.]  I  have  contributed  nothing.  My  work  is  peculiar  and  for  me  the  general 
faculty  meetings  are  a  waste  of  time  and  a  weariness.  I  don't  much  believe  in  them.  The 
departmental  faculty  meetings  held  every  week  are  of  great  value.  I  believe  I  have  not 
missed  one  of  them.  I  can  conceive  of  a  different  organization  of  the  university  under  which 
faculty  meetings — some  of  them — would  be  of  value  to  me. 

[Faculty  meetings  would  be  made  of  greater  value]  by  the  elimination  of  athletics  and  other 
student  activities:  these  subjects  occupy  too  much  time. 

An  announcement  beforehand  of  new  questions  or  resolutions  to  be  considered  [would 
increase  value  of  faculty  meetings]. 

These  meetings  are  primarily  business  meetings.  I  do  not  see  how  they  can  be  radically 
altered. 

What  is  needed  is  to  have  speakers  compelled  to  talk  briefly  and  straight  to  the  point  and 
to  prevent  those  who  have  no  really  important  message  from  speaking  at  all.  Many  things 
discussed  in  faculty  meeting  could  be  handled  more  effectively  by  a  committee  or  by  a  single 
executive.    Faculty  action  should  be  limited  largely  to  ratification  of  committee  action. 

By  reducing  the  number  and  issuing  a  calendar  in  advance  of  each  one,  so  the  faculty  mem- 
bers would  know  the  issues  to  be  discussed  [meetings  would  be  made  of  greater  value]. 

I  have  been  rather  conscientious  about  going  to  general  faculty  meetings  before  this  year 
but  they  have  been  frequently  a  severe  trial  on  my  temper  and  I  think  I  can  use  my  time  to 
better  advantage.  The  faculty  is  too  large  a  body  to  legislate  on  some  of  the  trivial  matters 
which  come  before  it.    Many  of  the  matters  might  safely  be  settled  by  executive  committees. 

[Faculty  meetings  might  be  made  of  greater  value]  by  devoting  more  time  to  more  import- 
ant problems,  such  as  our  relations  with  the  state,  with  other  universities  and  relations  with 
the  various  colleges  of  our  university. 

If  less  time  were  spent  upon  comparatively  trivial  matters,  and  more  business  or  vital 
matters  of  principle  were  put  in  the  power  of  the  faculty  [the  meetings  would  be  of  more 
value]. 

All  matters  discussed  or  reported  were  of  interest.  I  do  not  recall  a  subject  the  discussion 
of  which  was  not  of  value  to  me.  The  meetings  were  of  value  in  keeping  me  informicd  about 
all  matters  of  university  policy.  Reports  and  discussions  which  had  reference  to  [my  college] 
were  of  special  interest. 

They  are  satisfactory  as  now  conducted :  The  democratic  character  of  the  meetings  and 
absence  of  restraint  on  debate  has  possibly  been  irksome  to  some  although  not  to  the  writer. 
A  more  limited  membership,  as  a  senate,  or  restrictions  on  debate,  the  writer  believes  would 
result  in  great  discontent. 

In  some  cases  less  discussion  that  does  not  apply  to  question  under  consideration  [would 
make  the  meetings  of  greater  value]. 

Less  time  might  be  spent  on  discussion  of  minor  matters  which  could  be  handled  adminis- 
tratively if  the  university  were  willing  to  sacrifice  democracy. 

Older  and  experienced  teachers  might  report  on  successful  methods  that  have  been  em- 
ployed in  interesting  students  and  getting  them  to  do  satisfactory  work.  Reports  from  other 
institutions  might  be  brought  in  from  time  to  time  along  similar  lines. 

Of  value  only  when  President  Van  Hise  outlined  regent  policy,  or  changes  in  courses  of 
study  were  discussed.  They  are  taken  up  by  routine  reports,  some  of  which  are  vital  when 
they  indicate  change  of  policy,  but  waste  of  time  when  they  indicate  a  desire  to  sermonize. 

680 


Exhip.it  24 

[They  could  be  made  of  greater  value  if  we]  cut  discussion  of  trivial,  personal  opinions  out. 
Make  more  effort  to  widen  the  view  so  that  each  will  know  the  scope  of  the  work  in  other  de- 
partments.    Discuss  educational  policy  and  not  athletics,  dishonesty,  student  trials. 

They  seldom  get  very  near  to  matters  that  greatly  concern  me. 

I  have  come  to  regard  the  general  university  faculty  meetings  as  remarkably  well  organ- 
ized and  administered.  [They  would  be  of  greater  value  if|  certain  questions  which  now  come 
before  the  general  faculty  for  ratification  [were]  left  entirely  with  committees;  e.g.,  minor 
discipline. 

Impossible  to  get  general  discussion  in  faculty  of  500  men. 

These  meetings  are  of  great  value  as  matters  of  policy,  university  organization,  relation 
of  university  to  normal  and  high  schools,  student  activities,  dishonesty  in  university  work, 
correlation  of  the  work  of  colleges,  courses  and  departments  are  thoroughly  discussed.  [They 
could  be  made  more  helpful]  by  a  more  general  method  of  announcing  previous  to  the  meeting 
the  subjects  to  be  considered.  By  such  means,  each  member  should  have  had  an  oi)portunity 
to  consider  the  subjects  to  be  discussed.  Too  many  important  matters  have  to  be  decided 
too  quickly  in  faculty  meetings. 

The  meetings  have  been  of  no  value  to  me,  that  I  can  specify,  of  recent  years.  I  go  when 
a  subject  in  which  I  am  interested  is  on  the  program,  in  order  that  I  may  vote  upon  it.  I 
have  never  supposed  that  the  meetings  were  intended  to  benefit  the  members  of  the  faculty 
directly.  On  certain  questions  the  faculty  ought  to  have  a  vote.  The  faculty  meeting  gives 
them  that  vote.  [They  could  be  made  of  greater  value  by  eliminating]  "athletics"  as  a  sub- 
ject of  discussion.  That  would  at  least  save  time.  "Fraternities"  as  a  subject  of  discussion 
might  also  be  dropped.  I  do  not  look  for  any  personal  "good"  in  the  thing.  I  don't  want 
them  to  be  an  opportunity  for  our  pedagogical  friends  to  lecture  us  Upon  methods  of  teach- 
ing. 

Discussion  of  educational  and  administrative  problems  is  interesting  and  valuable  from  the 

professional  point  of  view.    .    .   The  university  faculty  and  that  of  the  college  of are 

truly  democratic  deliberative  bodies,  and  hence  meetings  are  much  more  valuable  to  indi- 
vidual members  of  all  ranks  than  are  similar  meetings  in  other  institutions  where  there  is 
less  democracy  and  general  participation  in  the  settlement  of  educational  and  administrative 
questions. 

By  reducing  the  amount  of  attention  given  in  faculty  meetings  to  the  extra-curricular 
activities  of  students  [meetings  would  be  made  of  greater  value]. 

Too  much  random  discussion  is  done,  but  such  is  always  the  case  if  there  is  any  oppor- 
tunity. 

By  devoting  less  time  to  minutiae  properly  handled  by  committees  and  more  time  to  general 
university  questions  [meetings  would  be  made  of  greater  value.] 

More  time  should  be  devoted  to  questions  of  policy  and  less  to  discipline  cases  and  matters 
which  empowered  committees  might  settle. 

I  am  disposed  to  think  that  the  institution  is  so  large  that  the  best  work  is  done  outside  its 
faculty  meetings.  To  answer  this  question  [how  meetings  could  be  made  of  greater  value] 
I  should  have  to  assume  that  formal  meetings  of  people  of  divers  tastes,  standards,  and  inter- 
ests can  be  of  value.     This  may  be  so  for  a  year,  but  not  thereafter. 

The  meetings  are  naturally  either  of  a  routine  nature,  as  is  the  case  with  any  great  corpora- 
tion, or  of  real  importance  where  new  policies  are  discussed.  I  value  the  full  and  frank  dis- 
cussions of  the  university  faculty  meetings  very  highly.  I  think  it  would  be  a  great  mistake 
to  have  a  senate  or  a  small  body  of  men  to  determine  the  educational  policies  of  the  university. 
Such  a  body  might  superficially  seem  to  work  with  greater  smoothness,  but  this  mechanical 
facility  of  operation  would  I  believe  tend  to  destroy  the  esprit  de  corps  of  the  faculty.  It 
is  important  that  all  members  of  the  faculty  above  the  rank  of  assistant  professor  should 
have  equal  right  to  participate  in  the  determination  of  educational  questions. 

[Faculty  meetings  could  be  made  of  greater  value]  possibly,  by  providing  for  announce- 
ments beforehand  as  to  the  subject  matter  of  discussion,  so  as  to  give  more  time  than  is 
afforded  by  the  meeting  itself  to  deliberate  on  the  problems  involved,  if  a  vote  on  the  question 
is  called  for  at  the  meeting  itself.  It  has  seemed  to  me  also  in  the  past, — not  in  the  year  just 
closing,  however — that  the  faculty  as  a  body  has  had  to  devote  altoghether  too  much  time 
to  the  discussion,  e.g.,  of  athletics;  time  that  would  more  profitably  have  been  devoted  to 
more  important  things. 

Limit  discussion  of  certain  members. 

[Faculty  meetings  could  be  made  of  greater  value]  by  turning  over  administrative  questions 
to  committees  with  power  to  act  (when  they  are  not  of  really  vital  importance,  and  few  are 
so).  Questions  of  general  educational  policy  might  be  discussed  more — the  invariable  ob- 
jection: The  state  is  not  ready  for  this  would  prevent  any  of  them  being  carried  out,  but  the 
discussion  might  be  enlightening  and  stimulating. 

I  have  wished  that  general  educational  mailers  might  be  more  frequently  discussed. 

From  the  scientific,  professional  and  pedagogical  point  of  view,  I  believe  that  the  various 
departmental  clubs  and  the  scientific  or  learned  societies  about  the  university  are  of  much 
greater  value  to  the  faculty  members  than  it  is  possible  to  make  the  faculty  meetings.  They 
must  of  necessity  be  largely  for  administrulive  and  legislative  purposes. 

Muzzle  four  or  live  members  who  always  speak  on  any  or  all  subjects,  and  sometimes  several 
times. 

By  spending  more  time  in  the  consideration  of  questions  of  vital  importance  and  less  in 
discussing  non-essentials. 

Difficult  to  improve.    They  have  been  the  same  for  the  last  10  years. 

681 


University  Survey  Report 

A  more  general  participation  of  faculty  members  in  the  discussions  and  less  by  those  who 
are  in  the  habit  of  participating.  I  would  not  state  however  that  there  is  any  bar  to  free 
discussion. 

[Faculty  meetings  could  be  made  of  greater  value]  by  encouraging  the  younger  men  to 
take  part  in  the  discussion. 

If  I  must  answer  the  question  I  should  say  that  each  meeting  has  given  me  the  satisfaction 
of  having  got  through  with  a  rather  wearisome  routine  duty. 

I  have  been  impressed  with  the  many  sided  character  of  university  practice  and  policy. 
It  is  difiicult  for  one  outside  to  appreciate  the  various  controls,  which  arise  and  obtain  in 
shaping  university  education.  My  own  criticisms  of  policy  have  been  modified  in  the  light 
of  recent  experience  in  faculty  meetings.  Problems  are  not  so  easily  settled  as  the  outsider 
imagines.    This  is  not  due  as  I  used  to  believe  to  any  remarkable  academic  narrowness. 

Certain  professors  always  have  to  be  heard,  often  at  great  length,  on  every  subject,  ir- 
respective of  whether  they  have  anything  to  say  or  not.  A  great  deal  of  valuable  time  is 
wasted  in  useless  quibbling. 

I  often  feel  that  the  time  of  a  large  group  of  people  has  been  taken  over  the  discussion  of 
very  trivial  matters.  This  is  perhaps  unavoidable  but  pin-head  matters  do  loom  up  large  on 
the  horizon  at  times. 

There  is  always  too  much  talk  by  dull  members  and  too  little  talk  by  intelligent;  but  that 
is  the  case  with  all  deliberative  bodies.  When  one  is  not  interested  in  the  business  transacted 
or  the  matters  discussed,  one  is  sorry  one  came,  and  when  one  learns  that  interesting  business 
was  transacted  or  interesting  matters  discussed  when  one  was  absent,  one  is  sorry  one  was 
not  there. 

[Faculty  meetings  colild  be  made  of  greater  value]  by  more  frequent  occurrence — say  twice 
monthly,  instead  of  once. 

They  would  be  of  greater  interest  to  me  if  more  took  part  in  the  discussions. 

I  believe  that  there  ought  to  be  a  more  harmonious  cooperation  as  to  general  policy.  By 
this  I  do  not  mean  that  there  is  any  enmity  but  too  often  there  seems  to  be  an  effort  to  con- 
sider true  worth  by  sizing  up  the  number  of  students  in  classes,  and  a  closer  cooperation  and 
discussion  of  correlated  studies  would  lead  to  the  elimination  of  some  jealousy. 

Less  futile  debate,  and  more  emphasis  on  broad  principles  of  university  policy. 

Publication  and  circulation  of  all  faculty  action  and  discussion. 

Eliminate  the  administrative  detail  wherever  possible.  .  .  There  is  so  much  of  it  that  it 
seems  to  occupy  most  of  the  time. 

Too  much  time  has  been  wasted  in  fruitless  discussion  on  such  topics  as  "athletics"  and 
"regulation  of  fraternities." 

[Faculty  meetings  could  be  made  of  greater  value]  by  knowing  in  advance  just  what  will 
be  taken  up  for  consideration.  In  a  good  many  cases  this  information  is  given  out,  but  in 
others  it  is  not. 

If  the  younger  men  of  the  faculty  were  encouraged  to  take  more  part  in  the  meetings  and  to 
express  their  views  fearlessly  more  might  be  accomplished. 

These  are  meetings  to  transact  business.  I  do  not  see  how  they  could  be  made  of  any 
great  value  to  me  personally. 

By  providing  smaller  body  or  bodies  to  thresh  out  questions,  merely  bringing  questions 
requiring  time  up  for  a  final  vote. 

I  had  no  vote  at  faculty  meetings  until  this  year.  This  may  be  rather  a  meager  reason  for 
not  attending,  but  I  had  no  reason  for  spending  time  at  meetings  in  which  I  had  no  voice. 

The  faculty  is  so  large  that  the  younger  men  get  little  chance  for  expression,  feeling  in  duty 
bound  to  leave  the  settlement  of  policies,  etc.,  to  the  older  men  although  as  vitally  interested 
themselves  and  being  required  to  work  under  those  policies  without  having  done  much  to 
fix  them. 


UNIVERSITY    COMMENT   ON   ALLEN   EXHIBIT   24,   SECTION   3,   ENTITLED: 
"HOW  GENERAL  FACULTY  MEETINGS  MIGHT  BE  MADE  OF  GREATER 
VALUE  AS  REPORTED  BY  383  FACULTY  MEMBERS" 

1.    General  Faculty  Meetings,  as  reported  by  383  of  478  questionnaires 

In  this  section  there  are  statements  concerning  the  following  matters: 
(1)  The  number  of  times  faculty  members  had  attended  general  faculty  meetings;  (2) 
"Regarding  the  value  of  general  faculty  meetings;"  (3)  Faculty  suggestions  for 
improving  general  faculty  meetings;  (4)  Faculty  attention  to  Oberlin  efficiency  studies 
and  the  j^receptorial  systems  of  Princeton  and  Bowdoin;  and  many  inferences  by 
Dr.  Allen. 

Misuse  of  faculty   answers 

Of  these  matters  the  second  is  the  one  of  greatest  importance,  and  consequently  its  accuracy 
has  been  tested  by  an  examination  of  the  original  faculty  answers  to  the  original 

682 


Exhibit  24 

questionnaires  coUecled  by  Dr.  Allen  I  ne  results  of  the  examination  were  submitted 
to  the  Board  of  Public  Afiairs.  and  are  repeated  here  because  Dr.  Allen  entirely  missed 
the  point  which  the  examination  revealed. 

Under  the  heading  "Regarding  the  value  of  general  faculty  meetings,"  Dr.  Allen  states 
that  "of  359  definite  evaluations  of  general  faculty  meetings,  lO.o,  or  less  than  1  /.3,  say 
that  the  meeting  is  of  no  value." 

Yet  the  question  which  Dr.  Allen  asked  of  the  faculty  was,  "state  specifically  of  what  value 
the  meetings  have  been  to  you."  No  member  of  the  faculty  was  asked  "What  value 
have  faculty  meetings'?"  The  answers  of  the  faculty  upon  the  question  as  given  are 
used  by  Dr.  Allen  as  if  they  were  answers  to  a  question  with  an  entirely  difi'erent 
significance.  And  Dr.  Allen,  after  repeated  interchanges  of  opinions,  still  ignores  this 
point,  which  strikes  at  the  value  of  his  statistical  method. 

Among  the  105  members  of  the  faculty  whom  Dr.  Allen  reported  as  stating  "that  the 
meeting  is  of  no  value"  (although,  as  we  have  just  shown,  he  had  not  asked  this 
question  of  anyone),  we  found,  upon  examination  of  the  questionnaires,  that  45  did 
not  attend  a  single  meeting  during  the  year  with  which  the  questions  dealt,  19  attended 
one  meeting,  17  attended  two  or  three  meetings;  and  that  of  the  81  members  who 
attended  so  few  meetings,  67  were  instructors  or  assistants  having  no  vote  in  the 
faculty. 

The  University  maintains  that  the  value  of  faculty  meetings  could  not  be  judged  by  a 
testimony  of  those  who  did  not  attend  or  who  did  not  have  the  right  fully  to  par- 
ticipate. In  contrast  with  this  Dr.  Allen  still  appears  to  believe  that  the  oi)inion  of 
81  members  who  did  not  attend  meetings  is  of  as  much  value  in  determining  the 
truth  as  the  opinion  of  81  members  regular  in  attendance;  and  that  the  opinions  of 
non-voting  members  are  as  valuable  as  those  of  voters.  This  belief  of  Dr.  Allen 
needs  no  refutation. 

2.   How  general  faculty  meetings  might  be  of  greater  value  as  reported  by  faculty 
members 

The  title  of  this  section,  "How  General  Faculty  Meetings  Might  be  of  Greater  Value  as 
Reported  by  Faculty  Members,"  is  inaccurate.  The  question  asked  of  the  faculty 
members  was,  "Indicate  how  these  meetings  might  be  made  of  greater  value  to 
you"  and  the  reply  in  each  case  represented  not  the  general  value  of  faculty  meetings 
but  the  value  to  the  individual  member. 

The  University  finds  it  difficult  to  believe  that  Dr.  Allen  bases  his  dogmatic  conclusions 
on  the  value  of  faculty  meetings  expressed  in  this  section  on  this  collection  of  excerpts. 

These  excerpts  represent  the  varied  opinions  of  men  with  a  wide  range  of  interests,  but  as 
a  whole  neither  approve  nor  condemn  the  present  system,  nor  provide  any  basis  for 
specific  recommendations  as  to  change. 

Even  if  any  summary  could  be  formed  from  these  opinions,  its  value  would  be  questionable 
until  it  was  known 

1.  Whether  and  how  far  the  60  to  70  excerpts  here  given  really  represent  the 
"several  hundred  comments  by  faculty  members"  which  Dr.  Allen  and  his  stall 
had  read; 

2.  A\  hether  the  quotations  given  actually  represent  what  the  writer  said.  In 
many  instances,  e.g.,  in  its  examination  of  Exhibit  35,  entitled  "Investigations 
by  the  Regents,"  the  University  has  elsewhere  shown  how  carelessly  the  clerks 
of  Dr.  Allen  have  extracted  parts  of  statements,  often  changing  the  whole  mean- 
ing in  the  process. 

If  these  extracts  are  intended  by  Dr.  Allen  to  justify  his  opinions,  previously  expressed, 
the  University  can  only  repeat  its  comment  that  his  conclusions  have  no  direct  con- 
nection with  the  facts  that  he  collected. 

(Singed)     DANA  C.  MUNRO 

FREDERIC  L.  PAXSON 

C.  S.  SLIGHTER. 


Section  4 

THE  UNIVERSITY  FACULTY 

The  central  governing  body  of  the  university  is  the  university  faculty,  which  for  purposes 
of  discussion  consists  of  all  members  of  the  instructional  staiT;  for  purposes  of  decision 
by  vote  consists  of  only  those  instructors  ranking  as  assistant  professors,  associate 
professors  or  full  professors,  and  a  few  other  officers,  such  as  librarian,  lecturers  on 
regular  appointment,  etc. 

The  university  faculty  acts  through  standing  committees  appointed  by  the  president,  and 
through  special  committees  ordered  and  appointed  either  by  the  president  or  by  reso- 
lution of  the  faculty. 

683 


University  Survey  Report 

The  proceedings  of  the  university  faculty  for  10  years  have  been  read  and  noted  and  in 

part  digested  by  the  university  survey. 
Defects  in  form    in  the  minutes  include  the  following: 
Index  is  lacking  to  minutes  or  file  book,  in  striking  contrast  to  files  of  regents'  minutes 

and  collateral  documents. 
Continuous  paging  is  lacking. 
For  the  most  part  minutes  are  not  signed. 
No  notation  is  made  that  minutes  have  been  approved  although  with  few  exceptions  the 

minutes  of  a  meeting  are  reported  at  a  succeeding  meeting  as  having  been  read  and 

approved. 
Adjournment  time  is  not  stated. 
Important  questions  and  actions  are  frequently  not  explained  l)y  the  minutes  which  require 

reference  to  a  separate  file  book  for  explanation  of  questions  discussed  and  action  taken 

at  faculty  meetings. 
Papers  in  the  file  book  are  often  not  dated  or  otherwise  marked  to  show  where  in  file  book 

they  belong;  there  are  records  of  votes  without  indication  of  date  or  subject  voted  on 
Important  reports  are  not  digested. 
Number  present  not  noted. 
Number  voting  not  stated  as  a  rule. 
Persons  present  not  noted. 
Stenographic  notes  are  not  taken;   hence  minutes  depend  on  the  secretary's  current  digest 

of  such  portions  of  discussions  and  transactions  as  he  can  put  into  notes  or  hold  in 

mind,  instead  of  upon  a  complete  record. 
Defects  of  niinvites  that  may  be  corrected  by  chairman 
Advance  calendar  of  proceedings  is  not  sent  out;    notice  of  special  subjects  to  come  up 

is  frequently  sent. 
No  calendar  or  order  of  proceedings  is  distributed  at  the  meeting. 
No  plan  exists  for  making  sure  that  motions  passed  or  announcements  made  at  a  meeting 

will  be  made  known  to  those  members  of  the  faculty  not  present;    where  specific 

order  is  issued  it  is  the  secretary's  duty  to  notify  parties  concerned. 
Minutes  are  not  sent  out  to  members  present  or  not  present. 
No  follow-up  information  of  any  kind  is  sent  out  except  where  special  order  is  passed, 

although  it  is  known  that  many  persons  (from  300  to  500)  will  not  be  present  whose 

knowledge  of  action  taken  is  essential. 
Discussion  is  not  digested,  often  not  referred  to,  and  many  participants  are  not  mentioned. 
Digests  of  important  reports  to  be  considered  are  not  in  the  minutes,  are  in  the  majority 

of  cases  not  sent  out  in  advance  of  the  meeting  or  distributed  at  the  meeting. 
A  calendar  of  unfinished  business  is  not  kept  to  date  and  submitted  at  each  meeting. 
Unimportant   educational   matters   and   indefinite   presentation   of  educational   matters 

characterize  the  opening  meetings  of  the  year. 
Educational  matters  of  importance  have  in  many  years  not  been  submitted  until  after  the 

Christmas  recess. 
Too  many  administrative  questions  are  allowed  to  occupy  the  time  of  university  faculty 

meetings.     In  this  connection  the  reader  is  referred  to  the  faculty  comments  quoted 

earlier  in  this  exhibit. 
Resumes  of  the  previous  year's  work  and  unfinished  business  are  not  submitted  at  the 

opening  meeting  of  each  year. 
Standing  committees  are  not  required  to  report  orally  or  in  writing  at  the  opening  meeting 

of  the  year. 
New  standing  committees  have  not  in  recent  years  been  announced  at  the  opening  meeting 

and  have  been  spoken  of  as  not  yet  appointed.     This  must  produce  upon  the  general 

faculty  an  impression  of  lack  of  preparedness,  foresight  and  definite  program. 
No  program  for  the  year  is  presented   (there  being  one  partial  exception  in  10  years), 

nor  are  minutes  of  the  last  regular  meeting  read. 
Frequently  the  first  meeting  has  come  too  late  for  greatest  effectiveness  in  securing  and 

focussing  general  faculty  attention  on  the  new  year's  opportunities  and  duties.     The 

university  opened   September  22,    1913 — the  first  faculty  meeting  was  October  6; 

1912,  the  first  faculty  meeting  was  October  2;    1907,  October  7;    1906,  October  1. 
Previous  action  is  not  codified;  hence  either  action  is  permitted  on  the  basis  of  some  one's 

memoiy  of  earlier  action  taken  by  the  faculty,  or  action  is  postponed  until  earlier 

record  can  be  consulted. 
Except  in  the  case  of  occasional  special  subjects  no  steps  are  taken  in  advance  of  meetings 

to  make  it  easy  for  those  who  should  attend  meetings,  either  to  have  the  information 

necessary  to  act  upon  others'  initiative  or  themselves  to  initiate  discussion  and  action. 
Defects  due  to  faculty  policy 

Facts  upon  which  formal  reports  are  based  are  not  required  to  be  included  in  the  reports 

or  spread  upon  the  minutes,  and  in  the  majority  of  cases  reports  give  conclusions  and 

not  facts  upon  which  the  conclusions  are  based. 
Inadequate  conclusions  based  upon  obviously  inadequate  investigations  are  accepted  and 

acted  upon. 
Important  subjects  referred  to  sub-committees  are  frequently  referred  for  an  indefinite 

time  where  reference  to  the  next  meeting  or  the  second  meeting  thereafter  is  feasible 

and  desirable. 
Disciplinary  questions  settled  and  unsettled  occupy  too  much  time. 

684 


Exhibit  24 

Administrative  matters  already  attended  to  aiul  to  be  attended  to  occupy  too  much  time. 

The  question  of  Sunday  performances  occupied  apparently  a  large  part  of  the  university 
faculty's  time  at  two  meetings'  May  and  June,  1913. 

Too  few  educational  matters  of  consequence  come  before  the  faculty  meetings. 

Questions  that  should  be  practically  settled  before  they  come  before  the  faculty  are  per- 
mitted to  occupy  the  time  of  meetings;  e.g.,  questions  of  policy  referring  mainly  to 
one  department,  athletics,  discipline,  dishonesty,  fraternities,  and  other  social  and 
extra-curricular   activities   of  students. 

The  faculty  file  book  containing  the  "working  papers,"  original  reports,  supporting  data 
so  far  as  they  are  kept,  is  not  indexed.     Thus  work  involving  often  months  of  dis- 
cussion and  study  is  lost  sight  of  and  imi)ortant  matters  are  indefinitely  postponed 
which  might  by  review  of  index  be  resubmitted  to  the  faculty. 
Defects  inherent  In  so  larpe  a  deliberative  organisation 

Too  few  participate  either  in  discussion,  service  on  committees,  or  i)roposing  action. 

Last  year  (1913-14)  31  persons  are  mentioned  in  the  minutes — 13  only  once;  live  twice; 
three  three  times;  one  four  times;  one  five  times;  one  six  times;  one  seven  times; 
one  eight  times;  one  11  times;  two  12  times;  one  13  times;  one  28  times. 

The  year  before  19  persons  are  mentioned — 11  only  once;  four  twice;  one  three  times;  two 
eight  times;  one  1.5  times. 

In  1909-10,  35  persons  are  mentioned — 19  only  once;  five  twice;  three  three  times; 
two  four  times;  two  live  times;  one  six  times;  two  seven  times;  one  29  times. 

Many  important  decisions  are  reached  by  a  majority  vote  in  which  is  often  counted  the 
vote  of  many  persons  who  are  neither  informed  nor  interested;  the  action  of  a  major- 
ity of  60  present  may  bind  a  faculty  of  600. 

No  definite  location  of  responsibility  exists. 

No  "continuing  memory"  exists;  the  faculty  has  no  memory;  individuals  remember 
differently. 

First  meeting  of  the  university  faculty — October  1903—1914 

1903:  Educational  questions  relating  only  to  graduate  work. 

Young  men  advised  to  come  to  president  for  consultation  in  reference  to  research  work. 

Necessity  for  increasing  number  of  fellowships  and  scholarships  emphasized. 

1904,  1905  and  1909:  No  educational  questions. 

1906:  Relation  of  students  to  instructors  is  given  six  lines  in  the  minutes,  (which,  however, 
is  per  se  no  indication  of  the  extent  to  which  the  subject  was  discussed),  66  hours  for 
LL.B.;  university  extension. 

1907:  Important  educational  experiments  at  Princeton  and  North  Dakota,  Columbia  and 
Harvard  are  mentioned  with  no  details  and  no  recommendations  for  study  or  aclion. 

1908:  Increase  in  new  courses  mentioned  by  the  president  who  urged  that  all  new  courses 
be  fully  approved  by  departmental  committees  before  being  introduced  in  the  cata- 
logue. 

Graduate  courses  should  be  offered  in  alternate  years  if  possible. 

Elementary  courses  need  strong  teachers. 

No  reference  was  made  to  investigation  and  report  requested  the  school  year  before  by 
the  regents  regarding  supervision  of  instruction. 

1909:  No  educational  questions  but  a  committee  was  nominated  on  the  improvement  of 
efficiency  of  faculty  and  departmental  government.  This  matter  after  formal  reports 
and  several  meetings  was  disposed  of  at  a  meeting  by  a  majority  vote.  The  highest 
number  of  votes  recorded  was  58. 

1910:  Overlapping  of  courses  was  discussed.  President  suggested  that  a  committee  from 
each  college  involved  pass  upon  all  new  courses  likelv  to  involve  duplication;  also 
that  no  new  courses  be  publicly  announced  until  submitted  to  president. 

1911:  Student  advisers  were  admonished  not  to  urge  students  to  go  into  any  particular 
department.  But  no  administrative  means  was  suggested  to  learn  whether  advisers 
followed  this  admonition,  nor  were  facts  given  to  indicate  how  far  the  practice  had 
heretofore  extended. 

1912:  "President  spoke  at  considerable  length  on  the  subject  of  courses  introduced; 
supervision  of  work  of  instructors  and  assistants."  Reference  was  made  to  the  study 
and  the  report  submitted  the  previous  spring  upon  efficiency  of  instruction,  which 
report,  as  exhibit  35  shows,  gave  an  erroneous  impression  as  to  conditions  and  effi- 
ciency of  instruction. 

1913:  General  informational  courses.  Instructors  told  they  must  recognize  personal 
responsibility  to  students  other  than  that  involved  in  efficiency  of  classroom  and 
laboratory  work. 

1914:  Three  fundamentals  of  the  instructional  service  outlined  in  president's  address: 
inspirational;  advancement  of  science;  public  relation. 

Faculty  urged  to  make  next  year  greatest  year  in  quality  and  quantity  of-service. 

No  summary  of  questions  before  the  faculty. 

No  program  for  the  year. 

Interest  of  300  members  quickly  distracted  to  administrative  questions  many  of  which 
should  never  engage  the  attention  of  the  university  faculty  (See  detailed  description 
of  1913-14  meeting). 

685 


University  Survey  Report 

First   meeting  of  the  university  faculty   1914—15 

350  faculty  members  present 
Subjects  introduced: 

Standing  committees  not  ready  for  appointment. 

Student  life  and  interest,    committee  appointed;  most  important  work  of  faculty  last 

year. 
President's  office  hour  for  five  to  10  minute  appointments,  11:30  to  12:30. 
President  at  home  Friday  evenings,  especially  to  younger  members  of  the  faculty,  who  it 
is  hoped  will  take  larger  advantage  than  was  taken  last  year  of  the  president's  in- 
vitation. 
European  war,  which  has  such  epidemic  capacity,  should  not  be  discussed  at  all  from 
university  platforms  and  would  better  not  be  discussed  at  all  by  faculty  members 
outside  the  university. 
The  academic  temper  as  influenced  by  little  annoyances  such  as  the  university  survey. 

List  of  problems  confronting  faculty  withheld  because  of  university  survey. 
Fundamentals  of  instructional  service. 
Report  of  athletic  council  regarding  limit  of  participation  in  major  athletic  events  and 

discontinuance  of  rowing. 
Report  of  rooms  committee;  requested  everybody  who  surrenders  a  room  to  let  com- 
mittee members  know  at  once. 
Report  of  discipline  committee.     Eight  cases  of  last  June  puniscedcby  rcvuiring  extra 

credit  and  one  case  reprimanded. 
Honor  system  in  upper  classes  left  with  each  class  or  individual  instructors. 
Two  discipline  cases  in  summer  reported  by  director  of  summer  session. 
Announcement  of  letters  and  science  faculty  meeting  next  Monday. 
Recommendation  of  library  committee  adopted  that  no  change  be  made  in  tenure  of 
service. 
Special  committee — unspecified — called  upon  for  report;  no  report. 
New  business 

Military  drill:  regulations  explained  and  discussed  at  length. 

Separation  of  committee  on  appointment  from  committee  on  accrediting  recommended. 
Committee  on  hygiene  discontinued. 

Regents-faculty  conference  committee  election  postponed  until  committee  should  report 
method  of  electing,  and  continuance  of  present  committee  voted  down  after  discussion. 
Election  of  library  committee. 

Of  65  minutes  spent  by  over  300  faculty  members  at  this  meeting  fully  half  the  time  was 
spent  upon  matters  that  did  not  justify  their  attention.  Conceding,  as  is  not  neces- 
sary, that  the  following  matters  should  be  called  to  the  attention  of  all  members  of  the 
faculty  and  when  they  are  together  in  a  faculty  meeting,  it  would  have  taken  less  time 
and  been  more  effective  to  report  them  on  a  mimeographed  or  printed  calendar: 
Non-appointments  of  standing  committee. 
Appointment  of  student  life  committee. 

Reports  of  athletic  council,  rooms  committee,  discipline  committee,  summer  case  of 
discipline,  faculty  meeting  next  Monday,  library  committee,  facts  about  regent-fauclty 
conference. 
Time  might  have  been  saved,  definiteness  secured  and  action  facilitated  and  expedited 
by  stating  on  the  calendar  the  principal  facts  as  to  the  following  :  (only  the  last  item 
was  discussed). 
President's  office  hours. 

Two  resolutions  of  the  athletic  council  to  be  voted  upon. 
Tenure  of  library  committee. 
Question  regarding  military  drill. 

Separation  of  committee  on  appointment  of  teachers  and  accrediting  high  schools. 
Discontinuance  of  hygiene  committee  and  transferring  its  work  to   new  student 

interests  committee  and  clinical  department. 
Description  of  method  formerly  used  in  1912  to  elect  committee  on  regents-faculty 
conference — action  was  finally  postponed  because  of  uncertainty  as  to  method  of 
election. 

President's  annual  address 

The  standards  set  up  for  instruction  include  the  following  points:  Inspiration  is  the 
first  purpose  of  instruction.  Lectures  repeated  year  after  year  are  more  than  useless. 
Frequently  bad  in  form  and  imperfect  in  delivery.  One  professor  heard  of  who  had  given 
same  lecture  eight  or  ten  years  without  a  change.  President  did  not  want  to  know  his 
name.  Purpose  of  lectures  is  to  relate,  to  illuminate  the  present  by  the  discoveries  of  yester- 
day. Whoever  gives  last  year's  course  without  so  illuminating  it  is  dead  as  a  university 
professor. 

If,  instead  of  being  told  however  facetiously,  that  the  president  did  not  want  to  know  the 
name  of  the  person  who  was  repeating  courses  without  modification,  the  faculty  had  been 
told  that  the  president  wanted  to  know  the  name  of  every  professor  and  every  such  course 
and  expected  the  chairman  of  every  department  to  ascertain  and  report  to  him  the  extent  to 
which  courses  were  being  repeated  without  modification,  the  reference  to  inspiration  here 
would  have  been  more  productive  of  good. 

686 


Exhibit  24 

The  talk  betore  the  university  faculty  and  the  talk  the  preceding  Friday  at  the  freshman 
welcome  implied  that  it  was  bettter  for  the  students  to  have  the  professor  read  from  his  own 
prepared  notes,  even  if  repeating  them,  than  to  work  through  textbook  and  syllabi  pre- 
pared by  others  and  made  available  to  students.  No  evidence  was  given  that  per  se  a 
lecture  is  better  for  a  student  than  a  textbook  assignment.  No  test  was  suggested  to  the 
faculty  by  which  an  instructor  could  learn  for  himself  whether  his  work  was  inspirational  or 
by  which  his  colleagues,  department  chairman,  or  dean  could  learn  whether  his  work  was 
inspirational. 

The  advancement  of  science  was  emphasized  as  a  second  fundamental  of  eflicienl  instruc- 
tion. •  Faculty  members  were  urged  to  contribute  to  their  science.  The  example  of  Socrates 
and  Christ  was  cited  in  the  words  of  bulletin  666  (exhibit  i).  Young  instructors  were  warned 
that  they  would  not  be  excused  for  not  being  scholars  on  the  ground  that  they  had  too  much 
routine  instructional  work.  The  president  stated  that  from  his  recollection  of  the  great 
scholars  of  the  university  there  was  not  one  who  was  not  required  to  do  "fully  as  many  hours 
of  instruction  and  as  much  or  more  routine  work"  than  even  the  young  instructors  of  today. 
This  had  been  necessary  in  early  days  when  resources  were  small,  yet  these  great  scholars 
had  found  time,  not  merely  each  week,  but  each  day  for  scholarly  work.  The  big  men  to 
whom  young  men  are  looking  will  not  be  influenced  by  excuses.  They  will  be  gauged  and 
gauged  exclusively  according  to  their  power  as  instructors  and  capacity  as  scholars. 

The  absence  of  definite  suggestion  as  to  tests  for  the  efficiency  of  instruction  or  even  its 
inspirational  value,  plus  the  emphasis  upon  the  importance  of  scholarship,  i.e.,  of  contributing 
to  one's  science,  gave  color  to  assertions  which  have  repeatedly  been  made  to  the  survey  that 
young  instructors  on  the  faculty  are  made  to  feel  that  they  will  be  judged  by  their  so-called 
scholarship — productive  contributions  to  science — rather  than  by  their  efficiency  as  teachers. 

No  tests  were  suggested  for  determining  whether  or  not  time  spent  in  research  resulted  in 
contribution  to  our  advance  in  science.  No  warning  was  given  as  to  the  possibility  of  wasting 
energy  or  emphasizing  the  unimportant  among  scientific  alternatives.  No  mention  was 
made  of  the  fact  that  research  might  divert  too  much  attention  from  teaching — "All  energy 
not  required  in  the  classroom  should  be  bent  toward  the  advancement  of  your  science." 
The  importance  of  knowing  their  students,  of  discovering  their  possibilities  and  their  diffi- 
culties was  not  mentioned.  Older  members  or  more  advanced  members  were  not  reminded 
that  the  difference  between  the  number  of  hours  of  instruction  assigned  to  them  and  1.5  hours 
a  week  represents,  according  to  the  president's  statement,  the  university's  direct  payroll 
allowance  for  faculty  research.  Not  a  word  emphasized  the  importance  of  supervising 
student  research,  whether  because  of  the  possibility  of  wasting  public  funds  or  the  possibifity 
of  wasting  students'  time  and  opportunity  (exhibit  4). 

Question  for  survey,  regents  and  legislature 

If  younger  members  of  the  faculty  may  not  plead  as  an  excuse  for  failure  to  do  research 
work  that  they  have  12  to  15  hours  a  week  of  routine  instruction,  or  that  they  are 
unable  in  addition  to  make  contributions  to  science,  are  older  members  of  the  faculty 
— more  accustomed  to  meeting  students  and  preparing  courses  and  frequently  giving 
the  same  courses  year  after  year  with  slight  modifications — justified  in  their  conten- 
tion that  they  cannot  continue  scholarly  work  if  required  to  meet  classes  more  than 
ten,  or  eight,  or  six,  or  four  hours  a  week?  (exhibit  3) 
Public  relation  of  instructors  was  the  third  fundamental  test  of  the  competent  in- 
structor. Their  opportunities  to  serve  the  state  were  not  mentioned.  Faculty 
members  were  warned  that  every  man  must  strive  to  be  first  in  at  least  one  of  three 
fundamental  duties.  If  not  in  research  or  in  instruction,  it  might  be  in  service  to  the 
people.  But  here  again  emphasis  was  diverted  from  the  third  fundamental  as  it 
earlier  was  diverted  from  the  first  by  stressing  the  second  fundamental  and  declaring 
that  an  instructor  "can't  have  first  place  as  instructor  unless  he  is  a  productive 
scholar." 

Discussion  of  the  university  survey 

Under  the  heading  academic  temper,  preceding  the  discussion  of  the  third  fundamental 
above  referred  to  and  also  following  that  description,  the  president  referred  to  tlie 
university  survey  as  follows:  Professorial  thought  is  idealistic,  The  professor  is 
like  an  artist.  The  artistic  temper  is  sensitive  to  difficulties,  over-emphasizes  the 
unimportant;  is  disturbed  by  small  vexations.  This  over-emphasis  of  the  unim- 
portant often  interferes  with  efficiency.  Such  is  the  result  upon  many  of  the  uni- 
versity survey. 
Elaborate  questions  have  occupied  a  portion  of  the  time  of  all  members  of  the  faculty. 
Additional  questions  have  been  sent  to  those  having  additional  responsibility.  In 
some  cases  there  has  been  large  opportunity  for  additional  work.  Many  have  thought 
that  the  survey's  questions  carried  the  implication  that  instructors  should  be  pre- 
pared to  answer  questions  where  they  were  not  prepared.  Many  thought  that 
there  were  implications  where  there  were  none.  There  is  no  foundation  for  be- 
lieving that  there  are  such  implications.  Whether  or  not  questions  appealed  to 
their  judgment;  whether  answers  caused  loss  of  time  and  caused  irritation,  none 
of  these  reasons  is  adequate  to,interfere  in  the  slightest  degree  with  university  work. 

687 


University  Survey  Report 

A  list  of  problems  confronting  the  faculty  would  have  been  prepared  had  it  not  been  for 
the  survey.  The  president  therefore  refrains.  Instructors  were  told  not  to  let 
the  petty  annoyances  of  the  survey  interfere  with  the  greater  purposes  for  which 
they  are  on  the  faculty. 

In  concluding  the  discussion  of  the  three  fundamentals  of  efficient  instruction  the  faculty- 
were  urged  to  make  the  next  year  the  university's  greatest  year  in  the  quality  and 
quantity  of  work.  "If  you  do  this  any  deficiencies  of  method  or  record  which  may 
appear  l  am  sure  Vv'ill  count  little  in  the  face  of  this  achievement." 

That  the  survey  had  to  do  with  any  other  aspects  of  university  work  except  method 
or  record  was  not  even  hinted  throughout  the  president's  address,  one  third  of  which 
was  given  to  annoyances  caused  by  the  survey. 

That  the^president  last  year  invited  the  fullest  and  heartiest  cooperation  with  the  survey 
from  the  faculty  was  not  mentioned:  nor  that  this  cooperation  was  given;  nor  that 
there  was  any  way  in  which  the  survey  could  be  used  to  help  the  university;  nor 
that  any  questions  had  been  asked  by  the  survey  which  should  be  asked  and  studied 
by  the  faculty  currently;  nor  that  the  survey  was  conducted  at  the  instance  of  the 
legislature  by  the  State  Board  of  Public  Affairs. 

Educational   niatter.s   before   the   university  faculty   first   semester  1913-14.      ("Be- 
fore" means  in  many  cases  merely  mentioned  or  reported  without  discussion.) 

First  meeting,  October  6,  1913 

President's  address:  more  informational  courses  (general);  improving  organization  of 
departments  (general);  improving  solidarity  of  courses  (general);  emphasizing  rela- 
tions and  personalities  (general);  assistance  should  be  given  to  students  along  voca- 
tional lines — vocational  guidance — (general);  instructor  should  recognize  personal 
responsibility  to  students  other  than  efficiency  in  class  work  and  laboratory  (general). 
No  other  educational  matters  were  introduced  except  those  involved  in  the  recent 
legislation — none  mentioned  in  the  minutes. 

Second  meeting — special — October  13 

The  only  educational  matter  was  a  recommendation  from  the  director  of  the  summer  school 
in  regard  to  the  summer  session,  of  which  three  out  of  five  points  were  administrative 
— beginning  one  week  later;  credit  for  auditors  upon  examinations;  longer  exami- 
nation periods. 

t 
Third  meeting — November  3 

i 
No  educational  questions. 

Fourth  meeting — December  1 

No  educational  matters  except  a  report  upon  the  meeting  of  the  Association  of  American 
Universities,  briefly  referred  to  without  recommendation  or  application  to  the  Uni- 
veristy  of  Wisconsin,  so  far  as  recorded. 

Fifth  meeting — January  5,  1914 

Clerkship  of  six  months  for  bachelors  of  law  after  July  1,  1916  voted  at  the  request  of  the 
dean  of  the  Law  School.  Report  of  committeee  on  five  recommendations  regarding 
the  summer  session  (submitted  by  director  October  13)  adopted.  The  minutes 
do  not  mention  the  fact  that  the  only  two  educational  questions  involved  in  this 
report — establishing  an  advisory  system  for  the  summer  session  and  the  advisability 
of  a  school  year  of  four  quarters — were  reported  upon  adversely  (and  the  survey 
considers  inconclusively  and  inadequately)  by  the  committee  without  discussion  by 
the  faculty  so  far  as  the  minutes  indicate;  nor  were  these  two  questions  re-referred  for 
further  consideration. 

Sixth  meeting — February  2 

Four  educational  questions:    requirements  for  the  course  for  the  training  of  teachers; 

relation  of  in  absentia  students;  honor  system  in  examinations;  adoption  for  one  year 

of  resolution  of  Association  of  American  Universities  regarding  candidates  for  fellow- 
ship and  scholarship. 

In  a  university  with  nearly  5,000  students  and  a  faculty  membership  of  600,  and  with 
the  innumerable  educational  problems  that  were  vexing  the  university  world,  the 
above  record  shows  that  if  members  of  the  university  stafT  were  keenly  alive  to  the 

688 


Exhibit  24 

educational  activities,  the  facts  do  not  record  themselves  in  the  discussions  of  the 
university  faculty. 

Routine   matters   before   the   university   faculty — first     semester   1913-14 
First  meeting — October  6,  1913 

Report  of  candidates  for  degrees;  approval  of  football  schedule;  dishonesty  case  of  June 
1913;  price  of  seats,  which  was  made  a  special  order  for  a  special  meeting  to  be  held 
the  next  week. 

Second  meeting — October  13 

Adjustment  of  details  regarding  physics  and  soils  building;  resumption  of  athletics  with 
Michigan,  which  matter  was  referred  to  a  special  committeee  after  a  motion  was  lost 
to  refer  back  to  athletic  council;  request  from  student  involved  in  "red  pepper  inci- 
dent" of  a  previous  year;  announcement  that  standing  committees  are  not  yet  ap- 
pointed; Henry  Strong  scholarships;  dishonesty  case;  three  questions  regarding 
summer  session — time  of  opening,  length  of  examination  period  and  credit  for  auditors; 
discussion  on  reappointing  library  committee  for  next  year. 

Delegate  wanted  for  vocational  art  convention;  Co-op  request  to  be  recommended  only 
as  other  book  sellers;  one  professor  relieved  from  committee  on  dishonesty  and  sub- 
stitute appointed;  change  made  in  a  second  committee;  dean  requests  that  cuts  be 
reported  both  before  and  after  holidays;  report  of  committee  on  accredited  schools; 
dishonesty  case:  price  of  seats. 

Fourth  meeting — December  1 

Dishonesty  case;  football  schedule  next  year;  examination  schedules;  questions  of  whether 
festivals  should  be  allowed  during  examination  week  or  four  weeks  before  without 
approval  of  student  interests  committee  was  discussed  and  referred  to  a  committee 
of  seven;  honor  system;  committee  of  students  heard  regarding  Christmas  recess. 

Fifth  meeting — January  5 

Announcement  of  course  by  president;  Ph.  D  requirements  fulfilled;  football  schedule 
approved;  approval  of  football  coach  after  council  had  approved;  dishonesty  case; 
summary  report  on  accredited  schools. 

Sixth  meeting — February  2 

Invitation  from  the  Southern  Wisconsin  Teachers  Association;  notice  that  few  of  the 
annual  reports  regarding  budget  had  been  received;  nominations  requested  for 
honorary  degrees;  probation  period  for  students  discussed;  small  change  in  the 
mechanical  engineering  course;  details  regarding  in  absentia  students  in  agriculture 
and  other  courses  which  had  been  referred  from  Graduate  School;  honor  system. 

Unspecific    minutes   first   semester — 1913—14 

Resolutions  of  the  intercollegiate  council  were  referred  to  by  Roman  numeral  which 
gives  no  idea  of  content.  October  13  resolution  regarding  Christmas  recess:  Decem- 
ber 1  report  of  those  who  attended  Association  of  .\merican  Universities  with  regard 
to  which  minutes  give  no  idea  of  the  university's  interest  in  such  meeting. 

Committee  report  on  summer  session  referred  to  as  filed  in  the  faculty  file  book. 

Honor  sytem  voted  upon  February  9  but  with  reference  to  original  motion  and  amend- 
ments which  make  it  impossible  to  know  from  the  minutes  what  action  was  finally 
taken. 

Emphasis   upon   educational   questions   in   the   university   an«l   letters  and   science 
faculties  1906-07,   1907-08,   1911-12 

EfTiciency  of  instruction  and  supervision  of  instruction  were  the  subjects  of  special  action 
by  the  regents  in  1907  and  1912  (exhibit  35). 

Of  importance  in  understanding  the  assistance  given  by  the  faculty  when  fundamental 
educational  questions  are  before  the  governing  body  of  the  university  is  the  list  of  subjects 
which  occupied  the  time  of  the  university  and  the  letters  and  science  facirities  immediately 
preceding,  during  and  immediately  after  the  two  special  investigations  ordered  by  the 
governing  board. 

In  1907  between  October  15  and  December  17  the  regents  waited  for  the  president,  deans 
and  department  chairmen  to  report  a  plan  for  supervising  instruction.     During  this  period 

689 

Sot.— 44 


University  Survey  Report 

the  university  faculty  held  two  meetings  which  dealt  with  the  following  matters:  head  of 
Extension  Division  announced;  appointment  of  committee;  formal,  routine  request  of 
Graduate  School  that  one  student  be  recommended  for  advanced  degree;  report  of  athletic 
council;  report  of  committee  on  accredited  schools;  minority  athletic  report;  recess  for 
Thanksgiving  and  Christmas;  discipline  case;  second  accredited  school  report;  examina- 
tion schedule;  student  and  alumni  resolution  regarding  intercollegiate  athletics;  report  of 
delegate  to  Central  College  semi-centennial. 

During  this  period  the  letters  and  science  faculty  held  two  meetings  which  dealt  with: 
Thanksgiving  report;  major  subject  credit;  announcement  of  new  courses  in  bacteriology, 
Greek,  political  economy;  memorial  on  the  death  of  Professor  Bull;  right  ol  teachers  to 
excuse  classes  on  Saturday  before  recess;  language  requirements  of  fellows;  method  of  appoint- 
ing fellows;  students  recommended  for  degrees. 

During  the  year  previous  (1906-07)  the  university  faculty  had  before  it  the  following  edu- 
cational questions:  president's  recommendation  that  instructors  establish  closer  relation  of 
comradeship  and  cooperation  with  students,  have  regular  hours  for  meeting  students  and 
arrange  to  meet  students  at  homes;  university  extension  purpose  explained;  dean  of  Law 
School  was  denied  request  that  no  intercollegiate  contests  be  permitted  for  law  students; 
66  hours  for  LL.B  degree;  entrance  requirements  (four  meetings);  committee  on  training  of 
teachers  (two  meetings);  changes  in  law  course;  character  of  and  credit  for,  graduate  work; 
letter  regarding  extension  work  in  last  year:  credit  for  extension  work. 

During  the  year  1906-07  the  letters  and  science  faculty  had  before  it  the  following  edu- 
cational questions:  number  of  students  taking  over  15  hours  and  consequent  effect  upon 
character  of  their  work;  dean  emphasized  need  for  advisers;  Latin  advised  and  one  other 
foreign  language  permitted;  five  lines  are  given  to  a  summary  of  Professor  Slichter's  report 
on  Princeton's  preceptorial  system  but  no  facts  or  suggestions  for  Wisconsin  appear  in  the 
minutes,  various  faculty  members  explaining  "what  was  being  accomplished  in  their  individ- 
ual departments  in  this  direction,  especially  by  conferences";  advisers  asked  to  see  dean 
regarding  students  likely  to  be  in  serious  trouble  at  first  semester  examination;  committee 
on  accredited  schools  asked  to  prepare  statement  (never  made)  regarding  preparation  best 
adapted  to  individual  departments  (a  statement  does  not  appear  in  any  university  publi- 
cation); entrance  requirements;  relation  to  normal  schools;  improvement  in  training  of 
teachers;  elocution  open  to  freshmen;  credit  for  playing  in  band;  no  credit  for  one  semester 
only  of  elementary  language. 

For  the  year  1907-08  when  the  president  and  dean  reported  to  the  regents  that  no  plan 
for  supervision  was  possible  (exhibit  35)  there  appeared  in  the  minutes  of  the  university 
faculty  the  following  references  to  educational  problems:  unspecific  mention  of  course  in 
education;  unspecific  reference  to  educational  experiments  at  Princeton,  Columbia,  North 
Dakota  and  Harvard;  notice  by  president  that  courses  had  been  keyed  to  too  high  a  level, 
some  two  hour  courses  required  as  much  as  other  three  hour  courses — yet  no  definite  stand- 
ards or  tests  or  cautions  were  suggested;  notification  of  requirements  as  to  printing  Ph.  D. 
theses;  degree  of  engineer  for  an  additional  college  year;  further  reference  to  working  out 
course  in  education;  maintenance  of  high  school  inspection. 

In  the  year  1907-08  the  minutes  of  the  letters  and  science  faculty  referred  to  discussion 
of  the  following  educational  problems:  great  increase  in  size  of  freshman  classes  noted  and 
importance  (unspecific)  of  freshman  instruction  called  to  the  attention  of  instructors,  espe- 
cially the  new  members;  course  for  training  of  teachers  outlined — the  provision  for  certi- 
fication of  fitness  by  departments  being  stricken  out  of  plan;  announcement  of  cooperation 
with  the  normals  in  accepting  students  with  two  year's  credit;  advisability  of  seggregating 
men  and  women  in  special  courses,  committee  appointed  and  report  accepted  and  filed 
although  it  announced  that  investigation  was  not  complete;  recognizing  one  agricultural 
course  toward  bachelor  degree;  student  denied  privilege  of  crediting  20  credits  of  engineering 
and  20  credits  of  law  work  toward  the  A.B.  degree;  establishment  of  course  in  chemistry; 
question  of  combined  course  with  library  school;  announcement  of  changes  in  the  course  in 
home  economics;  appointment  committee;  discussion  of  what  constitutes  a  major;  question  of 
requiring  a  knowledge  of  French  and  German  on  the  part  of  applicants  for  fellowships;  an- 
nouncement of  special  committee  on  organization  of  the  Medical  School  considered  and 
adopted;  communication  from  the  Department  of  Geology  requesting  the  combination  of  two 
courses  in  geology  for  the  required  natural  sciences,  granted;  correspondence  work  for  last 
two  years  of  college  course  (minutes  of  October  13,  1907  read — dean  "presented  a  letter  from 
person  who  has  had  three  years  in  the  university  and  desires  to  know  whether  the  fourth 
year's  work  required  for  graduation  can  be  completed  by  correspondence  work."  Six  depart- 
ments reported  that  work  for  the  last  two  years  of  the  course  would  not  be  available  by  corres- 
pondence at  present.     No  action  taken. 

Efliciency  of  instruction  by  assistants  and  instructors  and  the  adequateness  of  instruc- 
tion were  again  the  subject  of  special  attention  by  regents  in  the  spring  of  1912;  in  the  1912 
biennial  report  the  president  declares,  page  3:  "the  improvements  in  the  organization  of  the 
university  during  the  past  two  years  have  been  mainly  directed  toward  increased  efficiency 
in  instruction." 

The  part  taken  by  the  university  and  letters  and  science  faculties  as  typifying  the  govern- 
ing body  is  shown  from  the  following  record : 

Between  April  25  and  May  31,  1912,  when  the  president  and  deans  and  13  letters  and  sci- 
ence department  chairmen  were  making  an  examination  and  formulating  a  report  upon 
teaching  efficiency,  the  university  faculty  held  one  meeting  at  which  the  following  subjects 
were  considered:  request  from  military  department;  election  of  members  to  the  regent-faculty 

690 


Exhibit  24 

conference;  report  of  athletic  council;  requirements  in  engineering  college;  schedule  for 
graduate  examinations;  entrance  credit  for  drawing,  manual  training  and  Scandinavian; 
rooms  and  time  for  second  semester  examinations;  intercollegiate  athletics;  student  dis- 
honesty; conference  resolutions;  accredited  school  report;  thanks  to  students  for  university 
exhibition. 

During  this  same  time  when  13  letters  and  science  chairmen,  the  letters  and  science  dean 
and  other  deans  and  president  were  preparing  to  report  to  the  regents  upon  efficiency  of 
supervision,  the  letters  and  science  faculty  met  four  times  and  considered  the  following 
subjects:  report  of  committee  on  bachelor's  degree — finally  laid  on  table;  examination  in 
one  hour  courses;*  report  of  appointment  committee;  requirements  as  to  Scandinavian 
language. 

During  the  year  1911-12  preceding  the  special  study  of  classroom  instruction  and  super- 
vision the  university  faculty  minutes  contain  the  following  references  to  educational  matters: 
the  president's  opening  address  cautioned  advisers  not  to  urge  students  to  go  into  any  depart- 
ment but  to  help  students  reach  conclusions;  credit  to  assistants  and  instructors  for  graduate 
work;  relation  with  normal  schools;  registration  substantially  the  same  as  last  year,  sig- 
nificance to  be  explained  by  president  at  next  meeting  (no  such  explanation  recorded  in  the 
minutes);  provision  regarding  not  more  than  two  years  of  Scandinavian;  credit  for  mechanical 
drawing  when  not  given  in  connection  with  shop  work;  mark  of  85  required  for  promotion 
for  engineering  juniors  and  seniors;  credit  for  manual  training;  visitors'  report  referred  to 
proper  colleges  and  departments;  degree  of  doctor  of  public  health  established,  no  dis- 
cussion reported;  time  credit  for  assistants  and  instructors  candidating  for  higher  degrees; 
report  of  committee  on  normal  school  course — no  record  of  committee's  appointment. 

During  this  same  year,  prior  to  the  regents'  special  study  of  instruction  and  supervision 
the  letters  and  science  faculty  considered  the  following  educational  matters:  reorganization 
of  grading  for  juniors  and  seniors  according  to  standard  of  advanced  work  (including  those 
who  failed,  received  incomplete,  etc.)  taken  up  at  two  meetings  with  no  reference  in  the  min- 
utes to  work  done  or  how  to  help  students;  visitors'  report  on  foreign  languages;  record  of 
freshmen  up  to  Thanksgiving;  report  on  A.  B.  degree  laid  on  table  May  l(j  not  brought  back 
in  the  school  year  1912-13;  announcement  of  changes  of  credit  for  agricultural  studies — no 
discussion  reported;  credit  for  Hebrew  and  Scandinavian  taken  in  preparatory  schools. 
(The  university  asks  to  have  included  at  this  point  discussion  of  grades  which  was  omitted 
by  the  survey  as  not  being  primarily  educational — see  exhibit  13).  At  the  November  meet- 
ing the  dean  expressed  the  hope  that  the  lack  of  increase  in  registration  "would  result  in 
getting  the  work  better  organized  than  heretofore." 


UNIVERSITY    COMMENT  ON    ALLEN    EXHIBIT   24,    SECTION    4,    ENTITLED 
"THE  UNIVERSITY  FACULTY" 

This  section  contains  a  large  number  of  statements  relating  to  the  university  faculty  which 
have  been  derived  by  Dr.  Allen  partly  from  an  examination  of  the  Faculty  Minutes,  the 
Faculty  File  Book,  the  answers  of  various  members  of  the  faculty  to  questionnaires,  and 
attendance  at  one  or  two  of  the  faculty  meetings  in  1914,  but  largely  from  the  corrections  to 
his  original  section  which  were  furnished  him  by  the  university.  The  statements  so  assem- 
bled have  been  used  in  the  other  sections  of  this  exhibit,  directly  or  indirectly,  as  the  basis 
for  generalizations  concerning  faculty  improvement  and  reorganization.  They  have  also 
been  drawn  upon  for  many  of  the  proposed  "next  steps"  recommended  by  Dr.  Allen  in 
exhibit  36,  paragraphs  155-97. 

In  the  original  form  in  which  this  section  was  submitted  by  Dr.  Allen,  it  was  so  inaccurate 
in  its  statement  of  facts,  and  drew  such  erroneous  inferences  from  what  it  alleged  as  facts 
that  the  University  was  obliged  to  criticise  it,  jniragrajjh  by  paragraph.  In  the  present  form 
Dr.  Allen  has  incorporated  so  many  of  the  changes  suggested  by  the  University  that  the 
bare  facts  here  stated  represent  more  nearly  the  University's  survey  of  itself  than  Dr.  Allen's. 
The  conclusions  ostensibly  drawn  by  Dr.  Allen  from  this  section  and  displayed  in  other  sec- 
tions of  this  exhibit  and  elsewhere,  however,  remain  unmodified  in  spite  of  the  changes  in 
the  statement  of  facts,  and  for  this  reason  are  the  more  objectionable. 

It  would  be  possible  to  go  through  this  section  and  ]K)int  out  individual  errors  due  to  the 
fact  that  Dr.  Allen  was  not  willing  to  incorporate  all  the  corrections  which  were  made.  For 
the  sake  of  brevity,  a  few  general  subjects  will  be  used  to  illustrate  the  character  of  his  errors. 

1.      Broad   generalizations 

(a)  Dr.  Allen  still  indulges  in  broad  generalizations  which  can  not  be  proved,  e.  g.,  "Many 
important  decisions  are  reached  by  a  majority  vote  in  which  is  often  counted  the  vote 
of  many  persons  who  are  neither  informed  nor  interested."  With  regard  to  this  criti- 
cism it  may  be  remarked,  first,  that  no  deliberative  body  has  yet  discovered  how  to 
make  sure  that  all  the  members  are  informed  and  interested;  and,  secondly,  that  this 
broad  statement  should  have  been  either  withdrawn  or  justified  by  complete  evidence. 

691 


University  Survey  Report 

(b)  Dr.  Allen  says  "Inadequate  conclusions  based  upon  obviously  inadequate  investiga- 
tions are  accepted  and  acted  upon."  See  exhibit  21,  section  5,  where  Dr.  Allen  tried 
to  bolster  up  this  assertion,  and  the  University  reply  showing  that  his  statements 
are  erroneous. 

2.  "Educalional   matters" 

Dr.  Allen  states  that  "Too  few  educational  matters  of  consequence  come  before  the 
faculty  meetings."  Possibly  this  comment  is  true.  But  Dr.  Allen  holds  this  opinion 
because  he  thinks  that  nothing  but  strictly  pedagogical  questions  are  educational 
matters.  Under  correction  from  the  University  he  did  include  under  "educational 
questions",  some  subjects  which  he  had  previously  classed  as  "routine  matters." 
But  he  fails  to  see  the  larger  issues  involved  in  many  subjects.  He  fails  to  realize 
the  educational  necessity  in  American  universities  and  colleges  of  directing  the  extra- 
curricular activities.  For  persons  conversant  with  educational  matters  it  is  un- 
necessary to  state  that  this  has  been  one  of  the  most  important  educational  questions 
before  the  university  public  in  recent  years,  and  much  of  the  action  voted  in  university 
faculties,  which  would  seem  to  the  uninitiated  merely  routine,  is  determined  by  the 
policy  with  regard  to  this  matter  of  non-academic  activities. 

3.  Minutes  and  other  records 

(a)  Many  of  Dr.  Allen's  criticisms  relate  to  the  methods  of  keeping  the  minutes  and  other 
records  of  faculty  meetings.  Much  of  what  he  says  is  true,  but  not  especially  im- 
portant; e.g.,  under  "Defects  of  minutes  that  may  be  corrected  by  chairman"  he 
includes  "Discussion  is  not  digested,  often  not  referred  to,  and  many  participants 
are  not  mentioned.  "In  reply  we  may  say:  the  minutes  are  a  journal,  and  should 
be  compared  with  the  Journals  of  Congress.  State  Legislatures  usually  follow  this 
practice.  See  also  Constitutional  Conventions,  which  keep  a  journal,  but  often 
keep  nothing  resembling  the  Congressional  Record. 

(b)  Later  Dr.  Allen  states  "Too  few  participate  either  in  discussion,  service  on  committees, 
or  proposing  action."  And  to  support  these  statements  he  gives,  for  several  years, 
the  totals  of  the  number  of  persons  mentioned  in  the  minutes.  To  this  we  reply: 
the  minutes  do  not  record  the  names  of  those  who  participate  in  discussions;  usually 
only  those  who  present  reports. 

(c)  Concerning  committee  reports.  Dr.  Allen  makes  some  inaccurate  statements,  e.g., 

"Digests  of  important  reports  to  be  considered  are  not  in  the  minutes,  are  in  the 
majority  of  cases  not  sent  out  in  advance  of  the  meeting  or  distributed  at  the  meet- 
ing." As  a  matter  of  fact  the  reports,  themselves,  are  kept  in  the  File  Book.  Impor- 
tant reports,  not  merely  digests  of  them,  are  sent  out  in  advance  and  distributed  at 
the  meeting  to  those  who  have  not  brought  their  copies. 

(d)  Dr.  Allen  states  that  "The  faculty  file  book  containing  the  'working  papers,'  original 
reports,  supporting  data  so  far  as  they  are  kept  is  not  indexed.  Thus  work  involving 
often  months  of  discussion  and  study  is  permanently  lost  sight  of  and  important 
matters  are  indefinitely  postponed  which  might  by  review  of  an  index  be  re-submitted 
to  the  faculty."  Evidently  Dr.  Allen  did  not  acquaint  himself  with  the  facts,  for 
the  Faculty  File  Book  is  carefully  connected  with  the  minutes  by  page  references 
inserted  in  the  latter.  Work  involving  often  months  of  discussion  and  study  is  not 
"permanently  lost  sight  of." 

4.  Faculty  procedure 

(a)  Dr.  Allen  criticises  faculty  procedure:  "No  calendar  or  order  of  proceedings  is  dis- 
tributed at  the  meeting."  True;  but  there  is  a  regular  order  of  proceedings,  which 
has  been  followed  for  over  twelve  years. 

(b)  "Except  in  the  case  of  occasional  special  subjects  no  steps  are  taken  in  advance  of 
meetings  to  make  it  easy  for  those  who  should  attend  meetings,  either  to  have  the 
information  necessary  to  act  upon  others'  initiative  or  themselves  to  initiate  dis- 
cussion and  action."  As  already  stated,  important  reports  are  sent  out  in  advance. 
Moreover,  on  subjects  of  special  importance  everyone  interested  is  likely  to  be  well- 
informed  because  of  the  practice  of  handling  educational  questions. 

(c)  "Facts  upon  which  formal  reports  are  based  are  not  required  to  be  included  in  the 

reports  or  spread  upon  the  minutes,  and  in  the  majority  of  cases  reports  give  con- 
clusions and  not  facts  upon  which  the  conclusions  are  based."  Inaccurate.  Im- 
portant committees  generally  have  mimeographed  for  faculty  use  statements  and 
conclusions,  many  of  which  can  be  found  in  the  Faculty  File  Book. 

5.  The  President's  Address 

We  think  it  unnecessary  to  attempt  any  rejoinder  to  Dr.  Allen's  innuendoes  and  dis- 
tortions with  regard  to  the  President's  address  at  the  opening  faculty  meeting  of  the 
year  1914-15.     The  manuscript  of  the  President's  speech  reads  as  follows: 

Summary  of  part  of  address  of  President  Charles  R.  Van  Hise  to  the  University  Facultv 
September  28,   1914. 

692 


Exhibit  27 

Attitude  of  faculty   toward   European   War 

The  existence  of  the  great  European  war,  the  far-reaching  woes  of  which  to  many  milUons 
of  people  are  beyond  the  conception  of  human  imagination,  we  all  profoundly  regret.  The 
subject  is  mentioned  this  afternoon  in  order  to  define  the  position  which  the  university 
should  take  concerning  it. 

The  law  forbids  us  from  using  the  university  to  advance  partisan  politics.  There  is  no 
such  law  relating  to  war,  but  it  seems  to  me  that  the  same  principles  should  obtain  for  the 
existing  war.  Politics  are  not  matters  of  reason  alone,  but  frequently  of  personal  ends  and 
oftentimes  passion;  hence  partisan  politics  cannot  be  discussed  in  the  light  of  pure  reason 
and  are  therefore  not  adapted  to  the  academic  platform.  The  European  war  unfortunately 
has  aroused  to  a  high  pitch  one  of  the  deepest-seated  of  human  antagonisms, — race  feeling; 
and  this  leads  to  a  highly  emotional  temper.  When  race  feeling  is  intense,  the  background 
is  not  such  as  to  make  possible  discussions  of  an  academic  type. 

Therefore  I  oflficially  request  that  members  of  the  instructional  staff  of  the  university 
refrain  from  using  the  university  platform,  either  in  class-room  or  otherwise,  for  discussing 
any  of  the  questions  relating  to  the  war.  I  also  suggest,  without  attempting  to  interfere 
with  personal  liberty  and  without  any  imposition  of  authority,  that  it  is  advisable,  outside 
of  the  university,  for  members  of  the  faculty  to  refrain  so  far  as  practicable  from  active 
participation  in  questions  relating  to  the  European  war. 


Work  of  the  coining  year. 

The  academic  temper  is  a  sensitive  one;  it  is  sensitive  because  the  faculty  is  composed  of 
men  who  think  of  their  profession  with  idealistic  ardor.  The  temper  indeed  of  a  teacher 
and  scholar  of  the  highest  quality  is  closely  allied  to  the  artistic  temper. 

Such  a  temper  is  particularly  likely  to  be  disturbed  by  small  routine  demands  and  es- 
pecially those  of  an  unexpected  nature.  It  easily  over-estimates  the  importance  of  any  un- 
usual state  of  affairs  and  allows  itself  to  be  disturbed  to  such  an  extent  as  to  decrease  its 
efficiency. 

Erom  various  sources  I  know^  that  such  a  state  of  mind  exists  at  the  present  moment  in 
the  university  faculty  because  of  the  University  [Allen]  Survey.  This  organization  has 
presented  elaborate  series  of  questions  which  have  demanded  a  considerable  amount  of 
time. 

Doubtless  many  of  you  have  thought  that  the  questions  carried  implications  that  you 
should  keep  records  in  such  a  form  that  you  w^ould  be  able  to  respond  to  questionnaires  of  a 
similar  character  at  any  time.  Other  questions  have  seemed  to  carry  implications  of  a 
kind  which  did  not  appeal  to  your  judgment. 

There  is  as  yet  no  reason  to  suppose  that  the  conclusions  which  you  may  have  drawn  are 
justified;  and  I  feel  certain  that  many  of  you  have  been  unduly  disturbed  by  the  material 
which  has  been  presented  to  you. 

Following  my  usual  custom,  at  this  time  I  should  make  various  suggestions  concerning 
which  I  hoped  there  would  be  improvement.  Indeed  during  the  past  year  I  have  accumu- 
lated a  number  of  things  which  I  intended  to  mention.  I  shall  refrain  from  speaking  of 
them  at  this  time  and  shall  take  other  methods  of  accomplishing  the  desired  ends. 

My  purpose  today  is  to  urge  that  you  do  not  allow  the  annoyances  and  small  affairs  of 
routine  work  to  have  the  slightest  clTect  upon  the  great  purposes  for  which  you  are  here; 
that  nothing  shall  cause  you  to  falter  in  your  efforts  in  those  directions;  that  on  the  con- 
trary you  rise  above  the  ephemeral  and  strive  with  your  full  energy  to  increase  your  effi- 
ciency in  the  essentials  of  your  work. 

What  are  these  essentials? 

First.  As  members  of  the  instructional  force  of  the  university  you  are  to  give  inspira- 
tional character  to  your  instructional  work.  You  are  not  to  be  mere  reflectors  or  trans- 
mitters of  statements  in  textbooks.  Lectures  which  are  merely  repetitions  of  facts  are 
worse  than  useless.  As  instructors  you  are  to  present  a  broad  view  of  your  subject,  to 
gather  together  its  great  essential  elements.  You  are  to  present  its  great  fundamental  con- 
ceptions in  their  relations  so  that  your  subject  shall  be  seen  as  a  whole.  Such  lectures  are 
to  be  the  organizing  ideas  which  put  in  orderly  fashion  the  reading,  the  textbook,  and  the 
laboratory  work  of  the  students.  Before  a  week  has  gone  by,  at  least  a  dim  image  of  the 
mighty  framew'ork  of  your  subject  should  be  in  the  students'  minds. 

Second.  All  the  energy  not  required  in  the  class-room  should  be  bent  toward  the  advance- 
ment of  your  science.  You  should  contribute  to  it  yourself;  you  should  lead  the  more  select 
of  your  students  so  that  they  may  also  contribute  to  it.  In  so  doing  these  students  will 
share  in  your  labors.  The  methods  of  jiroducing  creative  men  remain  fundamentally  the 
same  from  the  days  of  Socrates  and  of  Christ.  The  master  gathers  a  group^of  disciples  about 
him  with  whom  he  w'orks  and  who  work  with  him. 

Y^our  work  in  the  advancement  of  your  science  is  not  simply  for  the  increase  of  knowledge. 
No  man  who  is  not  a  productive  scholar  can  possibly  maintain  throughout  the  years  inspira- 
tional qualities  in  his  instruction.     The  man  who  repeats  year  after  year  his  old  lectures,  or 

693 


University  Survey  Report 

summarizes  the  statements  of  his  textbooks  is  dead  as  a  university  professor.  In  a  lecture 
upon  any  subject  today,  all  of  the  accumulated  knowledge  of  the  past  should  be  illuminated 
by  the  discovery  of  yesterday. 

Young  man,  when  in  the  future  you  have  reached  full  maturity,  present  no  excuse  why 
you  arenot  a  scholar  in  your  subject.  I  hear  indirectly  that  some  members  of  the  force 
think  the  amount  of  routine  work  is  such  that  a  man  has  not  time  for  his  scholarly  work; 
but  as  I  recall  the  scholars  in  this  university  who  have  here  risen  to  high  positions  in  their 
subjects  I  feel  sure  that  they  have  been  called  upon  for  fully  as  many  hours  of  instruction 
per  week,  and  as  much  or  more  routine  work  than  are  required  of  you.  No  excuse  will 
avail  for  the  young  man  desiring  a  university  career,  if  he  does  not  achieve  so  that  he  may 
advance  his  subject  and  become  an  inspiring  teacher. 

Third.  There  remains  the  great  service  of  carrying  knowledge  to  the  people  of  this 
state  and  also  in  a  large  measure  to  the  world.  Men  in  an  educational  institution  have 
public  responsibilities  and  duties  as  well  as  those  within  the  institution. 

These  three  great  fundamental  duties  rest  upon  different  ones  of  you  at  the  present  time  to  a 
variable  extent.  The  largest  achievement  in  all  is  not  expected  at  the  same  moment.  First- 
class  work  is  expected  of  each  in  at  least  one. 

It  is  my  hope  that  the  coming  year  of  the  University  of  Wisconsin  will  be  the  most  success- 
ful in  its  history,  not  only  in  the  quantity  of  the  work  accomplished,  but  far  more  important 
in  its  quality.  If  you,  members  of  the  faculty,  rise  to  the  occasion,  as  do  all  truly  great 
Ijodies  of  men  at  times  of  exceptional  stress,  you  shall  make  this  coming  year  the  greatest 
year  of  the  University  of  Wisconsin  in  instruction,  in  productive  work,  and  in  the  dissemi- 
nation of  knowledge.  If  you  do  this,  any  deficiencies  of  method  or  record  which  may  appear 
I  am  sure  will  count  little  in  the  fact  of  this  achievement. 

(Signed)  D.  C.  MUNRO 
F.  L.  PAXSON. 


Section  5 

FIVE  ILLUSTRATIONS  OF  INVESTIGATIONS   CONDUCTED  BY  THE 
UNIVERSITY  FACULTY 

Among  other  points  in  the  survey's  discussion  of  meetings  and  minutes  of  the  university 
faculty,  the  university  took  exception  to  two  statements  the  survey  had  made: 
(1)  Facts  upon  which  formal  reports  are  based  are  not  required  to  be  included  in  the 
reports  or  spread  upon  the  minutes  and  in  the  majority  of  cases  reports  give  conclu- 
sions and  not  facts  upon  which  conclusions  are  based;  (2)  Inadequate  conclusions 
based  upon  obviously  inadequate  investigations  are  accepted  and  acted  upon. 

Between  receiving  the  first  informal  comment  by  the  university  and  the  final  formal 
comment  on  that  section  of  the  report  dealing  with  faculty  meetings,  the  survey 
stated  by  telephone  and  by  letter  that  proof  of  the  two  statements  which  it  had  made 
would  be  found  to  lie  so  near  the  surface  that  it  hoped  the  university  would  not 
make  it  necessary  for  the  survey  to  analyze  in  detail  in  a  formal  report  the  illustrations 
found  in  the  course  of  its  study,  but  would  take  administrative  steps  to  verify  these 
statements. 

The  exception  taken  by  the  committee  appointed  by  the  university  to  make  a  formal  reply 
to  the  survey  in  regard  to  the  two  above  statements,  inter  aha,  require  that  illustra- 
tions be  specifically  cited. 

Five  problems  which  faculty  committees  were  asked  to  investigate 

1.  How  may  the  work  of  students  beyond  the  freshman  year  be  more  equitably  distributed, 

and  more  of  the  capacity  of  university  hall  be  utilized?     (February  3,  1908) 

2.  Shall  summer  session  begin  one  week  later;  shall  the  examination  period  be  two  hours 

instead  of  one  hour;  sha!l  work  in  the  summer  session  as  auditor  be  credited  toward 
a  degree  if  a  satisfactory  examination  is  passed;  shall  an  adviser  system  for  summer 
students  be  provided;  shall  the  university  year  be  reorganized  on  a  four  quarter 
basis?     (January  5,  1914) 

3.  What  shall  be  done  about  extra-curricular  activities  of  students?     (March,  2,  1914) 

4.  Shall  adult  graduates  of  normal  schools  with  teaching  experience  be  exempted  from 

the  language  requirements  for  the  Ph.  B.  degree?     (June  1  and  October  5,  19M) 

5.  Shall  intercollegiate  rowing  be  abolished?     (September  28,  1914) 

As  will  be  seen  the  five  subjects  chosen  for  illustration  are  selected  because  of  the  personal 
contact  which  the  survey  has  had  with  each  of  these  problems.  It  will  be  seen  that 
each  subject  involves  problems  of  almost  equal  consequence  with  those  considered 
in  exhibit  35  on  regents'  investigations. 

694 


Exhibit  24 

Rpeort  of  special  committee  on  rooms  and  time  table,  1908 

This  report  is  found  in  faculty  file  book  for  1908,  page  6.  It  consists  of  two  pages  of 
double  spaced  typewriting. 

The  questions  at  issue  involved  cfriciency  of  organization,  efhcient  use  of  university  build- 
ings and  the  need  for  additional  buildings. 

Of  1,153  letters  and  science  students  involved  in  other  than  freshman  classes,  200,  or  17 
per  cent,  were  studied  as  the  committee  put  it  "to  obtain  some  notion  of  the  present 
distribution  of  the  studies  pursued  by  upperclassmcn." 

From  this  17  per  cent  sample  of  the  total  problem  the  committee  prepared  a  chart  which 
it  said  "roughly  summarized"  the  results. 

The  remaining  83  per  cent  were  not  studied  or  used  to  check  results  found  by  counting 
the  17  per  cent. 

The  facts  were  confined  to  class  work  of  17  per  cent,  which  fell  on  Monday,  Wednesday 
and  Friday,  and  on  Tuesday  and  Thursday,  without,  however,  giving  any  figure  to 
show  the  total  number  of  hours  or  the  total  number  of  persons  accommodated  on 
those  days,  or  the  portion  of  the  tctal  capacity  used  on  those  days. 

No  distribution  of  hours  is  given,  nor  what  maximum  use  was  possible. 

No  more  was  known  after  the  submission  of  the  report  than  before  either  by  the  com- 
mittee or  by  the  faculty  which  adopted  the  committee's  report,  as  to  how  much  of  the 
work  of  each  class  under  consideration  was  at  nine  o'clock,  or  eleven  o'clock  or  three 
o'clock. 

No  definition  of  "equitable"  was  given  so  that  conclusions  of  the  committee  as  to  what 
it  called  "especially  bad,"  or  "sulTiciently  evil"  distribution  might  be  tested. 

No  information  was  given  as  to  which  departments  or  which  instructors  enjoyed  the 
favored  hours  in  the  schedule  although  the  month  before  the  president  of  the  uni- 
versity had  declared  to  the  Board  of  Regents  that  the  competition  among  depart- 
ments for  students  was  in  full  force. 

No  inquiry  was  made  among  advisers  as  to  whether  certain  hours  were  full  because  cer- 
tain courses  fell  at  those  hours,  or  whether  certain  courses  were  full  because  of  the 
hours  at  which  they  came,  although  a  later  report  by  the  regular  committee  on  rooms 
and  time  table  says  that  the  crowding  of  sophomore  and  junior  electives  into  the 
hours  from  nine  to  12  in  the  morning  was  destroying  the  liberty  of  choice,  and  made 
very  difficult  the  arrangement  of  study  schedules.      (Alay  15,  1911) 

No  examination  of  the  schedule  was  made  to  show  what  electives  for  each  class  were 
made  impossible  by  certain  others,  or  at  what  hours  of  the  day  or  on  which  days  the 
least  conflict   occurred  among  electives  or  between  electives  and  recjuired  work. 

Regarding  the  greater  utilization  of  the  capacity  of  university  hall,  there  was  no  report  on 
what  the  maximum  possible  use  was;  no  data  showing  relation  of  actual  to  possible 
use;  no  statement  of  how  many  rooms  of  each  size  were  involved  in  the  43  rooms, 
which  according  to  the  committee,  vary  in  seating  capacity  from  20  to  300;  no  facts 
as  to  the  one  hour  courses  or  the  courses  needing  large  classrooms  but  one  hour  a  week 
which  were  held  at  various  hours  on  different  days  and  the  shifting  of  which  to  other 
days  might  make  room  for  new  two-fifths,  three-fifths,  or  five-fifths  courses. 

No  mention  was  made  of  the  possibility  of  relieving  congestion  in  university  hall  by  util- 
izing rooms  vacant  at  different  hours  in  adjacent  buildings;  no  information  was 
given  regarding  classes  in  rooms  larger  than  they  needed,  or  other  classes  occupying 
rooms  too  small  for  advantageous  work. 

No  charts  were  made  or  suggested  which  would  make  it  easy  to  determine  how  nearly  the 
maximum  use  was  being  made  of  all  rooms. 

No  study  of  enrollment  increases  was  made  upon  which  to  predict  w'hen  congestion  might 
be  expected,  how  acute  it  would  probably  become,  and  the  adjustment  of  schedule 
which  would  be  made  most  easily  to  give  a  maximum  of  relief. 

The  only  recommendation  made  by  the  committee  had  to  do  with  a  subject  not  referred  to 
it;  namely,  that  work  of  departments  be  concentrated  and  not  scattered  over  dilTerent 
buildings,  and  that  university  hall  be  immediately  enlarged  to  accommodate  the 
literary  departments. 

Instead  of  facts  the  committee  presented  opinions.  The  faculty  accepted  the  committee's 
report  that  the  situation  did  not  call  for  relief  by  any  readjustment  of  schedule. 


Answer  to  five  questions  regarding  summer  session,  1913.  1914 

On  the  assumption,  unsupported  by  any  figures,  that  "the  numl)er  of  students  who  would 
be  discommoded  by  the  necessity  of  remaining  in  Madison  a  few  days  unoccupied  by 
class  work  would  be  small,  much  snuiller  than  the  nund)er  of  teachers  who  cannot 
enter  at  the  beginning  of  the  session  if  the  opening  day  is  Monday  following  commence- 
ment," the  committee  recommended  that  the  opening  of  the  summ(^r  session  be  post- 
poned one  week.  Yet  the  number  of  persons  thus  convenienced  was  not  greater  than 
the  number  of  persons  discommoded.  The  former  number  was  100  according  to  the 
committee;  the  latter  number  was  (iOO  according  to  the  university  catalogue. 

In  reply  to  the  second  question,  the  committee  expressed  its  opinions  in  such  terms  as 
"we  believe,"  "general  rule,""  "we  see  no  reason."     The  committee  failed  to  show 

695 


University  Survey  Report 

(1)  why  from  the  university's  experience,  it  believed  that  one  hour  is  long  enough  for 
final  examination  in  a  course  meeting  six  times  a  week  for  six  weeks  (36  times), 
and  not  long  enough  for  a  course  meeting  in  the  regular  semester  twice  a  week  for  18 
weeks  (36  times);  (2)  how  many  classes  met  the  preceding  summer  on  the  Thursday 
afternoon  which  the  committee  states  would  be  disturbed  by  having  two  hour  exam- 
inations; (3)  for  what  reason  it  would  be  necessary  to  use  Thursday  afternoon,  as 
they  reported,  if  two  hour  examinations  were  held;  (4)  whether  the  loss  of  an  hour  of 
recitation  for  the  courses  meeting  on  Thursday  could  not  be  compensated  for  if  these 
particular  examinations  were  given  at  an  extra  examination  period. 

With  regard  to  the  three  other  questions  submitted  to  the  committee,  detailed  analysis 
shows  similar  submission  of  assumptions,  beliefs,  conclusions,  arguments  pro  and 
con,  without  facts  by  which  the  faculty  might  make  up  its  own  mind.  This  method  is 
particularly  costly  when  applied  to  such  an  important  question  as  whether  the  uni- 
versity should  have  a  48  week  year  of  four  regular  quarters, —  or  a  36  week  year  of 
two  regular  semesters  plus  six  weeks  of  summer  session. 

Of  importance,  too,  is  it  that  in  dealing  with  so  important  a  matter  as  the  length  of  year, 
one  reason  urged  against  the  four  quarter  system  is  that  it  "would  probably  result  in 
increasing  the  amount  of  time  devoted  by  the  average  number  of  the  faculty  to  routine 
class-room  work  and  correspondingly  diminish  the  amount  of  time  given  to  research. 
.\s  a  result  it  would  probably,  in  the  long  run,  lower  his  efficiency  and  decrease  his 
usefulness."  This  statement  if  correct  raises  a  question  as  to  the  present  practice 
of  many  of  the  principal  professors  in  continuing  to  work  through  the  summer  session. 


Investigation  of  extra-curricular  activities,  1914 

At  the  March  meeting  of  the  faculty  a  committee  appointed  to  investigate  extra-curricular 
activities  of  students,  made  a  report  which  does  not  indicate  that  the  committee  had 
investigated  before  it  recommended. 

No  information  was  submitted  as  to  relative  scholastic  standing  of  students  participating 
and  those  not  participating  in  extra-curricular  activities;  as  to  which  activities  were 
interfering  and  which  not  interfering  with  school  work.  Nor  was  information  gath- 
ered from  alumni  who  as  students  had  taken  active  part  in  outside  activties,  as  to  the 
values  placed  by  them  upon  extra-curricular  activities  compared  with  classroom  work. 

No  studies  were  reported  as  to  methods  employed  in  other  institutions  in  dealing  with 
extra-curricular  activities. 

No  list  of  such  outside  activities  here  in  Wisconsin  *was  submitted. 

No  discrimination  was  made  between  activities  which  should  be  abandoned,  those  which 
should  be  tolerated  as  unavoidable,  others  which  should  be  encouraged. 

No  hearings  were  reported  at  which  persons — whether  faculty  members  or  students — 
might  give  information  or  ask  questions. 

Not  because  facts  resulting  from  investigation  (so  far  as  the  report  itself  shows)  showed 
the  need  for  a  special  committee,  but  because  the  committee  believed  on  general  prin- 
ciple as  the  report  indicates,  that  the  situation  called  for  a  separately  organized 
central  agency,  it  recommended  such  committee. 

With  regard  to  another  decision  reached  by  the  faculty,  the  chairman  of  the  committee 
making  this  report  explained  to  the  survey  that  a  belief  long  held  by  him  in  a  certain 
matter  determined  his  vole  without  regard  to  the  investigation  upon  which  the  faculty 
had  ostensibly  voted. 

The  faculty's  action  upon  the  report  of  the  committee  on  extra-curricular  activities  was 
to  appoint  a  central  committee  on  student  life  and  interests.  The  regents  appropri- 
ated $3,400  toward  the  work  of  that  committee  for  1914-15. 

However  excellent  the  movement  started  as  the  result  of  this  inadequate  investigation 
may  prove,  excellence  of  results  will  not  change  the  inadequacy  of  the  investigation. 

How   the  faculty   met  an  appeal  to  relax   the  foreign  language  requirements  for 
normal  school  graduates  with  teaching  experience 

Faculty  action  in  this  case  differed  from  faculty  action  in  the  three  cases  above  reported 
in  one  important  respect — that  the  advisability  of  relaxing  the  foreign  language  re- 
quirements for  normal  school  graduates  had  been  the  subject  of  special  petition  by 
adult  students,  of  previous  conferences  between  the  university  and  the  stale  normal 
schools,  and  of  administrative  solicitude  because  of  the  expressed  belief  that  legis- 
lative appropriations  to  the  university  would  be  affected  by  the  faculty's  decision. 

The  general  importance  of  the  question  is  taken  up  in  the  section  of  the  survey  report 
which  deals  with  foreign  language  requirements,  exhibit  12. 

At  two  different  times  the  faculty  committee  reported  recommendations  (June  1  and  Octo- 
ber f),  1914).  In  both  cases  the  faculty  was  sent  in  advance  of  meeting  inimeo- 
graphed  copies  of  the  committee's  report. 

696 


P^XHIBIT  24 

In  this  case  neither  results  of  investigation,  nor  facts,  nor  opinions  were  given  to  the 
faculty  in  the  advance  copies.  On  the  contrary,  the  mimeographed  copies  of  the 
report  gave  only  the  committee's  recommendations  without  a  shred  of  information 
with  which  to  interpret  the  recommendations. 

As  the  debate  at  the  June  meeting  showed,  there  was  not  only  uncertainty  but  wipe 
divergence  of  guesses,  even  as  to  the  number  of  students  involved. 

The  fundamental  premises  laid  down  as  eternal  truth  by  one  member  of  the  faculty  were 
challenged  seriatim  and  emphatically  by  another  who  claimed  that  concrete  studies 
so  far  as  they    have    been    made   justified    the    committee's    recommendations. 

Conflicting  assertions  made  at  the  June  meeting  by  men  ecjually  entitled  to  opinions  and 
to  audience  suggested  to  the  survey  representative  the  need  for  facts.  No  call  for 
facts  was  made  by  the  faculty. 

Instead  of  supplementing  the  earlier  recommendations  by  information  which  remove 
facts  at  least  from  controversy,  the  committee  made  its  second  report  in  October 
without  facts  and  without  submitting  to  the  faculty  evidence  of  investigation. 

Fact  base  upon  which  the  faculty  voted  to  abolish  intercollegiate  rowing  at  the 
University  of  Wisconsin 

This  fifth  illustration  of  faculty  investigation  is  used  because  it  is  a  matter  of  current  and 
live  interest,  and  because  the  president  of  the  university  has  cited  it  as  important 
and  has  stated  that  its  "conclusion  was  so  clear  that  the  faculty  did  not  think  it 
necessary  to  defer  action,"  even  though  the  faculty  had  not  received  copies  of  the 
report  in  advance  of  the  meeting  and  voted  upon  an  oral  statement  only. 

As  a  result  of  the  report  the  University  of  Wisconsin  has  withdrawn  from  intercollegiate 
rowing  contests,  and  the  regents  with  a  fuller  written  report  before  them,  have  ac- 
cepted the  faculty's  proposal  to  prohibit  intercollegiate  rowing. 

Not  a  question  was  asked  by  the  faculty;  not  a  comment  was  made.  Had  it  been  con- 
sidering a  motion  to  adopt  the  Ten  Commandments  it  could  not  have  more  trust- 
fully followed  the  prompting  of  one  of  its  committees. 

Princeton  and  Michigan  universities  have  spent  large  sums  of  money  to  provide  arti- 
ficial facilities  for  rowing.  Yet  without  a  question  the  University  of  Wisconsin 
faculty  votes  to  do  away  with  the  one  intercollegiate  sport,  rowing,  for  which  it 
has,  practically  as  part  of  its  campus,  as  nearly  perfect  natural  equipment  as  any 
university  in  the  country. 

A  more  thorough  analysis  of  the  question  before  the  faculty  was  made  by  a  student 
writing  in  a  student  magazine,  than  appears  in  the  report  upon  which  the  faculty 
acted. 

Reasons  given  for  discontinuing  intercollegiate  rowing. 

The  statements  which  were  submitted  to  the  faculty,  and  upon  which  the  faculty  based 
its  action  showed  (1)  that  of  56  men  in  the  freshmen  crew  squad  between  1910  and 
1913,  six  were  believed  by  the  Department  of  Clinical  Medicine  to  have  had  cardiac 
hypertrophy  before  beginning  crew  training,  while  23  others  had  developed  it  during 
training;  (2)  that  of  56  men  in  the  varsity  squad  between  1910  and  1913,  seven  had 
hypertrophied  hearts  before  beginning  training,  while  33  others  acquired  cardiac 
hypertrophy  as  a  result  of  training  (3)  that  of  23  "W,"  4  had  hypertrophy  before 
making  the  crew,  and  16  developed  it,  making  a  total  of  20  out  of  23  "W"  men. 

The  faculty  was  further  told  that  the  records  of  the  varsity  crew  candidates  are  '"essen- 
tially subsequent  histories"  of  the  freshman  crew  squad — which  makes  it  appear 
that  40  out  of  56  men  developed  hypertrophy.     This  was  not  the  case. 

No  other  information  was  given  to  the  faculty,  which  acted  upon  an  oral  report  without 
being  told  that  90  men  were  involved,  of  whom  41  were  believed  by  the  Department 
of  Clinical  Medicine  to  have  developed  cardiac  hypertrophy  as  a  result  of  crew 
training,  while  12  others  already  had  it  before  beginning  training. 

The  faculty  acted  without  being  told,  and  without  asking,  the  degree  of  hypertrophy 
that  had  been  found  as  a  result  of  examinations  made  of  the  above  90  men,  o3  of  whom 
were  declared  to  have  hypertrophied  hearts.  Questions  would  have  brought  out  the 
following  information  with  regard  to  the  75  examinations  made  of  these  53  men: 

1  examination  showed  no  enlargement. 

7  "  "        hypertrophy  too  small  for  numerical  expression. 
10               "  "        i"  in  one  direction  only. 

2  "  "        j"  in  one  direction;  "'si"  (slight)  in  other  direction. 

4  "  "        i"  to  right;  \"  to  left. 

27  "  "  I"  in  one  direction;  normal  the  other. 

5  "  "  "si",  "-H",  or  j"  in  one  direction;  5"  in  the  other. 
1  "  "  i"  to  right;  V'  to  left. 

8  "  "  f"  in  one  direction  only. 

10  "  "        by  greater  amounts,  the  maximum  being  V'  in  one  direction, 

—  I5"  in  the  other  direction  in  a  man  who  had  rowed  three 

Total  75  years  (hypertrophy  had  been  found  in  this  man  after  he 

697 


University  Survey  Report 

had  rowed   one  year).     Another  man  whose  heart  is   re- 
corded as  enlarged  j"  to  the  right  and  1"  to  the  left  was 
allowed  to  row  the  year  after  this  enlargement  was  recorded. 
Questions  would  have  further  brought  out  thai  the  degrees  of  enlargement  above  shown 
were  ascertained  by  percussion;  i.  e.  by  tapping  a  man's  chest  with  the  fingers,  and  deciding 
from  the  sound  whether  the  heart  is  expanded  slightly,  or  a  quarter  of  an  inch,  or  not  at  all. 
Among  facts  not  stated  to  the  faculty  are: 

1.  Students  suffering  from   cardiac   hypertrophy   are   not   excluded   from   any   major 

sport,   even  football. 

2.  Students  whose  cardiac  hypertrophy  was  cited  as  a  reason  for  withdrawing  from 

intercollegiate  rowing  were  at  the  very  time  the  report  was  presented  to  the  faculty 
in  training  for  interclass  rowing  at  the  university. 
'^.  No  students  found  to  be  suffering  from  cardiac  hypertrophy  during  the  last  four 
years  have  been  forbidden  to  participate  in  intercollegiate  rowing. 

4.  No  information  regarding  students  in  the  crews  known  to  have  cardiac  hypertrophy 

has  during  these  four  years  been  reported  to  the  rowing  coach. 

5.  The  clinic  had  no  more  information  available  when  the  faculty  voted  to  abolish 

intercollegiate  row'ing  than  was  available  the  year  before  when  the  same  clinic, 
and  the  same  physical  training  department  permitted  men  known  to  have  hyper- 
trophied  hearts  to  start  training  for  intercollegiate  rowing. 

6.  The  information  that  went  to  the  faculty  in  October  1914  was  known  to  the  clinic, 

and  to  the  physical  training  director,  and  to  the  athletic  council  before  the  crew^ 
started  for  the  Poughkeepsie  races  in  June  1914. 

7.  No  instructions  have  ever  been  given  to  the  rowing  coach  as  to  dealing  with  cases 

of  cardiac  hypertrophy. 

8.  No  instructions  have  been  given  him  for  training  men  this  fall  who  are  known  to 

be  suffering  from  cardiac  hypertrophy. 

9.  No  opportunity  was  given  the  rowing  coach  to  review  the  facts  or  alleged  facts 

submitted  to  the  faculty. 

10.  No  investigations  were  made  nor  facts  cited  as  to  other  activities  of  students, 
that  might  have  contributed  to  the  cardiac  hypertrophy  found  among  members 
of  the  crews. 

One  health  reason  for  discontinuing  intercollegiate  rowing  not  presented  to  the 
faculty 

The  evidence  which  to  the  director  of  the  Department  of  Physical  Training,  who  is  also 
chairman  of  the  athletic  council,  and  to  the  council,  and  to  the  medical  faculty,  and  to  the 
medical  clinic,  was  the  one  conclusive  evidence — namely  that  concerning  heart  dilatation 
among  crew  men — was  "by  an  oversight"  (according  to  a  statement  made  to  the  survey 
by  the  director  of  physical  training)  omitted  from  the  statement  upon  which  the 
faculty  acted. 

When  seen  by  the  survey  representative  the  director  explained  the  seriousness  of  this 
overlooked  item,  and  said  there  had  been  six  acute  cases  of  dilatation  among  crew  men. 
This  he  set  out  to  prove  from  the  chart  prepared  by  the  Department  of  Clinical  Medicine. 
Instead,  he  proved  that  the  director  himself  had  been  misreading  the  most  vital  point  on 
the  chart  by  100%  - — i.  e.,  there  had  been  but  three  acute  dilatations  instead  of  six.  The 
doubling  of  the  dilatations  was  due  to  the  fact  that  one  man  was  counted  three  times  and 
a  third  was  counted  twice. 

Nothing  as  to  the  subseciuent  history  of  these  three  men  was  given  in  the  report.  The 
survey  has  asked  the  clinical  department  to  secure  from  the  three  men  information  which 
will  show  their  subsequent  history.  If  such  information  has  been  secured  it  has  not  been 
reported  to  the  survey. 

An    important    source    of    information    disregarded 

The  rowing  coach  who  is  paid  $2,500  a  year  for  knowing  about  rowing  and  the  universitys' 
rowers  was  not  only  never  called  into  consultation  by  the  Department  of  Clinical  Medi- 
cine, or  the  physical  training  director,  or  the  clinic,  or  the  faculty,  or  the  regents,  and  not 
only  never  asked  for  any  information,  but  was  not  even  informed  that  an  investigation 
was  afoot. 

Not  a  question  was  asked  him  as  to  the  nature  of  training  given,  the  condition  of  men 
during  training,  or  before  and  after  races.  Not  a  member  of  the  crews  has  to  his  know- 
ledge ever  been  taken  from  a  race  because  of  dilatation  or  hypertroj)hy. 

The  first  intimation  that  he  ever  had  that  any  of  the  men  under  his  supervision  had 
suffered  from  dilatation  or  were  running  risk  of  disease  because  of  cardiac  hypertrophy, 
was  when  the  unhersity's  decision  to  discontinue  intercollegiate  rowing  was  announced 
to  the  world. 

Since  the  investigation,  in  not  one  iota  has  he  been  asked  to  change  the  nature  of  train- 
ing. On  the  contrary,  precisely  the  same  kind  and  quantity  of  work  is  being  done  this 
fall  with  71  men  who  are  taking  rowing  for  gymnasium  work,  and  with  20  other  men  who 
are   candidating   for   the   crews. 

698 


Exhibit  24 

The  only  men  the  rowing  coach  has  ever  known  who  showed  bad  heart  conditions  are 
"men  who  have  taken  part  in  other  sports  in  the  mid-season,  and  then  have  taken  up  row- 
ing." Not  until  the  results  of  the  investigation  were  announced  did  he  know  that  men 
believed  by  the  Department  of  Clinical  Medicine  to  have  hypertrophied  hearts  had  been 
allowed  to  take  crew  training,  nor  has  he  any  indication  that  men  this  fall  have  been  ex- 
cluded from  rowing  because  they  have  hypcrtroj)hied  hearts. 

The  91  men  who  are  now  rowing  have  all  been  given  the  same  permit  cards  by  the  clinic 
as  the  men  in  previous  years,  among  whom  the  clinic's  report  now  shows  were  men  with 
hypertrophied  hearts. 

The  rowing  coach  is  unconvinced  that  rowing  has  ever  damaged  any  man's  heart  at 
Wisconsin — no  one  has  tried   to  convince  him. 

Comparative  studies  not    made  or  requested 

Notwithstanding  the  certainty  that  Wisconsin's  conclusions  would  be  challenged  by 
universities  throughout  the  country,  which  are  interested  in  rowing,  and  which  have  hacl 
experience  in   many   cases  exceeding  that   of  Wisconsin 

Notwithstanding  the  suspicion  certain  to  be  voiced  that  Wisconsin's  particular  place 
in  the  rowing  races  and  the  financial  difficulties  of  continuing  the  eastern  trip  were  at  least 
contributing  factors  in  determining  the  faculty's  decision 

Notwithstanding  the  existence  of  data  covering  other  sports  at  Wisconsin  and  at  other 
colleges  and  universities 

The  faculty  accepted  and  acted  upon  an  investigation  without  calling  for  comparative 
data  as  to  the  same  sport  in  other  universities,  or  as  to  different  sports  in  its  own  university 
as  well  as  in  other  universities. 

Conclusions  as   to   the  five  illustrations  of  faculty  investigations 

Whether  or  not  the  conclusions  reached  by  the  faculty  in  the  five  instances  cited  were 
sound  or  unsound  is  immaterial  so  far  as  this  section  of  the  survey  report  is  concerned. 

Whether  or  not  the  method  employed  by  the  university  faculty  when  it  investigates  is 
a  method  which  is  calculated  to  find  the  truth  and  which  does  find  the  truth  is  the  question 
raised  by  this  section. 

Acting  upon  such  evidence  as  is  cited  in  these  five  illustrations  is  like  jumping  in  the  dark. 
A  successful  leap  in  the  dark  is  frequently  more  dangerous  than  one.  that  ends  disastrously 
because  success  encourages  while  disaster  discourages  action  with  out  careful  investigation. 

When  a  state  spends  as  much  money  as  Wisconsin  spends  in  furthering  scientific  research, 
it  has  a  right  to  action  by  a  university  faculty  based  upon  investigation  and  complete  con- 
clusive evidence. 


UNIVERSITY  COMMENT  ON  ALLEN  EXHIBIT  21,  SECTION  5,  ENTITLED  "FIVE 

ILLUSTRATIONS  OF  INVESTIGATIONS  CONDUCTED  BY 

THE  UNIVERSITY  FACULTY" 

In  this  section  Dr.  Allen  states  that  the  University  took  exception  to  two  of  his  statements 
in  his  original  section  upon  faculty  management. 
The  University  did  more  than  this:  it  disclosed 

(1)  the  inaccuracy  with  which  Dr.  Allen  did  his  work,  and 

(2)  the  inadequacy  of  nearly  every  paragraph  of  that  section. 

Dr.  Allen  neglects  all  of  these  objections  except  the  two  which  are  now  under  discussion, 
relative  to  alleged  defects  of  form  in  the  minutes  of  the  faculty: 

1 

Allen  Statement: — "Facts  upon  which  formal  reports  are  based  are  not  required  to  be 
included  in  the  reports  or  spread  upon  the  minutes,  and  in  the  majority  of  cases  reports  give 
conclusions  and  not  facts  upon  which  conclusions  are  based." 

University  Reply: — "Inaccurate.  Important  committees  generally  have  mimeographed 
for  facultv  use  statements  and  conclusions,  manv  of  which  can  be  found  in  the  Faculty  File 
Book." 


Allen  Statement: — "Inadequate  conclusions  based  upon  obviously  inadequate  investi- 
gations are  accepted  and  acted  upon." 

University  Reply: — -"This  is  a  matter  of  opinion,  and  should  not  be  asserted  without  con- 
clusive evidence." 

699 


University  Survey  Report 

The  point  at  issue:   records  vs.  content 

If  the  statements  of  Dr.  Allen  had  been  confined  to  a  discussion  of  the  form  of  faculty 
minutes,  it  might  be  unnecessary  to  make  further  reply  at  this  time,  since  the  faculty  records 
are  admittedly  only  a  partial  guide  to  faculty  action.  But  the  whole  trend  of  these  reports  is 
obviously  not  to  discuss  faculty  records,  but  faculty  efiiciency  as  Dr.  Allen  sees  it. 

The  University  adheres  to  the  truth  and  sufficiency  of  its  original  reply  to  these  two  criti- 
cisms, adding  the  following  discussion  only  because  Dr.  Allen  has  not  been  content  to  confine 
his  inferences  to  the  field  of  records.  Whatever  facts  are  discovered  must  be  displayed  frank- 
ly, once  it  is  proved  that  they  are  facts. 

In  one  of  his  original  comments  (now  modified  in  the  light  of  university  criticism)  Dr. 
Allen  asserted  that  "whether  or  not  the  conclusions  reached  by  the  faculty  in  the  five  instances 
cited  were  sound  or  unsound  is  immaterial  so  far  as  this  section  of  the  survey  report  is  con- 
cerned." This  remarkable  statement,  made  general  and  given  in  substance  elsewhere, 
discloses  the  fundamental  difference  between  the  point  of  view  of  Dr.  Allen  and  that  of  the 
University.  To  him  apparently  the  important  thing  is  the  adequacy  of  the  record;  to  the 
University  the  thing  of  vital  importance  is  the  soundness  of  the  conclusions. 

The  obligation  of  the  University  is  to  use  its  best  judgment  in  meeting  the  problems  pre- 
sented to  it,  and  faculty  members  will  always  approach  matters  of  legislation,  as  legislators 
do,  with  certain  predispositions  based  upon  their  experience  and  corrected  or  strengthened 
by  the  opinions  of  others  and  by  the  facts.  The  University  does  not  believe  that  its  faculty 
conclusions  are  commonly  inadequate  or  that  they  are  based  upon  limited  or  partial  knowl- 
edge. Most  of  its  business  had  to  do  with  subjects  upon  which  men  differ,  and  the  five 
illustrations  chosen  by  Dr.  Allen  prove  only  that  he,  with  his  partial  knowledge  of  the  facts, 
differs  from  the  University,  whose  members  have  a  larger  degree  of  knowledge. 

The  tendency  of  exhibit  24,  section  5,  is  to  create  the  impression  that  in  each  of  the  five 
cases  the  University  decided  wrongly.  (It  was  not  necessary  to  go  to  such  length  to  prove 
what  has  not  been  denied,  viz.,  that  the  faculty  records  do  not  tell  the  whole  story.)  Dr. 
Allen  has  only  partial  understanding  of  each  of  the  five  illustrations  which  he  gives,  as  must 
necessarily  be  true  of  investigations  by  persons  not  familiar  with  a  university.  The  University 
believes  that  its  decisions  were  not  only  honest  but  correct  and  based  upon  positive  evidence, 
whereas  the  opinion  of  Dr.  Allen  is  negative,  based  upon  his  own  absence  of  knowledge. 

Many  of  the  instalments  of  the  reports  submitted  by  Dr.  Allen  were  carefully  corrected 
by  members  of  the  faculty:  Dr.  Allen  incorporated  some  of  their  corrections  in  his  final  ex- 
hibits, which  consequently  contain  only  a  small  percentage  of  the  errors  which  appeared  in 
his  own  unaided  work.  In  the  case  of  this  section  of  exhibit  24,  entitled  "Five  illustrations  of 
investigations  conducted  by  the  university  faculty,"  only  one  of  his  illustrations  was  corrected 
by  the  committee,  as  the  time  was  too  short  to  make  an  examination  of  the  evidence  for  all 
five.  Consequently  this  exhibit  24,  section  5,  goes  to  the  public  practically  in  the  shape  in 
which  Dr.  Allen  first  prepared  it,  and  as  a  consequence  it  affords  an  excellent  opportunity 
to  judge  of  the  character  of  his  w-ork. 

"How  may  the  -work  of  students  beyond  the  freshman  year  be  more  equitably  dis- 
tributed, and  more  of  the  capacity  of  university  hall  be  utilized?'" 

Dr.  Allen  comments  on  this,  the  first  "illustration,"  and  practically  every  statement  that 
he  makes  is  erroneous,  except  the  first  one — that  "This  report  is  found  in  faculty  file  book  for 
1908,  page  6."  Without  going  over  his  other  mis-statements  in  detail,  one  may  be  singled 
out,  "The  only  recommendation  made  by  the  committee  had  to  do  with  a  subject  not  referred 
to  it;  namely,  that  the  work  of  departments  be  concentrated  and  not  scattered  over  different 
buildings,  and  that  university  hall  be  immediately  enlarged  to  accommodate  the  literary 
departments."  This  statement  is  entirely  untrue.  The  committee  made  no  such  recom- 
mendation. Nothing  remotely  referring  to  this  matter  is  to  be  found  in  the  report  at  any 
place.  Instead,  the  committee  showed  conclusively  that  the  work  of  the  students  beyond  the 
freshman  year  was  satisfactorily  distributed,  that  "'for  regular  two-hour  or  three-hour  classes 
of  ordinary  size  there  were  vacancies  at  all  hours." 

What  the  committee  really  did 

The  committee  had  full  knowledge  of  all  circumstances,  including  tables  for  the  use  of 
each  room  in  University  Hall  for  each  hour  of  the  week,  and  found  no  need  for  action.  It 
did,  however,  make  two  recommendations,  which  Dr.  Allen  has  failed  to  find  in  this  com- 
mittee report,  and  the  first,  pertinent  to  this  subject,  was  "It  [the  committee]  recognizes, 
however,  that  the  situation  is  likely  to  become  acute  in  the  near  future,  and  adopted  the 
following  resultion:  Resolved,  that  any  department  which  in  the  future  desires  more  room 
for  lectures  or  recitations  than  it  occupies  at  present  must  consult  with  the  chairman  of  the 
Committee  on  Rooms  and  Time  Table  before  deciding  upon  the  hours  for  the  additional  course 
or  courses."  This  action  of  the  committee  was  so  effective  that  it  was  over  three  years  before 
the  question  was  again  raised  in  the  faculty  in  any  form;  and  then  the  number  of  the  students 
housed  in  University  Hall  had  increased  over  35%.  Consequently  all  of  Dr.  Allen's  state- 
ments concerning  this  report  of  the  special  Committee  on  Rooms  and  Time  Table  for  1908 
have  no  value. 

700 


Exhibit  21 
Shall  intercollegiate  rowing  be  abolished? 

This,  the  last  of  Dr.  Allen's  illustrations,  is  especially  pertinent,  because  Dr.  Allen  was 
present  at  the  faculty  meeting  when  this  subject  was  discussed,  and  therefore  ought  to  be 
better  prepared  to  discuss  it  than  any  of  the  other  illustrations  which  he  cites. 

In  this  illustration  Dr.  Allen  examines  the  recent  decision  of  the  University  faculty  to 
discontinue  intercollegiate  rowing  for  the  present.  He  restates  the  facts  concerning  cardiac 
hypertrophy  and  dilatation  which  were  reported  to  the  faculty  as  reasons  for  discontinuance, 
and  adds  other  facts  which  he  has  derived  from  a  special  report  of  the  clinical  department. 
He  appears  to  believe  that  the  latter  facts,  many  of  which  are  highly  technical,  ought  to  have 
been  called  for  by  the  faculty;  and  states,  as  if  it  were  important,  that  the  degree  of  hyper- 
trophy or  dilatation  was  ascertained  by  percussion,  apparently  without  realizing  that  this 
is  the  approved  and  common  method  for  making  a  physical  examination  of  the  heart.  He 
omits  reference  to  the  knowledge  prevalent  among  the  more  experienced  members  of  the 
faculty  that  a  year  ago  cjuestions  as  to  the  expediency  of  this  sport  were  receiving  serious 
consideration,  and  that  the  recent  action  has  stimulated  a  large  and  interested  correspond- 
ence now  contained  in  the  files  of  the  department  of  clinical  medicine,  indicating  that  many 
experienced  medical  advisers  approve  the  action,  and  that  Harvard  University  is  using  the 
Wisconsin  data  as  a  starting  point  in  solving  its  own  similar  problem. 

About  a  year  ago  the  Regents  had  the  department  of  clinical  medicine  report  upon  the 
physical  effects  of  intercollegiate  rowing.  This  report  was  submitted  to  the  athletic  council 
and  by  it  was  transmitted  to  the  whole  medical  faculty;  upon  the  recommendation  of  that 
faculty,  which  endorsed  the  recommendation  of  the  clincial  department,  the  athletic  council 
determined,  some  days  prior  to  the  last  race  at  Poughkeepsie,  to  recommend  to  the  University 
faculty  the  temporary  abolition  not  of  rowing,  but  of  intercollegiate  rowing. 

This  recommendation  was  based  upon  the  observations  and  experience  of  the  department 
of  clinical  medicine,  and  was  accepted  by  the  faculty,  which  had  ijeen  prepared  to  receive  it, 
without  discussion.  The  fact  that  the  chairman  of  the  athletic  council  forgot  to  mention, 
in  his  report,  one  of  the  reasons  for  the  action  is  unimportant,  since  the  faculty  was  chiefly 
interested  in  the  result,  and  being  a  lay  body  was  probably  unaware  of  the  significance  of 
either,  or  the  difference  between  hypertrophy  and  dilatation  of  the  heart. 

It  was  unimportant  to  consult  the  rowing  coach,  since  there  was  no  criticism  of  his  methods 
then,  and  there  is  no  criticism  of  his  methods  now.  Intercollegiate  rowing  was  suspended 
because  it  compels  the  coach  to  speed  up  the  squad  in  the  short  spring  seasons  beyond  the 
limit  of  safety,  the  department  of  clinical  medicine  believing  that  this  speeding' up  produces 
a  dangerous  degree  of  heart  strain.  When  the  rowing  coach  informed  IDr.  Allen  that  not  a 
member  of  the  squad  had  been  taken  out  of  a  race  because  of  dilatation  or  hypertrophy  he 
was  forgetting  that  since  1912  five  men,  including  one  varsity  captain,  have  been  removed 
from  the  varsity  and  freshman  squads  for  these  causes. 

Dr.  Allen  is  at  fault  in  thus  relying  upon  the  statement  of  the  rowing  coach,  because  he 
quoted  a  mis-statement  based  upon  faulty  recollection  when  the  facts  could  have  been  ascer- 
tained from  the  records  of  the  University. 

The  matter  was  of  such  common  knowledge  that  in  the  spring  of  1913  a  movement  was 
begun  among  certain  students  to  obtain  a  right  of  appeal  from  the  adverse  decision  of  the 
clinical  department  for  students  so  affectetl.  In  this  connection  it  should  be  noted  that  the 
University  of  Wisconsin  instead  of  having  as  Dr.  Allen  alleges,  "practically  as  part  of  its 
campus,  as  nearly  perfect  natural  equipment  as  any  university  in  the  country."  is  greatly 
handicapped  by  reason  of  the  fact  that  its  lakes  are  ice-bound  for  several  weeks  later  in  the 
spring  than  are  the  waters  of  most  of  the  Eastern  universities  and  that  the  prevalent  winds  of 
late  spring  impede  the  use  of  the  lakes.  The  lakes  are  admirably  adapted  to  aquatic  exercises 
and  to  rowing  other  than  intercollegiate  racing.  It  is  probably  impossible  to  get  a  varsity 
crew  ready  for  a  four-mile  race  iii  our  short  season  without  danger  of  over-strain. 

The  91  men  stated  now  to  be  rowing  are  engaged  in  that  branch  of  sport  against  which  no 
action  has  been  recommended,  and  which  has  been  specifically  encouraged  by  the  report  of 
the  Athletic  Council.  They  have  permits,  not  for  intercollegiate  rowing,  but  for  ortlinary 
rowing  exercise. 

As  long  as  the  clinical  department  retains  the  confidence  of  the  regents  and  faculty,  which 
it  now  possesses,  the  faculty  is  likely  to  continue  to  accept  implicitly  its  advice  in  technical 
medical  matters. 


"Answer  to  five  questions  regarding  summer  session,  1913,  1914" 

In  this  case,  cited  by  Dr.  .\llen  to  illustrate  the  inefliciency  of  faculty  methods,  the  faculty 
by  a  vote  of  40  to  15  rejected  the  report  of  the  committee  on  the  summer  session.  In  the 
first  draft  of  this  section.  Dr.  .\llen  stated  that  the  faculty  accepted  the  report  of  the  com- 
mittee. When,  from  the  University's  correction.  Dr.  Allen  learned  that  the  faculty  had 
rejected  the  report  he  crossed  out  his  statement  that  the  faculty  had  adopted  the  report  but 
retained  all  of  his  criticisms  of  the  faculty  for  adopting  the  report  and  his  arguments  that  the 
faculty  should  have  rejected  the  report — which  it  had  done! 

701 


University  Survey  Report 

"Investigation  of  extra-curricular  activities,  1911"" 

The  committee,  upon  whose  recommendation  the  university  faculty  in  1914  rearranged  its 
control  of  athletics  and  other  extra-curricular  activities,  and  created  the  new  committee  on 
student  life  and  interests,  included  persons  of  long  experience  in  relation  to  these  matters 
and  wide  knowledge  of  the  practice  of  other  universities. 

The  topic  under  consideration  is  one  of  the  most-discussed  topics  before  the  faculty,  and 
there  was  a  wide-spread  conviction  that  this  new  arrangement  was  needed  even  before  the 
committee  was  appointed. 

Every  member  of  the  faculty  knows  the  relative  standings  of  students  who  over-partici- 
pate and  the  general  student  body. 

Numerous  hearings  and  conferences  upon  details  of  the  arrangement  took  place  before  the 
faculty  took  action. 

The  new  "committee  on  student  life  and  interests"  is  expected  to  concentrate  experience 
and  to  accord  to  activities  either  encouragement  or  discouragement  as  they  may  deserve. 

No  evidence  has  been  produced  of  relevant  matters  overlooked  in  the  investigation,  and 
the  University  believes  that  this  case  displays  faculty  legislation  in  its  best  form. 

"HoM-  the  faculty  met  an  appeal  to  relax  the  foreign  language  requirements  for 
normal  school  graduates  with  teaching  experience" 

The  transaction  here  described  indicates  that  upon  language  requirements,  as  upon  many 
other  matters  in  education,  there  is  room  for  difference  of  opinion;  and  that  men  equally 
honest  may  often  fail  to  agree. 

No  means  has  yet  been  devised,  nor  is  any  suggested  by  Dr.  Allen,  for  proving  statistically 
the  advantage  or  disadvantage  of  language  requirements.  The  history  of  the  university 
shows  that  language  policies  have  steadily  broadened  in  the  past.  The  animated  discussion 
that  Dr.  Allen  reports  indicates  that  the  faculty  is  quite  aware  of  the  significance  of  the 
problem. 

CONCLUSION 

Of  the  five  illustrations  commented  upon  above,  it  is  clear  that,  in  spite  of  the  aid  the 
University  has  rendered  Dr.  Allen,  and  which  he  in  various  places  admits  having  received, 
everj^  one  of  the  illustrations  is  so  faulty  in  statement  of  fact  or  correctness  of  conclusion  as 
to  make  its  statement  a  reproach  to  the  investigator. 

In  particular.  Dr.  Allen  censures  the  University  upon  one  of  these  matters  in  the  following 
terms:  "Notwithstanding  the  certainty  that  Wisconsin's  conclusions  would  be  challenged 
by  universities  throughout  the  country  .  .  .  which  have  had  experience  in  many  cases 
exceeding  that  of  Wisconsin  .  .  .  the  faculty  accepted  and  acted  upon  an  investigation 
without  calling  for  comparative  data.  .  .  ."  Yet  in  this  section,  as  elsewhere  throughout 
Dr.  Allen's  report,  he  shows  not  only  ignorance  of  the  basic  facts  concerning  the  University, 
which  he  has  investigated  at  length,  but  he  shows  also  entire  ignorance  respecting  the  prac- 
tice of  other  universities  in  the  United  States. 

And  the  University  is  justified  in  changing  Dr.  Allen's  censure  to  read,  "Notwithstanding 
the  certainty  that  Dr.  Allen's  conclusions  would  be  challenged  by  educators  throughout  the 
country,  who  have  had  experience  in  many  cases  exceeding  that  of  Dr.  Allen,  he  accepted  and 
acted  upon  an  investigation  without  calling  for  comparative  data." 

(Signed)  D.  C.  MUNRO 
F.  L.  PAXSON 


702 


EXHIBIT  25 


THE  OFFICIAL  RECORD  OF  STUDENTS  ENROLLED    IN    EACH    UNIVERSITY 
CLASS,  SEMINARY  AND  LABORATORY  SECTION 

Whatever  information  the  university  has  in  summary  form  as  to  the  number  of  classes  per 
faculty  member,  number  of  students  in  each  class  or  section,  the  number  of  hours  a  week  and 
the  time  and  the  room  and  building  for  each  class,  is  contained  in  what  is  called  the  semester 
report. 

The  blanks  for  these  reports  are  distributed  at  the  beginning  of  each  semester.  The  foot- 
note reads:  "This  blank  is  required  to  be  filled  out  by  all  instructors  and  returned  to  the 
president's  ofTice  at  the  beginning  of  each  semester.   Please  be  particular  to  insert  the  totals." 

Semester  reports  for  three  years  have  been  at  the  survey  office  a  good  part  of  the  time  since 
June.  Effort  has  been  made  to  tabulate  returns  shown  on  them.  Defects  here  enumerated 
are  not,  therefore,  defects  which  were  discovered  by  a  search  through  these  records,  but  de- 
fects which  proved  obstacles  to  the  work  of  the  survey. 

Complete  record  should  show  for  each  faculty  member: 

1.  Name  of  each  study  taught  or  directed. 

2.  Number  of  each  course. 

3.  Total  number  of  students — men  and  women,  classified  in  separate  columns  for  gradu- 

ates, seniors,  juniors,  sophomores,  freshmen,  specials,  law,  pharmacy. 

4.  Grand  total  of  students — men  and  women. 

5.  Number  of  recitations  or  lecture  hours  per  week. 

6.  Days  of  the  week  for  recitation  or  lecture  hours. 

7.  Hour  of  each  day. 

8.  Number  of  room  and  building. 

9.  Laboratory  hours  per  week. 

10.  Days  for  laboratory  work. 

11.  Hours  for  laboratory  work. 

12.  Grand  total  of  hours. 

13.  Remarks. 

Not  a  single  item  called  for  was  found  correctly  filled  out  in  all  reports. 
While  many  reports  are  correct  and  complete  as  to  all  but  one  item,  a  very  large  number, 
which  it  has  not  seemed  worth  while  to  tabulate,  are  incomplete  as  to  two  or  more  items. 
Among  deficiencies  and  errors  are  these: 

1.  Blanks  not  filled  out  for  name  of  study,  number  of  course,  number  of  students,  totals, 

recitation  hours,  days  of  week,  hour,  number  of  room  and  building,  total  hours. 

2.  Office  hours  are  included  in  total  instruction  hours. 

3.  Name  of  department  or  field  written  instead  of  name  of  study. 

4.  Errors  in  addition  of  hours. 

5.  Errors  in  addition  of  students. 

6.  Total  hours  stated  for  the  semester  instead  of  for  the  week. 

7.  No  statement  of  work  at  all. 

8.  "Thesis  course"  not  clearly  defined  to  indicate  whether  thesis  course  is  spoken  of  or  the 

assignment  of  a  thesis  in  some  regular  course. 

9.  Preparation  hours  included  in  total  recitation  or  laboratory  hours. 

10.  Hour  of  day  written  in  columns  for  total  laboratory  hours. 

11.  All  students  in  all  sections  reported  by  each  instructor  where  large  general  class   is 

divided  into  5  or  10  or  20  sections. 

12.  Time  and  place  reported  on  a  semester  record  in  disagreement  with  the  time  and  place 

on  record  with  the  committee  on  time  and  place,  and  with  the  classroom  cards 
posted  outside. 

13.  The  semester  report  books,  while  arranged  alphabetically,  are  not  divided  according 

to  letters',  so  that  to  find  names  evolves  waste  of  time. 

14.  No  index  appears  b>'  which  departmental  totals  or  totals  by  rank  of  instructors  can  be 

found.  For  this  information  it  is  necessary  to  consult  a  directory,  the  catalogue,  or 
roster  without  certainty  that  all  faculty  members  participating  in  instruction  will 
be  included  there. 

15.  Research  work  is  disposed  of  by  the  mere  word  "research"  written  across  the  sheet 

without  any  specification  as  to  hours  or  place  or  subject. 

16.  Research  supervision  described  under  such  a  heading  as  "Hours  arranged  with  each 

student  for  research"  as  in  the  case  where  a  full  professor  records  one  class  meeting 
twice  a  week  at  8  o'clock  in  the  morning  and  one  other  course  with  seven  students 
enrolled  (1911-12). 

703 


University  Survey  Report 

Information  not  called  for  in  the  semester  report. 

J.  Withdrawals  from  classes  between  the  time  of  the  original  enrollment  and  the  time  of 
sending  in  blanks. 

2.  Classes  of  students  for  such  exceptional  divisions  as  military  drill,  physical  educa- 

tion, outdoor  games,  rest  hours,  calisthenics,  music,  etc. 

3.  Office  hours — days,  hours,  and  total. 

4.  Administrative  duties  and  time  taken,  i.  e.,  for  committee  work,  student  adviser,  as- 

signed investigation,  inspection  of  schools,  etc. 

5.  Clerical  work  done  by  student  assistants  and  others. 

6.  Classification  of  division  or  class  so  as  to  show  whether  lecture-recitation,  quiz,  lab- 

oratory, seminary,  thesis,  research,  or  by  "personal  appointment." 

7.  Research — subject,  place,  and  time. 

8.  Date  of  signing  the  blank. 

9.  Date  of  return  of  blank  by  instructor  and  receipt  of  blank  by  president's  ofTice. 

10.  Date  on  which  blank  must  be  at  the  president's  ofTice. 

11.  Degree  of  responsibility  for  courses  and  sections. 

12.  Whether  blank  is  filled  out  by  the  person  whose  classes  are  reported  or  by  a  repre- 

sentative. 

13.  Division  of  students  by  courses;  i.  e.,   agriculture,  whether  long,   middle  or  short 

course;  medical,  whether  exclusively  medical  or  combined  with  letters  and  science; 
chemistry,  whether  chemistry  course  or  letters  and  science;  commerce,  whether 
commerce  course  or  combined  with  letters  and  science;  music,  whether  special 
music  or  letters  and  science  elective. 

14.  Additional  divisions  of  students  to  include  "auditors";  i.  e.,  division  into  those  seeking 

credit  and  those  not  wanting  credit. 

15.  Signature  of  instructors.    In  a  very  large  number  of  cases  the  signature  is  apparently 

by  the  registrar's  clerk,  since  the  handwriting  is  the  same  for  the  majority  of  in- 
structors. 
[The  dil't'erences  between  enrollments  reported  to  the  registrar  at  the  beginning  of  the 
second  semester,  1913-1  I,  and  enrollments  for  the  same  classes  reported  to  the  sur- 
vey in  ^lay  and  .June  toward  the  end  of  the  semester  showed  such  numerous  dis- 
crepancies that  reconciliation  was  found  impossible  even  by  trying  to  add  the  with- 
drawals to  those  reported  at  the  end  of  the  term  in  the  hope  of  securing  the  total 
reported  at  the  beginning  of  the  term.] 

Whether  the  information  about  cla?s  hours,  size  of  class,  total  hours  of  work,  etc.,  is  ade- 
quate or  not  depend?  upon  the  purpose  it  is  intended  to  serve.  That  there  is  some  reason  for 
asking  each  question  may  be  taken  for  granted  from  the  fact  that  the  printed  blanks  include 
these  questions.  Again,  it  may  be  assumed  that  when  the  president  of  the  university  asks 
members  of  the  teaching  staff  to  furnish  information  specifically  called  for,  any  omission  or 
incorrectness  is  per  se  a  deficiency. 

When,  however,  it  is  remembered  that  these  deficiencies  are  the  original  record  which,  the 
university  must  use  when  studying  and  establishing  the  number  of  students  for  whom  each 
instructor  is  responsible,  the  number  of  hours  each  instructor  teaches,  the  size  of  class  and  the 
cost  per  student  in  each  class,  or  for  each  subject,  or  for  each  department,  the  economy  or 
extravagances  in  the  assignment  of  hours  and  the  use  of  rooms — the  significance  of  the  de- 
fects and  deficiencies  above  mentioned  is  obvious. 

How  little  thought  has  been  given  in  the  past  to  the  possible  uses  of  the  semester  reports 
by  administrative  officers  and  regents  three  incidents  will  illustrate: 

October  5,  1914,  eight  days  before  the  October  meeting  of  the  university  Board  of  Re- 
gents, the  survey  wrote  that  it  would  later  "send  to  the  university  a  summary  of  the  number 
and  per  hour  cost  of  classes  reported  to  the  registrar  for  the  second  semester,  1913-14,  having 
an  enrollment  of  10,  9,  8,  7,  6,  5,  4,  3,  2,  or  L  Our  report  will  call  attention  to  several  bear- 
ings of  this  information;  i.  e.,  upon  the  use  of  buildings,  the  cost  of  research."  The  letter 
mentioned  this  information — the  use  of  buildings,  the  cost  of  research,  etc.,  and  asked  if  the 
executive  committee  would  obtain  for  the  survey  "and  possibly  for  consideration  by  the  re- 
gents at  their  meeting  Monday  next,  October  12,  the  class  reports  for  the  beginning  of  the 
fall  semester  1914-1.5." 

This  was  the  second  week  of  the  fall  term.  The  regents  were  to  meet  the  third  week  of  the 
fall  term.  The  university  replied  as  follows:  "These  reports  have  not  yet  been  assembled 
and  I  am  advised  will  not  be  assembled  until  after  the  meeting  of  the  Board  of  Regents  on 
October  14,  1914,  when  a  number  of  emergency  appointments  on  the  instructional  staff  will 
undoubtedly  be  made.  At  present  the  various  classes  are  still  undergoing  readjustments,  and 
it  would  be  impossible  to  complete  these  reports  and  get   them  out  at  as  early  a  date  as  this." 

This  means  that  the  emergency  appointments,  increasing  the  university  budget  and  read- 
justing the  budget,  were  being  made  without  the  regents,  or  the  president,  or  the  deans  hav- 
ing at  hand  the  information  to  tell  whether  the  university  needed  emergency  appointments 
or  emergency  retrenchment.  To  vote  an  additional  instructor  because  a  particular  man  has 
a  class  of  50  without  stopping  to  ask  whether  5  or  50  have  classes  of  only  1  or  2  is  unfair  to 
the  taxpayers,  unfair  to  the  regents  and  unfair  to  the  4,700  students  who  deserve  to  have 
their  distribution  among  instructors  understood  by  administrative  officers  and  governing 
body  by  the  end  of  the  fourth  week  after  registration. 

704 


Exhibit  25 

Another  incident  is  mentioned  under  budget  procedure  (exhibit  33)  where  it  is  noted  that 
the  regents  vote  the  annual  budget  without  having  before  them  the  number  of  students  per 
department,  per  instructor,  or  per  class.  At  the  October  1914,  meeting  it  was  reported  that 
two  faculty  members,  who  are  entitled  this  year  to  leaves  of  absence,  have  been  prevented 
from  going  to  Europe  as  planned  because  of  the  European  war;  that  they  preferred,  there- 
fore, to  give  back  their  leaves  of  absence  already  granted  and  to  teach  this  year;  that  while 
substitutes  engaged  to  take  the  place  of  one  of  these  instructors  had  resigned,  the  other  was 
already  at  work  and  had  been  provided  for  in  the  budget;  that  nevertheless  there  would  be 
work  for  both  these  regular  faculty  members.  On  this  presentation  of  the  facts,  the  regents 
voted  to  continue  both  the  substitute  and  the  two  members  whose  absence  had  been  the 
reason  for  engaging  substitutes.  Yet  the  regents  were  uninformed  as  to  the  number  of  stu- 
dents in  the  substitute's  classes,  in  the  two  returned  members'  classes,  in  the  classes  of  col- 
leagues, or  in  any  other  classes  of  the  university. 

A  third  illustration  is  afforded  by  the  report  on  the  use  of  rooms  in  university  buildings. 
It  is  believed  by  the  university  that  these  buildings  are  overcrowded  and  that  additional 
buildings  are  sorely  needed.  This  general  question  the  survey  treats  in  exhibit  27.  It  is  re- 
ferred to  here  in  connection  with  the  semester  reports  for  the  reason  that  when  regents  and 
legislature  are  asked  to  consider  evidence  of  undue  pressure  upon  existing  buildings,  they  are 
not  also  given  semester  reports  or  any  other  records  showing  how  many  people  are  in  these 
various  rooms.  They  are  not  able  to  include  in  their  picture  such  facts  as  these: 

A  class  of  1  in  a  room  having  193  sq.  feet. 

A  class  of  1  3  times  a  week  in  a  room  for  7. 

A  class  of  6  in  a  room  for  48. 

A  class  of  4  in  a  room  for  36. 

A  class  of  4  in  a  room  for  32. 

A  class  of  2  in  a  room  for  14. 

A  class  of  4  in  a  room  for  50. 

A  class  of  4  in  a  room  for  48. 

A  class  of  3  in  a  room  for  33. 
When  assigning  space  in  the  autumn  of  1914,  the  committee  on  time  and  place  worked 
without  information  with  respect  to  small  classes. 

To  supply  the  information  noted  here  as  incorrect  or  lacking  would  not  cost  a  dollar  be- 
yond possibly  $15  more  for  original  composition  of  a  blank  which  would  call  for  the  addi- 
tional information  not  now  called  for.  The  information  once  in  hand  would  show  numerous 
points  where  questions  should  be  answered  before  money  is  voted.  Increased  efTiciency  in 
the  total  money  spent  upon  instruction  might  be  effected  by  a  more  equitable  distribution 
of  that  payroll  according  to  needs  and  by  explanations  of  reasons  for  students  dropping  out, 
failing,  repeating,  small  classes,  etc. 

Finally,  this  information  put  promptly  and  repeatedly  before  the  president,  deans  and 
department  heads,  regents  and  Board  of  Visitors,  would  raise  innumerable  questions  that  in 
turn  would  prompt  investigation  and  administrative  attention. 

Number  of  students  in|l,541  university  classes  as  reported  by  facultylnienibers  for 

the  second  semester  1913-14. 

For  the  second  semester  1913-14  the  data  contained  in  the  semester  report  have  been  tabu- 
lated by  the  survey  so  as  to  show  (a)  size  of  the  class;  (b)  whether  the  class  is  thesis,  semi- 
nary, lecture-recitation,  quiz,  laboratory,  or  research;  and  also  (c)  whether  classes  are  gradu- 
ate, undergraduate,  or  combined  graduate  with  undergraduate. 

Of  1,541  classes  reported,  462  or  29.9%,  have  10  or  fewer  students;  405,  or  26.3%,  have 
fewer  than  10  students;  218,  or  14.4%,  have  five  or  fewer  students;  1,433,  or  92.9%,  have 
from  1-50  students;  107,  or  6.9%,  have  over  50  students. 

In  counting  classes  the  method  has  been  used  which  is  used  in  the  semester  reports.  For 
each  instructor  is  reported  the  number  of  students  for  whom  he  is  responsible.  This  means 
that  for  a  large  course  the  professor  in  charge  is  credited  with  the  total  number  who  come  to 
his  lecture  course,  while  each  assistant  is  credited  with  the  number  who  come  to  his  par- 
ticular quiz  or  laboratory  section. 

The  reported  register  is  higher  in  many  instances  than  the  average  or  final  register  because 
the  semester  report  is  made  out  at  the  beginning  of  the  semester  and  does  not  report  with- 
drawals; this  difi'erence  is  considerable.  In  other  instances  the  reported  register  is  lower  than 
the  average  or  final  register  because  of  transfers  made  during  the  term.  On  the  whole,  how- 
ever, the  number  who  drop  out  more  than  offset  the  number  coming  into  classes,  so  that  the 
totals  here  reported  will  exceed  slightly  the  actual  attendance  in  the  respective  classes. 

218jclasses   with   five  or  fewer  students   at   the  beginning  of  the  second  semester 
1913-14. 

Neither  the  legislature  nor  the  regents  have  made  a  regulation  as  to  minimum  size  of  class 
in  the  university.  The  secretary  of  the  Board  of  Regents  wrote  the  survey  June  23,  1914: 

The  general  practice,  however,  is  that  if  fewer  than  six  persons  present  themselves  for 
any  elective  undergraduate  course  for  the  current  year,  or  fewer  than  four  apply  in  the 
summer  session,  the  formation  of  a  class  will  be  left  to  the  head  of  the  department  in 
consultation  with  the  president. 

705 

Sdr.— 45 


Umiversity  Survey  Report 

Later,  October  30,  1914,  after  this  section  of  the  report  had  been  sent  to  the  university, 
the  secretary  of  the  Board  of  Regents  wrote  to  the  survey: 

I  was  in  error  in  making  this  statement.  My  information  at  the  time  of  writing  the 
letter  (June  23,  1914)  was  based  upon  a  committee  report  made  in  1896,  which  report,  I 
find  upon  investigation,  was  never  adopted  by  the  regents. 

In  1907  a  regent  committee  revised  the  laws  and  by-laws  of  the  regents,  including 
faculty  rules,  etc.;  and  when  adopted  the  material  therein  contained  was  complete  for 
the  laws  and  by-laws  of  the  regents  and  the  faculty  regulations  approved  by  the  regents  as 
then  in  force.  Therefore,  the  paragraph  above  quoted  [from  letter  of  June  23]  was  not 
at  that  time  nor  has  it  been  subsequently  either  a  regent  or  a  faculty  regulation. 
The  president  wrote,  October  26,  1914,  as  follows: 

In  response  to  your  letter  of  the  24th  inst.,  asking  "how  many  and  which  classes  hav- 
ing fewer  than  six  members"  were  authorized  by  me  the  second  semester  of  last  year 
and  the  present  semester  of  this  year,  I  have  to  say  that  in  no  case  have  I  given  such 
authorization.  This  is  a  matter  which  is  handled  by  the  departments  in  consultation 
with  the  deans. 
Regarding  this  same  question  the  dean  of  the  College  of  Letters  and  Science  wrote  to  the 
survey  November  5,  1914: 

In  the  catalogue  for  1880-81,  page  30,  the  following  rule  appeared: 
"XI.   If  less  than  six  persons  present  themselves  for  any  elective  course,  the  formation 
of  the  class  will  be  left  to  the  discretion  of  the  faculty  and  the  professor  in  charge." 

It  continued  to  appear  until  the  catalogue  of  1890-91.  One  change  was  made  during 
that  period,  namely:  the  substitution  of  the  word  "president"  for  "faculty."  In  the  year 
1891-92  the  system  of  elections  was  changed,  the  group  system  being  put  in  parallel  to 

the  course  system.     In  connection  with  this  change  rule  XI was  dropped  and 

never  reappeared. 
Of  1,541  classes  reported  218,  or  14.4%  have  from  1  to  5  students.   Of  these,  128  are 
in  letters  and  science,  29  in  agriculture,  33  in  engineering,  18  in  medicine,  none  in  law,  10  in 
music. 

Omitting  physical  education  and  music  from  the  comparison,  there  are  208  classes  having 
from  1  to  5  students,  of  which  56,  or  26.9%  are  graduate  classes;  65,  or  31.2%, 
classes  for  undergraduates;  and  87,  or  41.8%,  classes  for  both  graduates  and  under- 
graduates. 

How  208  classes  (all  colleges)  of  from  1  to  5  students  are  distributed  among  graduates  and 
undergraduates,  according  to  character  of  class  or  section,  is  shown  in  the  following  table — 
together  with  the  percentage  which  each  kind  of  class  bears  to  the  total  number  of  classes 
from  1  to  5: 


Kind  of  Class 

Gradu- 
ate 

Per  cent 
of  218 

Under- 
gradu- 
ate 

Per  cent 
of  218 

Gradu- 
ate and 
under- 
graduate 

Per  cent 
of  218 

Total 

Per  cent 
of  218 

Thesis 

0 
15 

24 

a 

7 
10 

1 

0 

6.8 

11.0 

0 
3.2 
4.5 
0.4 

19 
1 

30 
0 

15 
0 
4 

8.7 

0.4 

13.7 

0 
6.8 

0 
1.8 

1 
1 

47 
0 

29 
9 
5 

0.4 
0.4 

21.1 
0 

13.2 
4.1 
2.2 

20 
17 
101 
0 
51 
19 
10 

9.2 

Seminary 

7.8 

Lecture-recitation 

46.4 

Quiz 

0 

Laboratory 

23.3 

Research 

8.7 

Music 

4.6 

Total ! 

57 

26.1 

69 

31.7 

92 

42.2 

218 

100 

29  classes  of  one  student  only  at  the  beginning  of  the  second  semester  1913 — 14 

By   Colleges 


College 

Graduate 

Under- 
graduate 

Graduate 

and  LTnder- 

graduate 

Total 

Letters  and  Science 

4 
0 

1 
0 

1 

7 
1 
0 
0 
0 

12 
0 
2 
1 
0 

23 

Agriculture 

1 

Engineering 

3 

Medicine 

1 

Music 

1 

Total 

6 

8 

15 

29 

706 


Exhibit  25 

29  classes  of  one  student  only  at  the  beginning  of  the  second  semester  1913—14 

By  kind   of  class 


Kind  of  Class 


Graduate 


Under- 
graduate 


Graduate 

and  I'nder- 

graduate 


Total 


Thesis 

Seminary 

Lecture-recitation 

Quiz 

Laboratory 

Research 

Music 

Total 


15 


3 
1 
14 
0 
7 
3 
1 


29 


23  classes  of  one  student  only  at  the  beginning  of  the  second  semester  1913—14  in 

the  College  of  Letters  and  Science 

(Not  including  one  graduate  class  in  music.) 


Kind  of  Class 


Graduate 


Under- 
graduate 


Graduate 
and  Under- 
graduate 


Total 


Thesis 

Seminary 

Lecture-recitation 

Quiz 

Laboratory 

Research 

Total 


12 


2 
1 

12 
0 
5 
3 


23 


461  classes  having  10  or  fewer  students  by  number  and  college  at  the  beginning  of 

the  second  semester  1913—14 


No.  of  Students 

L.  &  S. 

Agric. 

Eng. 

Med. 

Phys.  Ed. 

Mus. 

Total 

1 

23 
28 
26 
34 
17 

1 
7 
9 
4 
8 

3 
4 
4 
16 
6 

1 
12 
5 
0 
0 

0 
0 
0 
0 
0 

1 
1 
3 
3 
2 

29 

2 

52 

3 

47 

4 

57 

5 • 

33 

Total— 1-5 

6 

128 

27 
21 
28 
23 
30 

29 

9 
10 
5 
8 
4 

33 

6 

17 
14 
19 

18 

0 
0 
1 

1 
0 

0 

0 
0 

2 

0 
1 

10 

0 
4 
2 
"l 
2 

218 
40 

7 

44 

8 

55 

9 '. 

47 

10 

56 

Total — 1-10 

257 

65 

97 

20 

3 

19 

462 

707 


University  Survey  Report 

172  quiz  sections  by  size  groups,  college,  and  grade  of  student 

For  convenience  in  indicating  the  character  of  problem  presented  to  those  in  charge  of 
quiz  sections,  the  group  sizes  here  given  are  from  11-15:  from  16-20,  from  21-25,  from  26-30, 
and  31  or  more. 


L.  &  S. 

Agriculture 

Engineering 

Total 

No.  of 
Students 

Grad.  & 
Un.  Gr. 

Under- 
grad. 

Grad.  & 
Un.  Gr. 

Under- 
grad. 

Grad.  & 
Un.  Gr. 

Under- 
grad. 

Grad.  & 
Un.  gr. 

Under- 
grad. 

Total 

11-15 

7 
2 
4 
2 
2 

39 
45 
41 

8 
8 

0 
0 
0 
0 
2 

0 
2 
0 
0 
0 

0 
0 
0 
0 
0 

4 
6 
0 
0 
0 

7 
2 
4 
2 
4 

43 

53 

41 

8 

8 

50 

16-20 

55 

21-25 

45 

26-30 

10 

31- 

12 

Total 

17 

141 

2 

2 

0 

10 

19 

153 

172 

The  Princeton  preceptorial  sections  are  "not  of  less  than  four  nor  of  more  than  seven,  "while 
"five  has  proved  the  most  satisfactory  number."  To  break  up  the  172  Wisconsin  quiz  sec- 
tions into  conference  groups  on  the  Princeton  basis  would  require  about  470  groups  of  7  or 
about  640  groups  of  5  each  (not,  of  course,  470  or  640  conference  leaders).  The  survey  rec- 
ommends that  the  regents  institute  an  investigation  to  ascertain  the  possible  merits  of  this 
system  as  applied  to  Wisconsin,  together  with  the  additional  salary  cost  necessary. 

362  laboratory  sections  by  size  groups,  college,  and  grade  of  student 

The  survey  working  papers  show  for  each  type  of  study  the  number  of  students  in  labora- 
tory sections.  The  important  difference  which  exists  between  methods  of  instruction  con- 
sidered necessary  in  engineering  laboratories,  and  methods  of  instruction  in  biology,  zoology 
or  chemistry  is  brought  out  in  the  following  table: 


Letters  an 

d  Science 

Agriculture 

Engineering 

No.  of  Students 

Graduate 
and  Under- 
graduate 

Under- 
graduate 

Graduate 
and  Under- 
graduate 

Under- 
graduate 

Graduate 
and  Under- 
graduate 

Under- 
graduate 

1-  5 

11 

15 

14 

1 

9 

1 
4 
0 
0 

6 

5 

15 

15 

31 

9 

5 

1 

0 

3 
8 
2 
3 
2 
0 
3 
1 
0 

2 
5 
17 
15 
8 
1 
5 
1 
5 

12 
23 
9 
0 
2 
0 
0 
0 
0 

4 

6-10 

20 

11-15 

20 

16-20 

21 

21-25 

10 

26-30 

0 

31-40 

0 

41-50..- 

0 

51  and  over 

0 

Total .  . 

55 

87 

22 

59 

46 

75 

No.  of  Students 
^Continued) 

Med 

icine 

Total  All 

Colleges 

Total 

Graduate  and 
Undergraduate 

Under- 
graduate 

Graduate  and 
Undergraduate 

Under- 
graduate 

All  Colleges 

1-  5 

3 

1 
0 
3 
6 
0 
0 
1 
1 

3 
0 
0 
0 
0 
0 
0 
0 
0 

29 

47 

25 

7 

19 

1 
7 
2 

1 

15 
30 
52 
51 
49 
10 
10 
2 
5 

44 

6-10 

77 

11-15 

77 

16-20 

58 

21-25 

68 

26-30 

11 

31-40 

17 

41-50 

4 

51— and  over 

6 

Total 

15 

3 

138 

224 

362 

708 


Exhibit  25 

In  addition  tliere  are  four  laboratory  sections  in  the  College  of  Agriculture  made  up  of  less 
than  five  and  one  of  12  students  doing  exclusively  graduate  work;  in  the  College  of  Engineer- 
ing there  are  three  laboratory  sections  made  up  of  less  than  5  students  doing  exclusively 
graduate  work. 

UNIVERSITY  COMMENT  ON  ALLEN  EXHIBIT  25,  ENTITLED  "THE  OFFICIAL 

RECORD   OF  STUDENTS  ENROLLED   IN  EACH  UNIVERSITY   CLASS, 

SEMINARY,  AND  LABORATORY  SECTION" 

This  exhibit  consists  of  two  parts:  the  first  on  the  so-called  "semester  reports"  of  the  fac- 
ulty; the  second  on  the  number  of  students  in  classes  in  1913-14.  The  first  part  divides  into 
two  sections.  The  first  section  deals  with  the  defects  of  reporting  and  of  the  form  of  report, 
and  the  second  section  with  the  alleged  non-use  of  the  reports.  Each  subdivision  will  be  con- 
sidered separately. 

Defects  of  reporting  and  of  form  of  report 

Section  1  contains  comments  on  the  so-called  "semester  reports"  of  the  faculty  with  enu- 
meration of  errors  discovered  in  them,  and  with  suggestions  for  additional  information  which 
should  be  called  for  in  the  report.  It  does  not  seem  to  me  that  detailed  comment  on  this  por- 
tion of  the  report  is  necessary.  I  have  worked  over  these  reports  for  a  good  many  years,  and 
I  know  that  many  errors  of  detail  can  be  found  in  them.  It  does  not  require  a  university  sur- 
vey to  tell  a  dean  that  many  good  teachers  are  by  no  means  good  bookkeepers.  I  know  also 
that  the  reports  give  a  sufficiently  correct  picture  of  the  classroom  and  laboratory  work  done 
by  the  several  members  of  the  faculty,  and  this  is  the  information  which  the  reports  were 
designed  to  give.  Dr.  Allen  has  stated  their  errors  as  strongly  as  possible.  The  reports  are 
addressed  to  officers  familiar  with  the  situation.  Many  items  which  Dr.  Allen  enumerates 
as  necessary  to  a  full  report  would  not  be  filled  out  unless  specifically  insisted  on,  since  they 
concern  matters  that  are  currently  well  known.  An  instructor,  for  instance,  who  had  worked 
for  twenty  years  in  Science  Hall  and  never  anywhere  else,  might  easily  fail  to  put  the  name 
of  the  building  opposite  every  class  given  by  him.  An  instructor  in  English  1,  freshman  En- 
glish, might  well  think  that  either  name  or  number  sufficiently  designated  a  course  so  well 
known. 

Dr.  Allen  lists  15  items  of  information  not  called  for  on  the  semester  report.  Of  these,  num- 
bers 8,  9,  10,  12,  15  are  formal.  If  desired  by  the  administration,  they  can  be  easily  had. 
They  will  make  the  reports  no  better  and  no  worse  as  aids  to  an  educational  institution. 

Number  2  calls  for  extending  the  report  to  military  drill,  etc.,  which  might  well  be  done. 

Number  3  calls  for  report  of  office  hours.  There  is  no  objection  to  this  but  the  information 
is  more  conveniently  kept  at  present  on  an  "appointment  card,"  filled  out  as  soon  as  the 
semester  opens.  These  cards  constitute  a  card  index  of  faculty  appointments. 

Number  5  calls  for  listing  "clerical  work."  This  might  well  be  done  but  could  not  ordi- 
narily be  exactly  stated  at  the  opening  of  the  semester. 

Number  6  calls  for  classifications  of  divisions.  The  reports  should  and  usuallv  do  show 
this. 

Number  13  calls  for  separating  students  by  colleges  and  courses  as  well  as  by  class  and  sex. 
It  might  give  some  interesting  information  but  would  make  the  report  extremely  complex. 

Number  14  calls  for  inclusion  of  "auditors."  These  are  in  general  too  few  to  be  worth  re- 
cording. 

Numbers  1,  4,  and  7  cannot  be  carried  out  without  entirely  changing  the  scheme  and  func- 
tion of  the  report.  They  would  make  of  it  a  continuous  record,  to  be  kept  up  to  date  through 
the  semester.  No  useful  ends  would  be  served  by  listing  the  shiftings  of  numbers,  due  to 
changes  at  the  opening  of  the  semester  (No.  1).  Administrative  duties  and  time  taken  by 
them  (No.  4)  can  only  be  stated  at  the  close  of  the  semester  and  then  the  amount  would  be 
an  estimate  unless  an  exact  daily  record  of  use  of  time  were  kept.  To  research  (No.  7)  the 
ordinary  member  of  the  faculty  gives  the  time  left  over  from  the  demands  of  other  duties 
and  those  members  are  few — too  few — who  could  make  an  intelligent  guess  at  "place  and 
time"  at  the  opening  of  the  semester. 

Thus,  some  of  the  information  which  Dr.  Allen  desires  is  contained  in  other  reports,  and 
some  of  it  could  not  possibly  be  given  at  the  time  when  the  semester  reports  are  filled  out. 
If,  however,  he  desires  to  submit  a  new  type  of  form,  I  am  sure  that  the  faculty  would  be 
more  than  glad  to  consider  it,  and  to  adopt  it,  if  it  promises  to  give  more  useful  and  accu- 
rate information. 

Alleged  non-use  of  the  reports 

The  rest  of  this  part  of  the  exhibit  is  given  to  the  discussion  of  the  foirowing  statement: 
"How  little  thought  has  been  given  in  the  past  to  the  possible  uses  of  the  semester  reports 
by  administrative  officers  and  regents,  three  incidents  will  illustrate." 

Of  the  three  illustrations  the  first  concerns  emergency  appointments;  the  second,  the  with- 
drawal of  leaves  of  absence;  the  third,  the  assignment  of  rooms.    The  second  illustration  is 

709 


University  Survey  Report 

exceptional;  no  such  case  having  occurred  before  in  the  history  of  the  university,  the  action 
this  year  being  caused  by  the  European  war.  The  other  matters  recur  every  year.  They 
are.  not  based  on  the  semester  reports  and  never  have  been.  They  are  based  on  special  re- 
ports made  for  these  purposes.  Dr.  Allen  apparently  prefers  that  the  semester  reports  should 
be  used  rather  than  special  reports.  This  opinion  he  is  at  liberty  to  assert  and  to  defend. 
When,  however,  he  draws  the  conclusion  that  because  the  semester  reports  were  not  used 
"the  emergency  appointments,  increasing  the  university  budget  and  readjusting  the  budget, 
were  being  made  without  the  regents  or  the  president  or  the  deans  having  at  hand  the  in- 
formation to  tell  whether  the  university  needed  emergency  appointments  or  emergency  re- 
trenchment," he  makes  a  statement  which  is  not  true  and  makes  assertions  regarding  mat- 
ters on  which  he  had  no  information,  and  sought  no  information,  so  far  as  the  College  of 
Letters  and  Science  is  concerned.  In  each  case  where  emergency  appointments  were  made, 
the  registration  in  the  several  classes  concerned  and  the  work  of  every  instructor  in  the  de- 
partments concerned  were  before  me  and  I  had  adequate  and  detailed  information  on  which 
to  base  my  recommendation.  This  is  the  regular  way  in  which  such  matters  are  and  always 
have  been  taken  up  by  the  dean.  No  recommendation  for  increased  instruction  has  ever  been 
made  without  full  knowledge  of  the  situation  of  the  department  asking  for  it.  This  informa- 
tion is  conveyed  by  the  dean  to  President  Van  Hise  in  discussing  the  matter  with  him,  and 
is  given  to  the  regents  as  fully  as  they  desire  it  when  the  question  is  before  the  committee  of 
the  regents  for  discussion.  The  inference  of  Dr.  Allen,  that,  because  the  regular  semester 
reports  were  not  in,  no  information  was  in  the  hands  of  the  dean,  is  wholly  untrue  and  un- 
warranted. No  additional  instructor  has  ever  been  voted  "without  stopping  to  ask  whether 
five  or  fifty  have  classes  of  only  one  or  two." 

The  second  illustration  concerns  two  leaves  of  absence  which  were  withdrawn  on  the  re- 
quest of  the  persons  concerned. 

Dr.  Allen's  statement  implies  that  both  of  these  persons  were  in  the  same  or  allied  depart- 
ments and  that  there  was  some  connection  between  the  cases.  This  is  not  the  case  and  the 
"presentation  of  the  facts,"  as  made  by  Dr.  Allen,  is  very  far  from  the  truth.  The  essential 
point  here  is,  however,  that  the  presence  or  absence  of  the  semester  reports  made  no  differ- 
ence. All  of  the  facts  which  the  semester  reports  show  in  either  of  these  cases  were  in  the 
hands  of  the  dean  when  his  recommendations  were  made.  In  neither  case  did  they  affect  in 
any  way  the  merits  of  the  situation. 

The  {bird  illustration  concerns  the  assignment  of  rooms.  The  committee  does  not  discuss 
or  explain  in  this  place  the  general  matter  of  the  assignment  of  rooms.  Reference  is  made  to 
the  university  comment  on  exhibit  27. 

Dr.  Allen  gives  nine  illustrations  intended  to  show  wasteful  use  of  rooms  which  could  have 
been  prevented  by  proper  use  of  the  semester  reports.  In  eight  of  these  cases  the  classes  were 
held  at  hours  when  the  buildings  are  not  overcrowded  and  so  they  involve  no  waste  of  space. 
Nor  would  the  semester  reports  have  made  any  difi'erence  in  the  matter. 

This,  however,  is  a  small  matter  in  comparison  with  Dr.  Allen's  greater  error.  He  uses  this 
as  an  illustration  of  the  non-use  of  semester  reports.  He  criticizes  the  Committee  on  Rooms 
and  Time  Table  because  it  does  not  use  the  reports  of  the  current  semester  when  assigning 
rooms.  To  this  the  committee  replies  that  the  rooms  must  be  assigned  before  the  time  table 
is  printed  in  September,  before  the  university  opens,  and,  therefore,  before  semester  reports 
can  be  made  out.  This  year  the  rooms  were  provisionally  assigned  in  June,  before  Mr.  Haertel 
left  Madison.  A  representative  of  the  surs^ey  was  present  during  this  part  of  the  work.  In 
September  Mr.  Haertel  checked  over  all  room  assignments  in  University  Hall  according  to 
the  final  page  proof  of  the  time  table.  He  did  this  not  only  to  assure  himself  that  the  time 
table  corresponded  to  the  room  assignments,  but  also  to  assure  himself  that  proper  assign- 
ments had  been  made.  The  semester  reports  for  the  coming  semester  were  not  used  and  could 
not  be,  since  the  semester  did  not  open  for  some  weeks. 

Dr.  Allen  states:  "When  assigning  space  in  the  autumn  of  1914,  the  committee  on  time 
and  place  worked  without  information  with  respect  to  small  classes."  This  staternent  is  not 
true.  The  committee  had  information  regarding  small  classes  when  rooms  were  assigned. 

(Signed)         E.  A.  BIRGE. 

M.   H.   HAERTEL.     (For  last  item.) 


NUMBER  OF  STUDENTS  IN  1541   UNIVERSITY  CLASSES 

Dr.  Allen's  second  part  of  exhibit  25  deals  ostensibly  with  the  number  of  students  in  1541 
university  classes.  In  fact  it  covers  only  a  small  part  of  the  ground  indicated  by  its  title, 
since  it  has  to  do  chiefly  with  small  classes,  quiz  sections,  and  laboratory  sections. 

The  general  question  of  small  classes  is  discussed  elsewhere  (see  exhibit  26  and  comment). 

Certain  specific  points  raised  in  this  part  of  exhibit  25  may  be  touched  upon. 
1.  Dr.  Allen  quotes  a  rule  which  appeared  in  the  university  catalogue  from  1880  to  1891, 
regarding  classes  of  fewer  than  six  persons.  So  far  as  I  know,  this  rule  was  never  used  and 
this  was  one  reason  for  discarding  it.  When  a  professor  has  announced  a  course  there  is  little 
profit  in  dropping  it,  even  if  only  a  few  students  should  elect  it.  If  there  were  an  unexpected 
rush  of  students'to  other  classes  of  the  department,  the  question  of  the  small  class  would 
often  settle  itself,  but  otherwise  it  should  be  given  and  was  given. 

710 


Exhibit  25 

2.  Dr.  Allen  brings  together  two  tables,  one  showing  the  number  of  small  classes  (10  or 
fewer  students),  and  another  showing  the  number  of  students  in  quiz  sections,  which  average 
about  20  apiece.  He  then  shows  that  to  break  these  quiz  sections  up  into  "tutorial  groups," 
like  those  of  Princeton,  would  produce  some  470  groups  of  seven  or  640  groups  of  five.  He 
asks  the  regents  to  investigate  this  problem. 

Dr.  Allen  has  arranged  his  material  with  the  evident  purpose  of  indicating  that  if  the  small 
classes  were  abandoned  a  tutorial  system  could  be  installed  in  their  place.  But  the  problem 
is  not  so  simple.  Many  of  these  quiz  sections  are  in  physics,  chemistry,  and  biology.  If  these 
sections  are  to  be  reduced  to  five  or  seven  students,  there  must  be  an  increase  in  laboratory 
assistants  corresponding  to  that  in  quiz.  In  most  departments  there  is  no  relation  between 
the  small  class  and  the  quiz  section,  since  many  of  the  small  classes  are  in  departments  where 
there  are  few,  or  no  quiz  sections.  It  is  also  to  be  noted  that  quiz  sections  are  only  one  phase 
of  recitation  work.  Thus,  most  quiz  sections  are  in  the  laboratory  sciences,  or  in  departments 
with  large  lecture  courses,  like  history  or  political  economy.  There  are  very  few  in  binguage 
departments.  The  exchange  of  small  classes  for  small  quiz  sections  would,  therefore,  be  in 
large  measure  the  abandonment  of  work  in  dejiartments  with  few  quiz  sections  in  order  to 
benefit  other  departments.  This  would  not  benefit  the  university  as  a  whole.  There  is  no 
good  reason  why  quiz  sections  in  freshmen  history,  for  instance,  should  be  reduced  to  seven 
or  five  students,  while  recitation  sections  of  freshman  English  or  German  or  mathematics 
are  kept  as  they  now  are,  at  25  or  more.  The  problem  is  a  much  larger  one  than  Dr.  Allen 
suspects. 

3.  Dr.  Allen  gives  tables  showing  the  size  of  laboratory  sections  and  says  that  they  bring 
out  an  "important  difference"  between  methods  thought  necessary  in  engineering  and  those 
in  chemistry,  etc.  As  a  matter  ot  fact,  it  would  be  very  hard  to  infer  any  difference  in  meth- 
ods from  the  numbers  given.  The  tables  show  practical  differences,  such  as  are  sure  to  arise 
between  departments  where  large  elementary  classes  are  handled  (as  chemistry)  and  labora- 
tories for  advanced  classes  (as  engineering),  where  the  laboratory  must  adequately  cover 
the  field  of  the  subject  to  be  taught.  In  the  latter  cases  sections  are  sure  to  be  small,  inde- 
pendently of  "method  of  instruction,"  and  numbers  can  tell  but  little  of  methods. 

(Signed)     E.  A.  BIRGE. 


711 


EXHIBIT  26 
Section  1 

THE     OFFICIAL    RECORD    OF    CLASSES    FOR    10    OR    FEWER    STUDENTS 

NOVEMBER  1911 

Exhibit  25  of  the  survey  report  suggests  that  if  the  regents  knew  during  the  first  months 
of  a  semester  the  number  of  small  classes  they  would  be  helped  to  decide  whether  the  benefits 
of  conducting  small  classes  justified  the  energy  and  money  and  space  involved. 

The  number  of  small  classes  in  the  second  semester  of  1913-1 1  is  reported  in  exhibit  25. 
To  see  how  the  new  year  started  and  to  see  particularly  whether  emergency  appointments 
were  necessary  at  the  October  regent  meeting,  the  survey  listed  the  number  of  classes  of  10 
or  fewer  students  as  reported  by  the  instructional  staff  to  the  registrar  for  the  current  semester. 
For  the  departments  of  Romance  languages,  Semitic  languages,  Greek  and  Latin,  which 
were  especially  involved  in  the  first  part  of  exhibit  25,  and  the  university's  comment  upon  it, 
the  following  small  classes  were  found  to  be  reported.  These  facts  were  not  reported  to  the 
regents.  To  the  president  oral  statement  was  made,  the  extent  of  which  is  not  recorded.  The 
facts  which  might  have  been  recorded  and  which  might  have  been  reported  to  the  regents 
are  these : 

1 — In  the  Department  of  Romance  Languages  there  were  reported  10  classes  having 
six  or  fewer  students  d  of  6,  6  of  5,  2  of  4,  1  of  2);  these  10  classes  had  a  total  en- 
rollment of  46  students;  $2,800  is  the  annual  cost  of  these  10  classes  (i.  e.,  SI, 400 
per  semester),  or  $30  per  student  per  semester,  or  an  average  of  $1.86  per  student 
per  sitting,  ranging  from  55c  to  $3.69  per  student  per  sitting. 
2 — In  the  Department  of  Semitic  Languages,  one  instructor  had  7  classes  of  one  student; 
another  had  1  class  of  9  students,  1  of  3,  1  of  2,  and  2  of  1  student;  a  third  had  5 
classes — 1  of  4  students,  1  of  3,  and  3  of  1. 
3 — In  the  Greek  Department,  one  instructor  had  3  classes  of  5  and  less;  another  instruc- 
tor had  4  classes  of  5  and  less,  including  2  classes  of  1;  and  a  third  had  4  classes  of  5. 
4 — In  the  Latin  Department,  one  instructor  had  4  classes  of  6  and  less;  a  second  had  3 
classes  of  5  and  less;  a  third  had  3  classes  of  6  and  less;  of  another  instructor's  3 
classes,  1  had  5  students;  of  another's  4  classes,  1  had  8  students. 


Small  classes — all  university  departments 

Not  counting  thesis  courses,  even  when  faculty  members  reported  among  their  regular 
appointments  time  given  to  thesis  courses,  there  were  382  courses  of  10  or  fewer  in  November 
1914. 

Of  382  classes  of  10  or  fewer,  209  had  five  or  fewer  students  per  class,  and  173  had  from 
six  to  10  per  class. 

Of  209  classes  of  five  or  fewer  students  there  were 


No.  in  class 

No. 

of  classes 

1 

45 

2 

35 

3 

41 

4 

35 

5 

53 

Of  173  classes  of  from  six  to  10  students  there  were 

No.  ill  class 

No. 

of  classes 

6 

23 

7 

22 

8 

49 

9 

41 

10 

38 

Of  382  classes  of  10  or  fewer,  over  one-iourth  (27.8%),  or  107,  are  taught  by  professors; 
59,  or  nearly  one-sixth  (15.5%)  by  associate  professors;  93,  or  nearly  one-fourth  (24.4%) 
by  assistant  professors;  100,  or  over  one-fourth  (26.3%)  by  instructors;  18^(4.7%)  by  assist- 
ants; and  five  by  others. 

Of  209  classes  of  five  or  fewer,  61  (28.8%)  are  taught  by  professors;  38  (18.3%)  by  associate 
professors;  .50  (24%)  by  assistant  professors;  17  (22.6%)  by  instructors;  11  (5.3%)  by  assist- 
ants; and  two  by  others. 

713 


University  Survey  Report 

Of  173  classes  of  from  six  to  10  students,  46  (26.6%)  are  taught  by  professors;  21  (12.1%) 
by  associate  professors;  43   (24.9%)  by  assistant  professors;  53   (30.6%)  by  instructors; 
7  (4.1 ';o)  by  assistants;  and  3  (1.7%)  by  others. 
Whether  there  should  be 

45  regular  classes  with  1  student. 
35  regular  classes  with  2  students. 
41  regular  classes  with  3  students. 
35  regular  classes  with  4  students. 
.53  regular  classes  with  5  students. 
209  regular  classes  with  1-5  students, 
is  not  the  question  here.    It  is  suggested  that  the  regents  should  be  informed,  and  the  deans 
and  the  president  informed  at  the  beginning  of  each  semester  as  to. how  many  and  which 
regular  classes  there  are  of  one,  or  two,  or  three,  or  four,  or  five,  etc.  students. 

In  addition  to  these  382  regular  classes  there  are  54  classes  noted  as  thesis  courses  for  which 
faculty  members  have  reported  the  amount  of  time  each  week  that  is  given  to  university 
work.  Two  hours  given  to  a  thesis  course  is  counted  the  same  in  making  up  the  total  of  the 
instructor's  service  to  the  university  as  time  given  to  a  regular  course.  In  fact,  a  reservation  is 
made  for  such  time.  An  instructor  who  has  a  thesis  course  taking  two  hours  a  week  reasonably 
expects  that  these  two  hours  shall  be  subtracted  from,  not  added  to,  the  maximum  number  of 
hours  that  one  of  his  rank  is  expected  to  give  in  his  subject. 

Of  51  thesis  courses  having  10  or  fewer  students  in  a  class,  36  had  five  or  fewer,  and  18 
had  from  six  to  10  students. 

Of  54  thesis  courses  having  10  or  fewer  students 

15  were  reported  by  professors. 

1 1  were  reported  by  associate  professors. 

16  were  reported  by  assistant  professors. 
9  were  reported  by  instructors. 

1  was  reported  by  an  assistant. 

2  were  reported  by  others. 

Of  36  thesis  courses  having  5  or  fewer  students 

12  w'ere  reported  by  professors. 

5  were  reported  by  associate  professors. 
11  were  reported  by  assistant  professors. 

6  were  reported  by  instructors. 
1  was  reported  by  an  assistant. 
1  was  reported  by  an  other. 

Of  18  thesis  courses  having  from  6  to  10  students 
3  were  reported  by  professors. 
6  were  reported  by  associate  professors. 

5  were  reported  by  assistant  professors. 
3  were  reported  by  instructors. 

0  were  reported  by  assistants. 

1  was  reported  by  other. 

Finally,  there  is  a  third  class  of  courses,  i.  e..  special  thesis,  reported  w4th  numbers  in  the 
class,  for  which,  however,  no  total  number  of  hours  per  week  is  reported  on  the  registrar's 
semester  sheets.  Of  these  thesis  classes  for  which  no  hours  are  given,  44  are  reported,  of 
which  32  have  five  or  fewer  students;  and  12  from  six  to  10  students. 

Of  44  special  thesis  courses  having  10  or  fewer  students 

17  were  reported  by  professors. 

6  were  reported  by  associate  professors. 
15  were  reported  by  assistant  professors. 
6  were  reported  by  instructors. 

Of  32  special  thesis  courses  having  five  of  fewer  students 
1 1  were  reported  by  professors. 

3  were  reported  by  associate  professors. 

13  were  reported  by  assistant  professors. 
5  were  reported  by  instructors. 

Of  12  special  thesis  courses  having  from  six  to  10  students 

6  were  reported  by  professors. 

3  were  reported  by  associate  professors. 

2  were  reported  by  assistant  professors. 
1  was  reported  by  an  instructor. 

Combining  regular  classes,  thesis  classes  for  which  hours  are  reported,  and  thesis  classes 
for  which  no  hours  are  reported,  the  results  show  480  classes  with  10  or  fewer  students; 
277  with  five  or  fewer;  and  203  with  from  six  to  10  students.  The  distribution  of  these  classes 
is  shown  in  the  following  summary: 

714 


Exhibit  26 


Number  of 
Classes  by 

Grand 
Total 

Number  of  Students  in  Class 

Rank 

1        2 

3 

4 

3 

5  or   1 
Fewer  1    6 

7 

8 

9 

10 

6-10 

All  ranks 

480 
139 

76 
124 
115 

19 
7 

62 
20 
8 
19 
11 

47  1  54 

52 

12 

7 

15 

13 

4 

1 

62 
19 
10 
16 
16 
1 

i 

277  1  31 
84  '     8 
46        9 
74  ,   10 
58        3 
12        0 
3        1 

30 
11 

5 

2 

11 

1 

52 
20 
4 
9 
16 
1 
2 

46 
11 
5 
9 
16 
3 
1 

44 

5 

6 

20 

11 

2 

203 

Professors 

Assoc,  professors.... 

Asst.  professors 

Instructors 

17 

10 

9 

8 

16 
11 
15 
10 
2 

55 
30 
50 
57 

Assistants 

2        3 

7 

Others 

2 

4 

Section  2 

SALARY  COST  OF  SMALL  CLASSES  COMPUTED  BY  CHARGING  ALL  SALARY 
TO    INSTRUCTION  FOR  THE  SECOND  SEMESTER  1913-14 

Effort  was  made  to  ascertain  the  full  salary  cost  to  the  university  of  classes  of  1,  2,  3,  etc., 
and  total  of  classes  of  10  or  fewer  students. 

No  question  is  raised  here  as  to  whether  there  should  be  classes  of  1  or  2  or  3.  The  purpose 
of  this  section  is  merely  to  state  what  such  classes  are  costing  in  salaries. 

Salary  cost  may  be  computed  on  two  bases: 

1 — On  the  assumption  that  the  instructor  is  paid  for  instruction  and  contributes  his 

research  as  part  of  keeping  alive  his  interest  and  efficiency  as  teacher. 
2 — By  making  allowance  for  research  and  subtracting  from  the  total  salary  that  propor- 
tion which  research  hours  bear  to  total  hours  of  research  plus  instruction. 

The  computation  which  follows  is  based  upon  the  first  assumption — that  is,  the  cost  per 
hour  for  each  individual  teacher  is  found  by  dividing  the  total  annual  salary  by  the  total 
number  of  hours  he  teaches.  Where  possible  to  make  the  deduction  salary  paid  for  adminis- 
tration or  research  has  been  sul^tracted  from  total  salary. 

At  the  time  the  computations  were  made  the  survey  had  not  yet  compiled  information 
showing  definitely  what  it  could  now  show  as  to  each  instructor — how  much  of  each  week 
goes  to  research  and  how  much  to  instruction. 

Certain  administrative  heads  at  the  university  declare  that  the  number  of  hours  of  in- 
struction is  adjusted  without  making  an  allowance  for  research.  Returns  from  many  instruc- 
tors show  that  no  special  obhgation  is  felt  to  give  service  in  form  of  research  any  special 
number  of  hours  a  week — certainly  not  to  give  regularly  the  difference  between  the  standard 
number  of  instruction  hours  (15)  and  the  actual  number  of  hours  taught  by  each  instructor. 

If  another  basis  is  desired  so  that  against  instruction  in  small  classes  shall  be  charged  not 
their  share  ot  the  total  salary  but  their  share  of  the  total  salary  minus  the  amount  computed 
as  chargeable  to  research,  the  survey's  detailed  working  papers  are  available. 

In  round  numbers  it  was  costing  in  June  1914  at  the  rate  of  §200,000  a  year  to  carry  classes 
of  10  or  fewer  students  in  a  class,  or  35%  of  the  total  salary  cost  chargeable  to  instruction  of 
regular  students. 

To  conduct  classes  of  10  or  fewer  students  costs  as  follows: 


Size  of  Class 

No.  of  Classes  Defin- 
itely Reported 

Cost  per             ,             Cost  per 
Semester             ,                Hour 

1 
2 
3 
4 
5 

6 
7 
8 
9 
10 

22 
43 
44 
49 
32 

34 
42 
49" 
43 
45 

$  4,427.42 

10,175.54 

11,633.46 

12,477.60 

8,445.60 

7,362.36 
9,596.02 
10,537.12 
9,148.14 
8.425.80 

$     102.71 
216.76 
257.10 
251 . 12 
169.00 

1 79 . 70 
201.46 
205 . 76 
170.73 
174.80 

10  or  fewer 

403                                 $92,229.06                          $1   9*^9   14 

715 


University  Survey  Report 

In  addition  to  the  103  classes  reported  as  costing  $92,000,  there  were  86  classes  of  10  or 
fewer  students  regarding  which  the  survey  tried  to  secure  definite  information.  Definite 
answers  were  received  with  regard  to  41  thesis  classes  with  a  total  cost  per  semester  of 
$3,250.75  not  included  in  the  total  of  $92,000.  There  are  still  45  thesis  classes  with  10  or 
fe-vfer  students  unaccounted  for  in  the  totals  above  given,  but  included  in  the  round  total  of 
$200,000. 

As  noted  in  exhibit  25,  data  in  the  semester  report  is  in  many  cases  incomplete.  There- 
fore, 461  classes  of  10  or  fewer  students  are  reported  in  exhibit  25,  whereas  403,  plus  86,  are 
here  accounted  for — that  is,  in  one  case  data  was  sufficiently  complete  to  tabulate  the  infor- 
mation for  461;  in  the  other  case,  necessary  information  was  complete  for  only  403,  plus  41 
later  reported  on. 

The  average  cost  per  person  per  hour  in  classroom — that  is,  per  sitting  in  class,  per  session 
and  per  week — is  given  in  the  following  table  by  size  of  class: 


Average  Rate  Per  Person 

No.  of  Classes  Def- 
initely Reported 

Size  of  Class 

Per  Hour 

Per  Week          Per  Semester 

1 

22 

$4.67 

$11.05 

$201.25 

2 

43 

1.26 

3.28 

59.16 

3 

44 

.65 

1.63 

29.38 

4 

49 

.32 

.88 

15.90 

5 

32 

.21 

.54 

10.55 

6 

34 

.15 

.33 

6.01 

7 

42 

.10 

.26 

4.66 

8 

49 

.07 

.18 

3.36 

9 

43 

.05 

.14 

2.62 

10 

45 

.04 

.10 

1.21 

10  or  fewer 

403 

$0.22 

$0.57 

$10.32 

As  elsewhere  averages  conceal  extremes,  even  in  case  of  averages  for  classes  of  one. 

The  highest  single  cost  per  session  is  for  one  student  who  is  in  a  class  by  himself  and  meets 
his  instructor  six  times  weekly  at  a  cost  of  $41.46  a  week  or  $6.91  each  time  he  meets  his 
instructor,  or  $726.28  a  semester,  or  $1,492.56  a  year. 

Other  salary  costs  per  sitting  for  classes  of  one  are  $1.46,  $5.12,  $1.62,  $4.05,  $10.03, 
$3.67,  $6.17,  $1.90,  $9.02,  $2.70,  etc. 

The  salary  cost  alone  per  sitting  per  student  for  classes  of  two,  ranges  from  99c  to  $3.78. 

In  classes  of  five,  the  cost  per  sitting  per  student  ranges  from  45c,  60c,  $1.14,  $1.50,  $1.89, 
$2.85,  $3.17,  to  $4.72,  etc. 

In  classes  of  10,  the  cost  per  sitting  per  student  ranges  from  8c,  18c,  46c,  77c,  92c,  to  $1.38. 

Whether  there  should  be  45  classes  of  one  in  November  1914,  not  counting  thesis  courses, 
and  whether  taxpayers  should  spend  $42.00  a  week  on  one  course  for  one  student  is  a  question 
of  policy  that  cannot  reasonably  be  decided  without  all  the  important  facts  as  to  each  indi- 
vidual case. 

It  seems  clear,  however,  that  this  is  a  matter  of  too  great  consequence  to  be  decided  by  the 
individual  student,  or  the  individual  instructor,  or  the  individual  department,  or  by  a  dean. 

It  is  also  clear  that  such  a  matter  should  not  be  decided  even  by  the  president  of  the  uni- 
versity without  first  having  before  him  all  the  facts,  such  as  have  not  heretofore  been  before 
him. 

Finally  it  seems  clear  that  those  who  are  responsible  to  the  taxpayers  for  the  expenditure 
of  university  energy  should  have  a  report  within  two  weeks  after  the  beginning  of  each  semes- 
ter stating  which  classes  the  president  has  authorized  to  be  formed  with  10  or  fewer  students 
in  a  class,  and  the  reasons  in  each  case  for  spending  what  in  the  absence  of  clear  reason  is  a 
disproportionate  amount  of  energy  and  money  upon  students  in  these  small  classes. 

It  is  suggested  further  that  with  regard  to  every  course  which  is  not  sought  by  six  students 
or  more,  the  regents  declare  that  there  shall  be  a  presumption  against  such  courses,  and  that 
the  catalogue  announce  that  only  for  most  exceptional  reasons  will  any  class  be  organized 
for  fewer  than  six  students. 

It  is  recommended  that  the  president  of  the  university  be  asked  to  report  to  the  regents 
by  mail  without  waiting  for  the  next  meeting  of  the  board,  in  connection  with  the  budget 
estimates  for  1915-16  all  the  essential  facts" regarding  the  number  of  small  classes,  with 
recommendation  as  to  those  which  should  not  be  provided  for  in  future  budgets  and  alterna- 
tive uses  for  the  sums  which  have  been  used  in  this  year's  budget,  for  small  classes,  the  con- 
tinuation of  which  the  president  does  not  specifically  recommend. 

716 


Exhibit  26 

Here  again,  the  greatest  value  of  these  figures  lies  in  the  need  they  show  for  further  study 
of  the  cost  of  instruction.  The  accounts  of  the  university  should  be  so  divided  as  to  show 
proportion  of  salary  chargeable  to  administration,  research,  etc.,  las  well  as  the  proportion  of 
operation  and  maintenance  cost  chargeable  to  instruction.  Until  such  information  is  cur- 
rently available  neither  administrative  officers,  regents,  legislature,  nor  public  will  be  able 
to  know  the  exact  cost  of  instruction. 


UNIVERSITY  COMMENT  ON  ALLEN  EXHIBIT  26,  SECTION  1,  ENTITLED  "THE 

OFFICIAL  RECORD  OF  CLASSES  FOR  10  OR  FEWER  STUDB:NTS, 

NOVEMBER,  1914,"  AND  SECTION  2,  ENTITLED  "SALARY  COST 

OF  SMALL  CLASSES  COMPUTED  BY  CHARGING  ALL  SALARY 

TO  INSTRUCTION,  ETC. 

Dr.  Allen  defines  a  small  class  as  one  which  has  less  than  ten  members.  The  limit  of  ten  is 
perhaps  as  good  as  any,  though  for  some  kinds  of  work  ten  is  a  maximum  rather  than  a 
minimum.     But  the  question  can  be  discussed  on  that  basis. 

Small  classes  in  a  university  department  may  mean  one  or  more  of  several  things. 

1.  That  the  department  is  new  and,  at  present,  like  all  new  enterprises,  relatively 

small.    Such  a  department  at  present  is  manual  training  or  poultry  husbandn,-. 

2.  That  the  department  is  one  in  which  only  a  few  students  should  be  expected  at  any 

time.    Such  a  department  is  "Hebrew." 

3.  That  the  course  is  so  advanced  in  its  line  that  but  few  students  will  elect  it.    Such 

courses  are  advanced  philology  courses  and  similar  courses  in  science  and  other 
departments.  ■ 

4.  That  the  size  of  the  class  is  intentionally  limited  to  secure  more  personal  attention  for 

the  student.     Such  are  thesis  courses  and  many  advanced  electives. 

It  is  obvious  that  the  carrying  on  of  each  of  these  groups  of  classes  is  warranted,  if  at  all, 
by  different  reasons,  whose  chief  common  elements  are  in  the  fact  that  all  groups  are  necessary- 
in  an  advancing  university  and  that  the  number  of  courses  in  each  must  be  justified  on  grounds 
of  wisdom  and  the  best  use  of  funds  for  education.  But  it  is  obvious  that  a  treatment,  like 
that  of  Dr.  Allen,  to  whom  a  small  class  is  a  small  class  and  nothing  more,  cannot  give  the 
question  adequate  consideration.  In  the  first  two  cases  the  governing  body  of  the  institution 
presumably  knows  the  conditions  of  the  departments  and  has  acted  for  satisfacton,-  reasons 
in  creating  them.  Whether,  for  instance,  teachers  of  manual  training  should  be  taught  in 
the  university  is  a  fair  question  for  consideration.  But  if  it  is  decided  in  the  affirmative — 
and  no  one  will  deny  that  there  are  many  reasons  to  justify  such  a  decision — then  the  presence 
of  a  certain  number  of  small  classes  must  be  expected  for  a  time,  and  perhaps  permanently. 
For  the  number  of  such  teachers  cannot  be  very  great  relatively  to  the  variety  of  courses 
that  they  need  for  adequate  preparation,  and  the  university  must  furnish  an  adequate 
group  of  courses  if  it  attempts  the  work  at  all. 

In  the  second  class  of  cases  the  same  sort  of  question  arises.  It  is  a  fair  question  whether 
the  college  of  letters  and  science  can  afford  to  spend  about  one  and  two-tenths  per  cent,  of 
its  salary  list  in  teaching  and  investigating  the  original  languages  of  the  Bible.  Probably 
some  will  say  that  the  amount  is  too  great;  others  will  certainly  say  that  it  is  too  little.  The 
point  is,  that  the  regents  are  spending  the  sum  that  they  and  the  administrative  officers 
believe  is  wise  if  the  work  is  to  be  well  done,  and  they  are  willing  to  face  the  necessary  fact  of 
small  classes  in  the  department. 

In  these  two  groups  the  small  class  necessarily  goes  with  the  department.  If  you  have  the 
thing  at  all,  you  must  have  it  in  that  way.  If  the  department  is  justifiable,  the  class  is  justi- 
fied. When  the  general  question  has  been  discussed  in  the  light  of  all  the  facts  and  has  been 
settled  in  favor  of  undertaking  the  work,  the  subordinate  questions  are  settled  with  it. 

The  case  is  different  with  the  other  two  groups  of  classes.  These  belong  to  departments 
whose  classes  contain  a  large  number  of  students  on  the  average. 

In  such  departments,  of  course,  small  classes  often  result  because  the  department  shares 
in  some  general  enterprise  of  the  university.  Thus,  small  classes  in  Romance  languages  at 
present  result  from  training  high-school  teachers  of  French  and  this  is  a  part  of  a  general 
scheme  for  training  teachers.  They  come  also  from  offering  courses  in  advanced  Sj^anish  to 
students  of  the  commerce  course,  and  this  is  part  of  a  plan  to  give  our  graduates  the  knowledge 
necessary  for  extending  our  commerce  to  Latin  America.  If  such  work  is  to  wait  until  stu- 
dents present  themselves  in  batches  of  more  than  ten,  it  will  never  be  done.  The  L'niversity 
must  consider  the  wisdom  of  the  general  policy  and  having  adopted  it  must  give  it  a  fair 
trial. 

Most  small  classes  in  large  departments,  however,  are  of  another  kind  and  the  small  classes 
of  the  third  and  fourth  groups,  defined  above,  arise  in  another  way.  They  come  as  a  result  of 
what  may  be  called  university  policy  as  contrasted  with  oollepe  policy.  They  serve  two 
ends:  (1)  to  give  adequate  opportunity  for  advanced  study  to  those  who  are  capable  of  it 
and  thus  to  contribute  to  the  intellectual  advancement  of  the  community:  (2'i  to  give  all 
students  who  wish  it  the  opportunity  of  doing  a  certain  amount  of  advanced  study  under 
conditions  that  insure  immediate  contact  with  the  mind  of  the  teacher.  The  first  reason  is 
one  justification  for  advanced  courses  as  undergraduate  work,  and  for  those  who  will  not 

717 


University  Survey  Report 

engage  in  research.  The  second  reason  is  one  justification  for  thesis  courses  and  for  courses 
leading  to  them.  In  both  of  these  types  of  class,  students  come  in  close  contact  with  the 
teacher,  not  as  one  conveying  information  to  them  but  as  himself  a  worker  in  the  field  in  which 
the  student  is  working,  showing  them  how  an  older  worker  goes  at  his  task  and  how  he  re- 
gards his  subject.  This  sort  of  teaching  any  university  regards  as  by  far  the  most  valuable 
that  it  can  do.  It  can  be  done  only  in  small  classes  although  not  all  must  be  smaller  than  ten 
or  even  as  small  as  ten.  From  the  standpoint  of  intelleclual  profit  to  the  student  and  to  the 
state,  such  classes  should  be  encouraged.  The  matter  of  cost  is  the  limiting  factor.  The  ques- 
tion which  administrative  officers  must  consider  constantly  is  how  far  they  can  afford  to  go 
in  this  direction. 

There  can  be  no  doubt  in  the  mind  of  any  university  man  who  has  watched  the  development 
of  a  university  from  the  inside,  that  one  of  the  chief  factors  in  its  intellectual  growth  has  been 
in  a  liberal  policy  toward  the  formation  and  teaching  of  small  classes.  This  has  been  the 
policy  of  the  University  of  Wisconsin,  since  1867  at  any  rate.  There  used  to  be  a  rule  that  if 
fewer  than  six  persons  presented  themselves  for  an  elective  class  its  formation  was  left  to  the 
discretion  of  the  teacher  and  the  president.  But  no  president  ever  invoked  the  rule  so  far  as 
we  know. 

The  small  class  has  alv^iays  been  with  the  university  and  there  were  relatively  more  of 
them  in  the  past  than  there  are  now.  The  following  table  shows  the  facts,  the  figures  for  1913 
coming  from  Dr.  Allen: 


Year 

Total 
Classes 

Classes  of  5  Students 
and  Below 

Classes  of  10  Students 
and  Below 

No. 

Per  Cent 

No. 

Per  Cent 

1893 

1903..                             

235 

621 

1541 

51 
115 
218 

21.7 
18.5 
14.4 

82 
181 
405 

34.9 
29.1 

1913  (Dr.  Allen) 

26.3 

Thus  the  small  classes  have  shown  a  progressive  diminution  during  the  past  twenty  years. 

In  the  figures  for  1903  are  included  the  classes  in  agriculture  for  1904,  since  no  reports 
from  that  college  are  now  found  in  the  reports  for  1903.  Comparison  is  best  made  between 
1893  and  1913,  since  Dr.  Allen's  method  of  reaching  his  total  number  of  classes  is  not  stated. 
The  conditions  in  1893  were  so  simple  that  the  method  of  counting  classes  can  make  little 
or  no  difference  in  the  results.  Accepting  Dr.  Allen's  figures  for  1913,  the  number  of  classes 
has  increased  nearly  seven  times  in  twenty  years;  the  number  of  classes  of  five  students  and 
fewer  has  increased  only  about  4.3  times;  and  the  number  of  classes  of  ten  students  and 
fewer  five  times.  The  percentage  of  classes  of  five  students  and  fewer  has  decreased  over 
34%,  and  that  of  classes  of  ten  and  fewer  over  22%.  This  reduction  has  come  about  in  spite 
of  the  fact  that  during  these  20  years  the  entire  system  of  graduate  instruction  has  been  built 
up  and  also  very  great  additions  have  been  made  to  advance  undergraduate  instruction. 

These  facts  seem  to  show  conclusively,  (1)  that  for  many  years  the  small  class  has  been 
recognized  at  Wisconsin  as  an  important  instrument  in  building  up  the  University  and  in 
giving  students  the  kind  of  instruction  that  the  state  should  furnish;  (2)  that  in  its  develop- 
ment the  University  has  not  been  indifferent  to  the  matter  of  cost  or  careless  regarding  the 
number  of  small  classes  carried.  On  the  contrary,  in  spite  of  a  declared  policy  (established 
after  1893)  in  favor  of  small  classes  as  a  means  of  university  training,  expressed  in  the  estab- 
lishment of  the  senior  thesis,  and  in  spite  also  of  the  growth  of  graduate  study,  the  relative 
number  of  small  classes  has  declined  during  that  period.  No  such  result  coulcl  have  been 
reached  under  such  conditions  without  much  care  on  the  part  of  administrative  officers. 
Indeed,  this  has  been  one  of  the  chief  administrative  problems — how  to  secure  the  develop- 
ment of  the  University  desired  for  the  student  and  necessary  for  the  state  without  making 
the  cost  of  instruction  unduly  great. 

There  is,  therefore,  hardly  a  question  of  policy  which  more  nearly  concerns  the  intellectual 
life  of  a  university  than  does  that  of  small  classes.  They  are  the  places  where  much  of  the 
most  important  intellectual  work  of  the  University  is  done — most  important  in  quality,  not 
in  quantity.  The  small  classes  furnish  points  of  most  active  intellectual  growth;  their 
presence  in  numbers  is  one  of  the  facts  that  differentiates  the  university  from  the  college.  Any 
university  that  adopts  a  policy  which  discourages  them  or  regards  them  as  exceptions  to  the 
rule,  or  as  anything  but  a  most  valuable  feature  of  its  work,  by  that  act  ceases  to  be  a  uni- 
versity. It  equally  places  itself  outside  the  university  ranks  if  it  makes  the  question  of  the 
cost  of  this  instruction  the  primary  consideration,  instead  of  regarding  it  as  an  important 
secondary  question. 

It  is  easy  by  false  methods  to  overestimate  the  cash  cost  of  small  classes,  and  this  Dr. 
Allen  has  done.  The  actual  cost  cannot  be  ascertained  by  any  such  process  of  short  division 
as  he  has  used.  The  two  questions  regarding  the  cost  of  a  class  which  an  administrator 
would  ask  are  these:  (1)  how  much  would  be  saved  if  the  class  were  abolished?     (2)  what 

718 


Exhibit  26 

could  he  get  with  the  money  thus  saved?  We  illustrate  this  point  from  the  department  of 
Romance  languages,  since  this  has  been  drawn  into  question  by  Dr.  Allen.  This  department 
had,  in  the  fall  of  191 1,  17  small  classes,  whose  cost  Dr.  Allen  would  compute  at  more  than 
$6,000.  But  examination  shows  that  one  of  lliese  classes  was  a  course  required  for  intending 
teachers  and  two  were  required  advanced  courses  in  Sjianish  for  students  of  the  commerce 
course.  Two  more  were  carried  as  extra  work  by  teachers.  Thus  five  of  the  seventeen  classes 
were  of  a  type  that  could  not  be  abandoned  without  alTecting  large  plans  of  which  they  were  a 
part,  or  classes  whose  elimination  would  effect  no  saving.  Six  classes  were  in  advanced  under- 
graduate French,  two  in  advanced  Italian,  and  one  in  advanced  Spanish;  three  were  graduate 
courses.  Altogether  these  twelve  small  classes  involved  twenty-eight  hours  of  instruction, 
including  six  of  the  eight  hours  of  graduate  work,  and  all  of  the  advanced  elective  Italian  and 
Spanish.  If  all  these  had  been  cut  off  and  the  twenty-eight  hours  had  been  devoted  to  ele- 
mentary instruction,  there  might  have  been  saved  the  time  of  about  two  instructors  who 
might  have  been  dropped,  whose  combined  salaries  would  have  been  between  S2,000  and 
$3,000.  This  saving  of,  say,  $2,500,  is  a  fair  estimate  of  the  eost  to  the  University  of 
carrying  on  small  classes  in  graduate  work  in  Romance  languages  and  also 
maintaining  advanced  elective  courses  in  Italian  and  Spanish  and  also  of  providing 
electives  that  fairly  cover  the  field  of  French  literature  and  language.  \\  e  do  not 
believe  that  any  one  will  assert  that  a  saving  of  this  sum  in  cash  would  at  all  compensate  for 
the  intellectual  and  educational  loss  involved  in  dropping  the  studies. 

Of  course,  there  is  another  alternative  by  which  much  more  money  could  be  saved.  The 
plan  indicated  above  says  to  the  teachers  of  advanced  small  classes:  "drop  this  work  and  take 
up  elementary  instruction  in  its  place."  If  this  is  done,  the  cash  saving  is  in  the  salaries  of 
the  displaced  teachers  of  lower  grade.  It  would  of  course  be  possible  to  keep  these  and  dis- 
miss the  higher-paid  teachers  who  are  giving  a  small  part  of  their  time  to  small  classes. 
In  this  way  much  more  cash  could  be  saved  but  at  so  great  an  educational  loss  that  I  believe 
no  one  advocates  this  plan.  ^_«..««m» 

We  have  used  Romance  languages  as  an  example  because  it  is  typical  of  departments  where 
the  maximum  saving  of  money  could  be  made  by  abandoning  small  classes.  If  laboratorv' 
sciences  are  considered,  the  situation  is  very  different.  Chemistry,  for  instance,  also  reported 
in  1914  17  small  classes  out  of  102  classes  scheduled.  No  doubt  Dr.  Allen  would  estimate  their 
cost  at  about  one-sixth  or  more  of  the  salary  list  of  the  department,  or  some  S6,000.  Yet  if 
every  one  of  these  small  classes  were  discontinued,  not  one  cent  could  he  taken 
from  the  salary  budget  of  the  chemistry  department.  The  reason  is  obvious  to  any 
one  who  knows  how  work  is  carried  on  in  a  chemical  laboratory.  The  members  of  the  faculty 
spend  the  entire  day  there  and  each  has  charge  of  sixty  or  more  students.  If  one  or  a  few  of 
these  students  desire  a  special  course,  say  in  advanced  quantative  analysis  of  some  type,  the 
work  is  carried  on  by  conferences  with  the  instructor,  along  with  that  of  other  students  in 
the  same  laboratory.  Little  or  no  additional  time  is  required  and  if  the  students  composing 
the  small  class  were  driven  from  the  laboratory,  no  money  would  be  saved,  since  the  teacher 
would  still  be  needed  for  the  remaining  students  who  are  taking  courses  more  largely  attended. 

The  two  departments  used  as  examples  are  probably  fairly  extreme  cases  of  the  saving 
that  might  be  made  by  abolishing  small  classes.  In  some  departments  it  might  be  about  one- 
third  as  much  as  the  sum  claimed  by  Dr.  Allen  as  cost;  in  others  the  saving  would  be  nothing. 

A  fair  estimate  for  the  maximum  possible  saving  if  all  the  small  classes  were  abolished  and 
the  men  now  teaching  them  were  retained  and  given  other  work,  would  be  810,000 
to  $50,000,  as  compared  with  the  $200,000  estimated  as  "cost"  by  Dr.  Allen.  Personally,  we 
believe  that  the  saving  would  be  less  than  $  10,000.  On  the  other  hand,  much  more  money 
might  be  saved  if  the  men  now  teaching  small  classes,  as  a  small  ]iart  of  their  work,  were  dis- 
missed, all  of  their  advanced  classes  cut  off,  and  the  remaining  elementary  work  done  as 
cheaply  as  possible.  But  this  plan  has  not  been  and  probably  would  not  be  detinitely  pro- 
posed by  any  one  and  therefore  it  will  not  be  discussed. 

The  cost  of  the  small  class  in  large  departments  is  fairly  estimated  at  the  cost  to  the 
university  of  the  additional  teaching  of  larger  classes  which  the  smsU  class  makes  necessary. 
But  even  if  we  should  allow  (as  we  do  not)  the  equity  of  the  plan  of  charging  the  cost  directly 
as  a  part  of  the  salary  of  the  person  concerned,  it  is  still  true  that  Dr.  Allen's  exhibit  26  gives 
a  very  exaggerated  view  of  that  cost. 

Dr.  Allen  computes  the  cost  of  a  small  class,  he  tells  us,  on  the  "assumption  that  the 
instructor  is  paid  for  instruction"  and  for  instruction  alone.  But  this  assumption  is  openly 
contradictory  to  well-known  facts.  Members  of  the  faculty  are  paid  for  numy  other  duties: 
for  research  (as  is  true  of  many  of  the  members  of  the  college  of  agriculture  for  instance,  and 
of  the  director  of  the  observatory),  for  administrative  duties  (as  is  specifically  done  for  deans 
and  assistant  deans),  for  visiting  schools,  and  for  teaching  in  the  Wisconsin  High  School, 
to  name  only  a  few  cases.  By  ignoring  all  these  well-known  facts  and  charging  all  salaries  to 
teaching,  Dr.  Allen  grossly  exaggerates  the  cost,  even  on  the  false  basis  whicTi  he  has  taken 
for  showing  the  cost. 

Examination  of  a  single  sheet  of  his  "working  papers"  shows  18  cases  in  which  Dr.  Allen 
notes  that  more  than  half  of  the  professor's  time  is  given  to  work  other  than  teaching,  but 
in  spite  of  this  he  charges  the  whole  salary  to  teaching,  thus  intlating  the  cost  assigned  to 
such  teaching  by  100%  or  more. 

719 


University  Survey  Report 

In  three  of  these  cases,  the  inflation  amonnts  to  400%  and  a  majority  of  all  the  cases  con- 
sidered are  similarlv  vitiated,  to  a  smaller  degree,  but  always  in  the  direction  of  increasing 
the  cost.t?^ 

In  a  considerable  number  of  cases,  service,  over  and  above  the  normal  amount  of  teaching, 
that  has  been  rendered  by  an  enthusiastic  instructor  to  one  or  more  students  is  charged  with 
a  proportionate  part  of  his  salary.  This  part  being  divided  among  the  one,  two  or  three 
students  receiving  its  benefits,  then  appears  as  a  part  of  the  high  cost  of  teaching  small  classes. 

A  case  of  which  Dr.  Allen  makes  special  note  is  that  of  a  class  of  one  student,  whose  cost 
to  the  University  he  estimates  at  $6.91  per  session,  or  at  the  rate  of  $1492.56  per  year.  This 
is  the  case  of  a  graduate  student  doing  three  hours  of  laboratory  work  on  each  of  two  after- 
noons in  the  week.  Dr.  Allen  wrongly  calls  this  arrangement  meeting  "his  instructor  six  times 
weekly"  and  charges  to  the  student  one-half  of  the  teacher's  salary.  The  absurdity  of  Dr. 
Allen's  method  of  computation  comes  out  clearly  in  this  case.  For,  supposing  that  the 
regents  had  forbidden  this  student  to  work  in  the  laboratory  on  these  afternoons,  how  much 
of  Dr.  Allen's  $1492  would  the  university  have  saved?  Obviously,  not  one  cent.  The  pro- 
fessor was  on  the  ground,  was  in  the  laboratory,  and  would  have  been  paid  his  salary  just 
the  same;  for  he  had  been  engaged  and  he  was  needed  in  his  department.  So  far  from  the 
student  involving  a  cost  of  $1492,  or  any  part  of  that  sum,  the  University  as  a  teaching  in- 
stitution was  just  so  much  ahead  because  the  professor  took  on  this  man  and  gave  his  work 
the  necessary  supervision.  If  his  presence  had  prevented  the  professor  from  teaching  a  class 
of  several  students,  that  would  be  a  different  matter,  but  such  was  not  the  case.  This  is 
simply  one  of  the  very  numerous  cases  of  small  laboratory  classes  whose  instruction  involves 
no  additional  expense  whatever  to  the  university. 

Dr.  Allen  proposes  that  every  class  that  is  smaller  than  six  should  be  treated  as  an  indi- 
vidual problem,  to  be  sharply  challenged  every  year  and  cut  off  if  it  cannot  justify  its  exis- 
tence as  a  separate  class.  But  this  method  would  at  once  destroy  any  university  that  attempt- 
ed it.  For  university  problems  must  be  handled  from  a  different  standpoint.  A  governing 
board  may  well  hesitate  over  a  scheme  that  involves  considerable  expense;  but  having  em- 
barked on  the  scheme  it  ought  not  at  every  turn  to  question  the  details  on  which  success 
depends.  Whether,  for  instance,  the  cultivation  of  commerce  with  Latin  America  is  worth 
while  for  the  University  of  Wisconsin  is  a  fair  question,  though  we  think  that  no  one  who  looks 
to  the  future  can  answer  it  except  in  the  afFirmative.  But  if  this  answer  is  once  given,  it  is 
mere  folly  to  challenge  a  small  class  in  advanced  Spanish,  for  it  is  part  of  the  job  under- 
taken and  is  involved  in  the  whole  scheme.  If  it  is  worth  while  to  give  graduate  work  in 
modern  languages  at  all,  courses  in  Romance  languages  must  be  offei'ed,  and  if  offered  at  all 
an  adequate  amount  of  work  must  be  given.  So  the  probability  or  certainty  of  small  classes 
must  be  faced  here.  The  same  is  true  of  German  philology  or  of  the  philological  courses  in 
any  department.  They  must  always  be  small  and  yet  if  graduate  work  is  to  be  done  in  foreign 
language  or  English  they  must  be  given.  They  cannot  be  made  unreasonably  numerous,  and 
they  are  not  in  Wisconsin.  But  it  would  be  mere  folly  to  bring  into  question  every  autumn 
the  continuance  of  such  work;  for  the  courses  are  part,  and  a  necessary  part,  of  a  larger  en- 
terprise that  the  University  is  carrying  on. 

Dr.  Allen's  suggestion  that  these  courses  should  be  carried  as  extra  work  by  the  teachers 
is  equally  impracticable.  This  can  be  done  and  is  done  in  certain  connections,  especially  in 
laboratory  courses.  Where  the  work  is  of  the  lecture  or  recitation  type  the  case  differs.  Dr. 
Allen's  figures  (exhibit  3,  section  6,  and  university  comment)  show  that  the  average  teacher 
puts  nearly  sixty  hours  a  week  into  university  work,  and  surely  he  ought  not  to  be  called  on 
to  exceed  this  amount  of  time.  It  can  be  dilTerently  apportioned,  but  not  greatly  increased. 
Of  these  sixty  hours  about  forty — of  what  Dr.  Allen  tells  us  is  a  week's  work  on  the  eight 
hour  plan — go  to  class  and  laboratory  teaching  and  to  the  duties  necessarily  connected  with 
teaching.  This  amount  again  the  teachers  ought  not  to  be  asked  to  increase,  but  it  can  be 
differently  apportioned.  In  most  cases  the  teacher  of  a  small  class  has  one  such  class  and 
several  larger  ones  and  he  has  as  many  students  in  the  total  as  he  ought  to  be  caring  for.  The 
single  student  in  the  small  class  probably  takes  not  much  more  time  than  a  student  in  a  class 
of  twenty  or  more.  If  the  teacher  dropped  the  small  class  and  took  a  larger  one  the  result 
would  be  that  he  would  divide  his  week's  work  among  (say)  75  or  80  students  instead  of  60. 
But  each  student  would  be  likely  to  get  less  on  the  average  of  the  instructor's  attention. 

If,  on  the  other  hand,  he  put  in  his  forty  hours  on  the  larger  number  of  students  (as  he 
would  have  to  do  if  the  work  is  to  be  well  done)  and  carried  the  small  class  besides,  the  time 
for  that  class  would  have  to  come  out  of  the  time  for  research,  preparation,  etc.,  and  would 
greatly  cut  this  down.  Dr.  Allen  estimates  the  average  time  given  to  research  at  about  eight 
hours  a  week.  Any  class  requires  about  as  much  time  as  this  in  class-room,  preparation  and 
of  other  incidental  duties.  Of  course,  the  teacher  would  be  tempted,  and  probably  forced,  to 
crowd  the  additional  small  class  into  the  time  given  to  regular  teaching,  and  so  scant  the 
necessary  time  of  preparation  for  his  other  classes,  conferences,  reading  of  papers,  etc.  If 
he  did  this,  the  effect  on  university  teaching  can  easily  be  seen. 

Dr.  Allen's  conclusion  is  that  "with  regard  to  every  course  which  is  not  sought  by  six 
students  or  more,  the  regents  declare  that  there  shall  be  a  presumption  against  such  courses; 
and  that  the  catalogue  announce  that  only  for  most  exceptional  reasons  will  anj'^  class  be 
organized  for  fewer  than  six  students." 

720 


Exhibit  26 

The  University  wholly  dissents  from  this  conclusion.  Such  a  policy  would  mean  intel- 
lectual suicide,  so  far  as  the  present  institution  is  concerned.  Even  the  narrow  consideration 
of  cash  saving  would  not  warrant  it.  If,  indeed,  the  University  could  save  .S1492,  or  halt 
that  sum,  by  dropping  a  class  of  one  student,  the  class  should  not  be  maintained  unless  there 
were  verv  strong  reasons  of  policy  for  it.  But  a  Board  of  Regents  who  took  the  cash  view 
exclusively  would  find  that  the  cash  saving  was  small  or  entirely  absent,  and  that  the  edu- 
cational loss  far  exceeded  any  possible  gain  in  money. 

There  is  then,  little  to  commend  a  policy  which  has  to  be  supported,  as  Dr.  Allen  attenipts 
to  support  his,  by  false  assumptions  of  salary  and  grossly  erroneous  computations  of  cost. 

(Signed)       G.  C.  COMSTOCK, 
E.  A.  BIRGE, 
H.  J.  THORKELSON. 


721 

Stir.— 46 


EXHIBIT  27 


USE  OF  UNIVERSITY  BUILDINGS 


Extent  to  wh'oh  space  in  university  buildings  was  being  used  in  1913-14  for  class- 
rooms, laboratories,  research,  offices  of  instructional  staff,  suggestions  for 
the  construction  of  self-supporting  dormitories,  and  a  brief  report  on  the 
sanitary  conditions  of  certain  buildings 

The  need  for  new  buildings  and  the  oveixrowding  of  present  buildings  were  among  the 
first  aspects  of  university  management  which  were  called  to  the  attention  of  the  university 
survey.  At  the  meeting  of  regents  April  15,  1914,  at  conferences  with  administrative  officers, 
and  in  letters  from  faculty  members  reasons  were  given  why  increased  educational  efficiency 
required  increase  in  space  for  classrooms,  laboratory  and  oflice  purposes. 

Construction  program  postponed 

The  Board  of  Regents  at  their  budget  meeting  April  15,  1914,  went  into  executive  session 
to  consider  "the  communication  of  the  governor  in  reference  to  the  construction  of  new 
buildings."  Shortly  after  this  meeting  it  was  publicly  announced  that  the  construction  of 
new  buildings  by  the  university,  certain  normal  schools.  Stout  Institute,  etc.,  had  been  post- 
poned by  the  governor,  in  accordance  with  the  law  which  makes  it  necessar>-  to  secure  the 
governor's  approval  before  legislative  authorizations  for  contracts  for  new  buildings  may  be- 
come efTective.  From  the  university  there  appeared,  so  far  as  the  survey  was  able  to  gather 
from  current  newspapers,  no  formal  or  public  protest  against  the  indefinite  postponement  of 
new  university  buildings.  Postponement  could  not,  unless  made  permanent,  result  in  eco- 
nomies to  the  public.  Great  disadvantages  were  believed  to  be  inherent  in  the  congestion 
which  was  also  believed  to  exist.  The  failure  of  the  university's  governing  board  to  urge  the 
lack  of  permanent  advantage  to  the  public  and  the  presence  of  acute  disadvantages  to  the 
university  from  the  proposed  postponement  added  to  the  reasons  for  a  detailed  study  by  the 
survey  of  the  use  to  which  existing  space  was  being  put. 

Fact  base  of  study  of  use  of  buildings 

The  building  which  was  supposed  to  be  the  most  congested^ — main  or  university  hall — was 
first  studied  in  detail.  Charts  showing  extent  of  use  and  non-use  of  classrooms  in  university 
and  north  halls  were  displayed  at  the  July  meeting  of  the  survey  and  regents.  The  State 
Board  of  Public  Affairs  passed  a  resolution  asking  the  regents  to  consider  the  advisability 
of  making  administrative  use  of  the  charts  and  of  preparing  similar  charts  for  other  buildings. 
At  the  August  meeting  of  the  Board  of  Regents  a  committee  was  appointed  to  go  into  the 
question  further,  which  committee  met  late  in  September  and  requested  the  survey  to  loan 
to  the  university  the  investigator  who  had  studied  the  use  of  rooms.  The  transfer  was  made 
of  the  investigator  to  the  regents  for  whom  the  study  was  extended  and  further  detailed 
charts  were  prepared  showing  the  use  of  each  room  each  hour  of  the  week.  For  rooms  and 
floors  and  buildings  a  summary  chart  was  prepared  showing  the  percentage  of  time  used  and 
not  used. 

For  the  present  report  all  the  results  of  the  studies  were  available:  at  the  expense  of  the 
survey,  university  hall,  north  hall,  engineering  building,  chemistry,  biology,  law,  part  of  the 
chemical  engineering  building;  at  the  expense  of  the  university,  the  agricultural  buildings, 
part  of  science  hall,  and  part  of  the  chemical  engineering  building. 

Buildings  omitted  from  study 

The  following  buildings  were  not  included:  South  hall  in  part,  which  was  being  remodeled 
during  the  summer,  Chadbourne,  Barnard,  Lathrop,  the  men's  gymnasium,  music  hall,  the 
shop,  the  hydraulic  laboratory  and  mining  laboratory. 

The  records  used  in  study 

In  addition  to  the  field  examination  and  the  working  papers  involved  in  describing  the 
results  of  such  examination,  the  following  university  records  were  used: 

723 


University  Survey  Report 


724 


Exhibit  27 

Semester  reports  which  give  the  name  of  the  teacher,  number  of  classes,  size  of  classes, 
days  and  hours  when  classes  meet  and  place  of  meeting.  For  reasons  given  in  another  con- 
nection, these  records  coiihl  not  l.c  exclusively  used  because  of  omissions  of  data  (exhibit  25). 

Room  assignment  earcfs.  which  are  small  schedule  cards,  prepared  by  the  committee  on 

assignments,  one  for  each  rex  m,  on  which  are  written  the  names  of  the  classes  occupying  the 
room  at  each  period  during  the  week.  Such  cards  are  filled  out  for  north,  south  and  university 
halls,  chemistry,  biology  and  engineering  buildings.  These  are  the  committee's  sole  record  to 
show  the  use  of  rooms,  and  are  the  committee's  working  guides  to  room  assignments. 

Classroom  door  cards  are  schedule  cards  made  up  at  the  beginning  of  each  semester  and 

posted  on  the  door  of  each  room  to  show  what  classes  meet  there.  Because  many  changes 
in  room  assignments  occur  during  the  (irst  few  weeks  of  the  semester,  these  cards  do  not  ac- 
curately represent  the  full  or  correct  use  of  the  room.  They  were  used  in  the  survey  study  as 
an  aid  in  checking  up  other  records. 

The  semester  roster  is  a  list  showing  time  and  j)lace  of  class  meetings.  It  is  preparefl  for 
distribution  at  the  opening  of  each  semester,  and  contains  many  uncertain  points. 

Floor  plans  of  buildings  were  used  in  drawing  charts  to  scale. 

Miscellaneous  records  were  consulted,  such  as  |)revi()us  studies  of  classroom  use,  budget 
requests,  allowances,  etc. 

Interviews  with  various  committee  men,  chairmen  of  departments  and  professors  re  - 
sponsible  for  use  of  rooms  supplemented  the  study  of  records.  .\s  no  record  of  use  of  labora- 
tories has  been  heretofore  kept  the  survey  has  used  as  final  the  statements  of  department 
chairmen  regarding  the  use  of  laboratories. 

The  responsibility  for  assigning  rooms 

The  distribution  and  assignment  of  rooms  at  the  university  has  heretofore  been  under  the 
jurisdiction  of  a  faculty  commitee  appointed  by  the  president  of  the  university,  acting  as 
chairman  of  the  university  faculty.    This  committee  consists  of  10  members. 

Until  the  first  of  September  191  1,  these  members  served  without  either  extra  compensation 
for  the  time  given  to  this  work  or  remission  of  hours  necessary  to  give  to  their  own  courses. 
For  the  regular  year  1911-1,")  the  chairman  of  the  room  assignment  committee  will  also  act 
as  chairman  of  the  committee  on  advanced  standing.  For  this  latter  service  he  will  be  paid 
$700,  and  in  connection  with  both  committees  will  be  assisted  by  a  clerk  who  is  jiaid  8720  for 
the  whole  year.  Half  of  this  .S720  is  charged  to  each  commitee.  Technically,  as  chairman  of 
the  commitee  on  room  assignment,  the  chairman  still  recives  no  remuneration.  The  other 
members  of  the  committee  also  continue    to  give  their  time. 

For  the  allotment  of  space  neither  the  administrative  officers  nor  the  regents  have  hereto- 
fore shared  responsibility,  nor  have  they  received  current  reports  showing  degree  of  con- 
gestion, use  and  non-use. 

The  committee  is  made  up  of  one  member  each  for  the  chemistry,  biology  and  law  buildings, 
science  hall,  music  hall,  Lathrop  Hall,  and  two  each  for  university  hall.  College  of  Kngineering 
and  College  of  Agriculture.  The  mend)ers  for  letters  and  science,  engineering  and  agriculture 
are  members  of  sub-committees  for  their  respective  colleges.  Cooperation  between  these 
sub-committees  through  service  on  the  main  committee  has  been  the  intention. 

Twelve  obstacles  to  cooperation  and  efficiency 

Unfamiliarity  with  conditions  beyond  each  sub-committee's  immediate  responsibility  has 
heretofore  characterized  this  committee's  work  for  12  reasons: 

1.  No  knowledge  as  to  the  nundoer  of  vacancies  in  the  engineering  building  was,  in 

Septendjer,  191  1,  before  that  portion  of  the  central  committee  which  is  responsible 
for  north,  south  and  university  halls. 

2.  No  knowledge  as  to  the  use  of  rooms  in  letters  and  science  and  engineering  buildings 

has  ever  been  before  the  agricultural  section  of  the  committee,  which  has  hereto- 
fore not  felt  free  to  request  af'commodations  for  their  classes  in  academic  buildings. 

3.  No  knowledge  as  to  the  use  of  rooms  in  other  buildings  than  their  own  has  b.-en  before 

those  who  assign  space  in  the  engineering,  biology,  science  halls,  etc. 

4.  No  person  or  organization  of  persons  has  had  entire  charge  of  space  allotment  within 

science  hall  or  within  the  chemical  engineering  building. 

5.  The  forms  used  by  the  agricultural  department  for  assigning  rooms  dilTer  widely  from 

those  emjiloyed  for  letters  and  science  buildings. 

6.  No  records  have  been  kept  of  use  of  laboratory  space  by  any  of  the  sub-committees 

for  any  building. 

7.  No  records  have  been  kept  of  use  of  classroom  space  in  science  hall  t»r  chemistry  and 

engineering  buildings,  and  no  permanent  records  have  been  kept  for  any  buildings 
except  the  university,  north  and  south  halls. 

8.  No  appreciable  elTorthas  been  made  to  relieve  congestion  in  one  building  by  trans- 

ferring work  to  one  or  more  other  buildings. 


University  Survey  Report 

9.  The  records  for  letters  and  science  buildings  are  not  in  agreement  with  the  use  of 

rooms  reported  by  the  semester  reports  or  classroom  door  cards. 

10.  No  records  have  been  kept  of  use  of  rooms  for  examination  at  the  end  of  semesters. 

11.  Little  if  any  cooperation  has  been  exercised  between  letters  and  science  and  agri- 
culture during  examination  times  so  as  to  avoid  congestion  in  certain  departments. 

12.  No  attempt  has  been  made  on  the  part  of  the  time  table  committee  to  avoid  con- 
gestion which  has  occurred  during  mid-semester  season  in  agricultural  buildings, 
because  of  special  courses,  by  providing  for  some  of  this  work  in  other  university 
buildings. 

Terms  used  in  this  report  explained 

Use  of  rooms  in  this  report  means  scheduled  use  of  rooms  or  scheduled  occupancy  of 
rooms  by  classes  formally  organized  as  part  of  university  work.  This  includes  all  university 
classes  which  meet  as  classes.  Only  thesis  and  research  work,  and  a  few  special  advanced 
courses  and  night  classes  that  use  space  irregularly  are  not  accounted  for  in  the  following 
scheduled  use  of  rooms. 


^^/?.  ^z 

M. 

T. 

w. 

Th. 

F. 

S. 

8 

9 

10 

^^H 

l> 

HHI 

I -.30 

X^ 

2:30 

■ 

xX^ 

3:30 

>cSv 

4:30 

■■ 

X/^ 

C^/^    3o 


d::^>57  ^h' 

M.    I    T.    I   w.   I  Th.  1    F.    1    S.    1 

8 

WhihhI     "mm 

9 

^^H 

10 

^^^1 

II 

^^H 

l:30 

^1        ^OVI 

2:30 

3:30 

^•^<^wmmmm            mamrv^ 

C^/^-  ^  '7 


C^/^  ^^ 

IVI. 

T. 

!  w. 

I  Th.  1     F.    1    S.    1 

■■        ^^        ^^1 

9 

1 

r      ^m      \ 

10 

■■i          ^Hl 

II 

1 

1 

■■          %^ 

l'.30 

2:30 

3:30 

4:30 

(Z^/^ 

-3i> 

M. 

T, 

W. 

Th. 

F.    ^ 

8 

9 

10 

II 

^^^1 

1:30 

X/v 

2:30 

X/\ 

3:30 

■ 

xS?' 

4:30 

■1 

■■ 

Oo 

Illustrative    Use   of  Rooms    in    University 

White: 

Use 

Black: 

Non  use 

Check: 

Saturday,  P.  M 

Time: 

8-12,  1:30-5:30 

Hall 


Percentage  use  of  rooms  has  been  calculated  on  a  basis  of  a  44  hour  week.  This  means 
a  week  made  up  of  five  days  of  eight  hours  each,  8  to  12  A.M.,  and  1..30  to  5.30  P.M.,  Monday 
to  Friday  inclusive  plus  a  Saturday  of  four  hours,  8  A.M.  to  12  M.  This  working  week  of  44 
hours  is  taken  because  it  represents  the  total  number  of  hours  that  rooms  would  be  used  if 
they  w'ere  used  all  the  time  as  they  are  now  used  some  of  the  time.  Again,  no  count  is  made  of 
the  relatively  small  number  of  night  classes. 

If  for  any  reason  it  is  desired  to  make  computations  on  the  basis  of  a  39  hour  week,  or  a 
34  hour  week,  or  a  29  hour  week,  the  detail  is  available. 

726 


Exhibit  27  "^ 

Vacancies,  and  vacant  are  terms  used  for  space  that  is  not  used  during  a  period  for 
regular  scheduled  class  or  laboratory  or  oflicc  work.  Certain  of  the  rooms  may  be  occupied 
by  a  researcher  thesis  student  for  unscheduled  meetings.  Such  use,  however,  is  flexible, 
may  be  accommodated  to  the  demands  for  regular  room  schedule,  and  does  not  make  definite 
demands  which  require  the  reservation  of  space. 

Hours  use  of  a  room  per  day  has  been  calculated  (school  year  considered  is  1913-14 
semester  unless  special  mention  is  made  of  other  year)  by  dividing  the  total  number  of  hours 
of  scheduled  uses  by  the  total  number  of  full  days;  that  is,  5^. 

Two  examples  of  crowded  conditions  in  university  buildings 

Many  examples  have  been  found  in  this  study  of  heavy  demands  made  upon  single  rooms 
or  buildings. 

Science  hall  as  now  used,  especially  the  portion  allotted  to  the  physics  department,  is 
over-used.  The  auditorium  which  is  said  to  be  used  nearly  all  of  the  time,  either  for  lectures 
or  for  preparation,  is  in  no  way  adequate  for  the  large  classes  that  are  crowded  into  it. 
In  this  room  intended  for  300  the  general  physics  class  of  409  students  meets  this  fall.  Many 
students  belonging  to  this  class  are  unable  to  get  into  the  room,  even  after  crowding  the 
aisles.  The  two  general  physics  laboratories  in  science  hall  arc  crowded,  besides  being  worked 
44  hours  each.  How  far  congestion  may  be  relieved  by  changes  is  taken  up  later  in  this 
exhibit. 

The  medical  school  quarters  in  the  chemical  engineering  building  are  cramped  and 
in  striking  contrast  with  the  plethoric  conveniences  enjoyed  by  the  other  department  which 
uses  this  building,  or  by  the  two  departments  which  occupy  the  biology  building. 


^^ 


C^i/ri  /JWy 


/a  ^ 


'mmm^j^mA 


Use   of   Space    in    Law    Building 


^O 


mfA 


^^ 


Figures:  Seats  in  each  room 

White:  Use 

Black:  Non  use 

Check:  Saturday  p.  m. 

Time:  8-12,  1:30-5:30 


Use  of  98  classrooms,  8,743  seats,  90,000  square  feet  summarized 

Facts  regarding  science  hall  classrooms  are  not  included  here  because  it  was  impossible  to 
secure  data  of  sufficient  definiteness. 

The  combined  capacity  of  98  classrooms  with  seating  capacity  of  approximately  8,743, 
and  approximately  90,000  square  feet  of  floor  area  is  about  one  and  one-fourth  of  the  entire 
floor  area  of  the  university  hall  and  the  chemistry  building,  including  hallways  and  adminis- 
trative ofTices. 

16  classrooms  in  the  agricultural  buildings  (14  the  first  semester) 


41 
10 
2 
3 
5 
15 
3 
3 


university  hall 

north  hail 

south  hall  (the  combined  ollice-classrooms  are  omitted) 

biology  building 

chemistry  building 

engineering  building 

law  building 

chemical  engineering  building 

727 


University  Survey  Report 
Extent  to  which  98  classrooms  were  used  1913-14 


Hours  per  week 

First   semester 

Second  semester 

40  or  more 

0 

0 

9 

21 

21 

15 

21 

5 

6 

0 

35  to  40 

0 

30  to  35 

9 

25  to  30 

22 

20  to  25 

24 

15  to  20 

18 

10  to  15 

7 

5  to  10 

13 

under  5 

5 

Average  hours  98  classrooms   were  used 


Building 


Class- 
rooms 


Seats 


Average  hours  per  day  used 
1913-14 


Semester  1 


Semester  2 


University  hall 

Engineering 

North  hall 

Chemistry 

Agricultural  hall 

Biology 

Law 

South  hall 

Chemical  engineering 

Agronomy 

Agricultural  engineering 

Dairy 

Horticulture 

Soils 

Poultry 

Agricultural  chemistry... 


41 
15 
10 
5 
5 
3 
3 
2 

3 
1 
2 
2 
2 
1 
1 
2 


2,667 
972 
482 
682 

1,284 

469 

376 

73 

223 
130 
223 
284 
317 
130 
18 
413 


4.25 
2.69 
4.89 
2.65 
2.25 
2.85 
2.78 
5.07 

1.27 
2.18 
.45 
2.54 
1.91 
3.82 
4.00 
not  erected 


4.43 
3.07 
4.40 
2.36 
2.55 
2.60 
2.78 
4.16 

1.15 
1.45 
1.00 
1.18 
1.73 
5.09 
3.45 
1.09 


Maximum  use  in  short  courses  is  given  for  agricultural  buildings.  This  means  that  at  other 
seasons  the  non-use  of  agricultural  college  space  is  much  greater  than  is  here  indicated.  This 
point  is  later  discussed  in  greater  detail. 

Six  additional  rooms  were  released  in  the  first  semester  of  1914-15  for  use  in  university 
hall  by  the  removal  of  the  extension  work  from  this  building  to  the  home  economics  building 
and  by  a  change  in  the  journalism  department.  The  average  number  of  hours  per  day  for  the 
47  rooms  was  4.5.  P"or  north  hall  the  average  was  4.76;  for  the  engineering  building  2.74 
hours. 


728 


Exhibit  27 
Use  of  15  larfrest  classrooms 


Building 


Room 


Seats 


Average  hours  per  day 
used  1913-1 1 


Semester  1 


Semester  2 


University  hall 

Engineering 

Biology 

Chemistry 

Chemical  engineering 

Law 

Agricultural  hall 

Agricultural  hall 

Agricultural  hall 

Agricultural  hall 

Agricultural  engineering 

Horticulture 

Agricultural  chemistry... 
Dairy  annex 


Auditorium  165 
Auditorium 
Auditorium 
Auditorium 
Auditorium 

1 
Auditorium 

206 
305 
314 
205 
210 
101 
201 


311 
325 
351 
504 
164 
202 
700 

152 
234 
160 
150 
227 
353 
176 


2 .  36 
2.00 
2.36 


1.82 
1.82 
4.00 
1.09 


1.82 
2.91 
3.46 
0.18 
2.00 
not  erected 
1.27 


2.73 
1.09 
1.64 
1.27 
2.36 
3.64 
1.45 

2 .  54 
1.45 
0.36 
0.18 
2 .  00 
1.27 
1 .  45 


With  the  exception  of  the  auditorium  in  the  chemistry  building  none  of  these  fifteen  largest 
rooms  is  used  as  much  in  the  first  semester  of  1914-15  as  the  first  semester  of  the  preceding 
year.  The  auditorium  in  university  hall  is  used  less  (2.18)  than  in  either  semester  of  the  pre- 
ceding year. 


Percentage  vacancies  in  98  classrooms  on  basis  of  a  44  hour  week 


Building 


No.  of  class- 
rooms 


Percentage  vacancy  on  44 
week  1913-14 


Semester  1       Semester  2 


University  hall 

Engineering 

North  hall 

Chemistry 

Agricultural  hall 

Biology 

Law 

South  hall 

Chemical  engineering 

Agronomy 

Agricultural  engineering 

Dairy : 

Horticulture 

Soils 

Poultry 

Agricultural  chemistry  .. 


41 

15 
10 
5 
5 
3 
3 
2 

3 
1 
2 
2 
2 
1 
1 


46.8 
66.4 
38.9 
66.9 
71.9 
64.4 
65.3 
36.7 

84.1 
72.7 
91.4 
68.2 
76.1 
52.3 
50 . 0 
not  erected 


44.7 
61.6 
38.9 
70.5 
68.1 
67.5 
65.3 
48.0 

85.6 
81.9 
87.5 
85.2 
78.4 
36.4 
56.9 
86.4 


In  October  1914,  the  percentage  of  vacancy  in  university    hall    was  43.6,  in  north  hall 
40.5,  in  the  engineering  i)uilding  65.8. 


729 


University  Survey  Report 
Use  of  classrooms  in  morning  hours 


University  hall 

North  hall 

Biology 

Engineering 

Chemistry 

South  hall 

Chemical  engineering 

Agricultural  hall   (short 

course) 

Agricultural    hall    (long 

course) 


Rooms 


41 
10 
3 
15 
5 
2 
3 

16 

16 


Per  cent  of  mornings 
vacant 


Semester  1 


28.2 
26.2 
52.7 
51.1 
54.1 
31.2 
79.2 

59 

67 


Semester  2 


26.1 
31.6 
63.9 
45.0 
63.3 
37.5 
79.2 

65 

58 


Per  cent  of  afternoons 
vacant 


Semester  1 


70.4 

61.6 

78 

84.6 

82.0 

52.5 

95.0 

41 

33 


Semester  2 


67.8 

59.2 

72 

82.4 

79.0 

72.5 

95.0 

35 

42 


Classroom  use  compared  with  capacity 

It  is  not  expected  that  the  number  of  persons  in  a  classroom  for  each  class  shall  be  the 
same  as  the  number  of  seats  in  the  classroom.  The  relation  between  number  of  persons  in 
the  room  and  number  of  seats  is  important  to  the  administrator  both  when  assigning  rooms 
and  when  considering  the  need  for  additional  rooms. 

Facts  about  the  size  of  the  overwhelming  majority  of  classes  have  heretofore  not  been  be- 
fore the  committee  when  assigning  space  for  letters  and  science  (exhibit  25). 

In  university  hall  the  average  number  of  seats  in  a  classroom  is  65  and  the  average  num- 
ber of  persons  in  classes  is  26   for  each  of  the  semesters  of  1913-14. 

For  north  hall  the  average  number  of  seats  in  a  classroom  is  48  and  the  averages  for  size 
of  class  respectively  24  and  23. 

For  the  engineering  building  the  average  number  of  seats  per  room  was  61  and  the 

averages  for  size  of  class  respectively  22  and  19  for  the  first  and  second  semester  of  last 
year. 

Of  38  comparable  rooms  in  university  hall,  there  were  during  the  first  semester  of  1913-14: 

1 1  rooms  for  which  the  ratio  of  students  to  seats  was  under  40% 

12  rooms  for  which  the  ratio  of  students  to  seats  was  40-50% 
9  rooms  for  which  the  ratio  of  students  to  seats  was  50-60% 
6  rooms  for  which  the  ratio  of  students  to  seats  was  60-70%. 

Of    15  rooms  in  the  engineering  building  there  were  in  the  first  semester  of  1913-14: 

8  rooms  for  which  the  ratio  of  students  to  seats  was  under  40% 

2  rooms  for  which  the  ratio  of  students  to  seats  was  40-50% 

3  rooms  for  which  the  ratio  of  students  to  seats  was  50-60% 
2  rooms  for  which  the  ratio  of  students  to  seats  was  60-70%. 

Of  10  rooms  in  north  hall  there  were  in  the  first  semester  of  1913-14: 

1  room    for  which  the  ratio  of  students  to  seats  was  under  40% 

2  rooms  for  which  the  ratio  of  students  to  seats  was  40-50% 
5  rooms  for  which  the  ratio  of  students  to  seats  was  .50-60% 

2  rooms  for  which  the  ratio  of  students  to  seats  was  over  60%. 

Data  for  the  second  semester  for  the  above  buildings  very  closely  resemble  that  for  the 
first  semester. 


Use  of  laboratories 


The  maximum  and  minimum  hours  for  which  university  laboratories  are  used  are  far 
apart  and  vary  from  a  few  weeks  each  year,  as  for  spray  laboratory  No.  8  in  the  horticultural 
building  to  practically  constant  use,  as  for  the  general  physics  and  anatomical  laboratories  in 
science  hall.  In  the  basement  of  the  chemical  engineering  building  are  laboratories  which  are 
not  used  at  all  for  a  semester  at  a  time. 

Use  in  this  portion  of  the  report,  as  in  the  preceding  portion,  means  scheduled  use. 

730 


Exhibit  27 


Illustrations  of  vafan«'v 


Vacancies  and  non-use  of  biology  laboralories  last  year  approximated  75%  of  the  time. 
Laboratory  Xo.  57,  capacity  21,  was  used  two  hours  a  day  during  the  first  semester  and 
accommodated  no  scheduled  work  the  second  semester.  At  present  the  biology  departments 
offer  no  advanced  courses  in  chemical  physiology.  Yet  two  laboratories  have  been  set  aside 
for  this  work:  No.  56,  capacity  24,  was  used  twice  a  week  during  the  first  semester  of  last 
year  for  11  students,  and,  so  far  as  records  show,  was  used  not  at  all  the  .second  semester; 
the  other  laboratory  was  used  to  a  very  limited  extent. 


Oen,  Chem^  Phy^.  F<7a^.   Quaht  Oty.  Phat^n 


3^z  oo 


^6>^o.    ^in.    S^32,  ?2  3r<^.  ii//^ 


Use   of  Laboratories   iii    Chemistry    Building 


Figures:      Square  feet 
White:      Use 
Black:      Non  use 


In  the  chemical  engineering  building,  laboratories  22,  16,  11,  1(^9  and  206.  which  are 
used  by  the  engineering  department,  were  vacant  the  greater  part  of  the  time. 

For  22  of  the  main  student  laboratories  in  the  agricultural  buildings,  the  average  va- 
cancies varied  between  77%  and  60%  for  the  two  semesters  of  last  year. 

For  only  one  and  one-half  hours  a  day  was  the  general  plant  pathology  laboratory  in  the 
horticultural  building  used. 

That  there  was  laboratory  space  in  this  building  to  spare  for  the  entomology  department, 
which  was  last  year  in  the  dairy  annex,  without  renting  the  building  from  the  dean  the  current 
year  has  been  suggested  to  the  university  in  a  special  report  written  at  their  request,  and  now 
on  file  among  the  survey  working  papers.  The  average  use  of  22  agricultural  laboratories  for 
the  year  was  a  trifle  over  2^  hours  per  day. 

In  the  chemistry  building  there  is  likewise  a  great  variation  in  demand.  If  use  be  com- 
pared with  number  of  students,  elViciency  of  use  is  in  general  very  low.  The  present  practice 
of  preserving  for  each  student  what  amounts  to  private  ecjuipment  and  pr|vate  space  in  the 
laboratories  prevents  an  extensive  use  of  such  rooms. 

Laboratory  357  (the  pharmacy  laboratory),  has  the  highest  use.  It  is  occupied  about  two- 
thirds  of  the  time.  In  contrast,  laboratory  101.  with  an  area  of  over  1.000  square  feet,  was 
used  last  year  for  only  three  students  during  the  first  semester  and  an  indefinite  small  number 
the  second. 

731 


University  Survey  Report 

Details  as  to  use  of  each  laboratory  during  every  hour  of  each  semester  of  each  day  of 
each  week  of  each  semester  have  been  submitted  to  the  university  in  charts  and  summaries 
and  are  filed  with  the  working  papers  of  the  survey. 

Use  of  offices   . 

To  the  question  asked  by  the  survey  of  all  faculty  members  re  difficulties  and  needs  of  the 
universitv,  10  teachers,  with  offices  in  university  hall,  complained  of  inadequate  office  space. 
Of  these  lO 

1  was  in  an  office  for  2  faculty  members 
5  were  in  offices  for  3  faculty  members 

1  was  in  an  office  for  4  faculty  members 

2  were  in  offices  for  6  faculty  members 

1  was  in  an  office  for  9  faculty  members. 

In  answer  to  another  question  as  to  what  had  interfered  with  officers  seeing  as  much  of 
students  as  they  would  wish  and  as  they  need  for  best  results,  seven  teachers,  with  offices  in 
university  hall,  said  that  inadequate  office  space  interfered.    Of  these 

1  was  in  an  office  with  a  stenographer  only 

3  were  in  offices  for  2  instructors 

1  was  in  an  office  for  3  instructors 
1  was  in  an  office  for  5  instructors 
1  was  in  an  ofiice  tor  8  instructors 

In  the  first  semester  of  1914-15  the  announced  office  hours  of  instructors  using  offices  in 
university  hall  with  two  or  more  instructors  overlap  in  26  cases. 

Omitting  administration  offices  and  office-classroom  No.  60  there  are  in  university  hall 
45  faculty  offices,  which  accommodate  128  faculty  members  as  follows: 

1  inan  per  office    4  cases 

2  men  per  oflice  19  cases 

3  men  per  office  12  cases 

4  men  per  office    5  cases 

5  men  per  office    2  cases 

6  men  per  office    2  cases 
8  men  per  office    1  case 

The  office  hours  soheduled  for  the  autumn  1914  vary  from  one-half  hour  per  week  to  six 
hours.     They  are  recorded  as  follows: 

Number  of  hours  scheduled 13 

1  hour  or  less  per  week  for  offiice  hours 20 

1-2  hours  per  week  for  office  hours 45 

2-3  hours  per  week  for  office  hours 33 

3-4  hours  per  week  for  office  hours .^r. ;..-.. .Vj\.i.j......  7 

4-5  hours  per  week  for  office  hours 7 

5-6  hours  per  week  for  office  hours 3 

Crowded  as  offices  are,  if  two  or  four  or  six  instructors  are  together  at  one  time  and  are 
trying  at  one  time  to  talk  privately  with  students,  it  should  be  remembered  that  there  are  44 
hours  in  the  week  besides  evening  hours  from  which  to  choose  when  two  or  four  or  six  in- 
structors in  one  room  try  to  plan  office  hours  which  will  not  overlap. 

The  largest  number  of  hours  that  any  one  office  is  used  is  21  hours  for  office  361  used  by 
6  men.    Ofiice  265  used  by  2  men  is  scheduled  for  use  one  hour  a  week. 

Moreover  for  the  afternoon  hours  there  is  such  a  heavy  percentage  of  vacancy  and  non- 
use  of  classrooms  in  university  hall  that  private  conversation  with  students  is  entirely  feasible. 
The  fact  that  an  instructor  is  accustomed  to  a  small  office  need  cause  no  special  embarrass- 
ment if  to  see  a  student  privately  he  must  use  a  vacant  room  with  18  or  50  seats;  nor  would  it 
be  difficult  in  case  of  any  otherwise  seemingly  necessary  overlapping  of  ofiice  hours  to  an- 
nounce the  use  of  nearby  vacant  classrooms. 

In  the  biology  building  there  were  last  year  32  offices,  practically  all  of  which  were  occu- 
pied by  only  one  man  each.   The  average  size  of  these  offices  was  over  170  square  feet. 

In  the  chemistry  building  office  facilities  are  liberal.  Several  instructors  enjoy  not  only 
single  offices,  but  also  individual  private  laboratories. 

In  north  hall  office  space  is  at  a  premium,  offices  being  small  and  in  use  the  greater  part 
of  the  time. 

In  the  agricultural  building  the  facilities  are  convenient.  Almost  every  member  of  the 
faculty  enjoys  a  single  office.    A  very  few  of  the  offices  are  small  and  undesirable. 

The  medical  department  is  inadequately  equipped  with  offices,  especially  in  the  chemical 
engineering  building,  where  room  214,  for  example,  is  used  by  two  professors,  one  associate 
professor  and  one  instructor,  besides  being  a  storeroom  and  departmental  library. 

That  ample  oflice  space  would  mean  ample  individual  attention  by  instructors  to  students 
is  believed  at  the  university  and  has  been  stated  to  the  legislature  as  a  reason  for  increased 
new  buildings  with  private  offices.  To  see  if  this  belief  is  borne  out  by  records  of  fails  and  poors 

732 


Exhibit  27 


and  of  time  spent  by  instructors  in  conferences  with  students,  a  comparison  has  been  made, 
based  upon  examination  books  and  faculty  answers  to  the  questionnaire. 

No  evidence  is  given  l)y  the  semester  reports  or  the  faculty  members  that  more  individual 
attention  is  given  to  students  by  those  instructors  who  occupy  an  oflice  singly  than  by  those 
who  share  offices  with  one  to  five  others.  Of  91  instructors,  who  gave  complete  facts,  having 
offices  in  university  hall  there  are 

14  in  single  rooms. 
24  in  offices  for  2  ' 

20  in  offices  for  3 
9  in  offices  for  4 

4  in  offices  for  5 

5  in  offices  for  6 
9  in  offices  for  7 

6  in  offices  for  10. 

Of  14  in  single  offices  not  one  gave  5  or  more  hours  a  week  to  interviews  with  students. 

Of  14  in  offices  for    6  and     7,  3  gave  more  than  .")  hours  a  week 
Of    6  in  offices  for  10,    4  gave  more  than  3  hours  a  week 

3  only  gave  more  than  3  hours  a  week 
15  gave  more  than  .'>  hours  a  week 

8  gave  more  than  W  hours  a  week 
5  gave  more  than  3  hours  a  week 

4  gave  more  than  3  hours  a  week 


Of  14  in  offices  for 

1, 

Of  24  in  offices  for 

2, 

Of  20  in  offices  for 

3, 

Of    9  in  offices  for 

4, 

Of    4  in  offices  for 

0, 

Preventable  causes  of  congestion 

Apart  from  congestion  due  to  actual  lack  of  space,  there  is  other  congestion  due  to  psycho- 
logical lack  of  space. 

Both  students  and  faculty  members  try  to  secure  morning  class  appointments.  Effort  to 
avoid  afternoon  appointments  has  a  double  motive.  It  is  found  more  convenient,  and  it  is 
believed  by  some  that  better  educational  results  can  be  obtained  from  morning  work  than 
from  afternoon  work.  The  conviction  was  emjjhatically  stated  at  a  joint  conference  of  the 
regents  and  state  board,  by  the  dean  of  letters  and  science  and  by  the  chairman  )f  the  regents 
finance  committee,  that  no  better  investment  could  be  made  of  state  funds  than  to  provide 
buildings  enough  so  that  afternoon  recitations  or  lectures  would  not  be  necessary. 

Educational  efficiency  according  to  the  dean,  can  be  secured  only  by  reducing  room  effi- 
ciency. 

Neither  the  soundness  nor  the  fact  base  of  this  conviction  is  at  issue  here.  The  conviction 
is  stated  to  help  explain  the  morning  congestion  in  use  of  classrooms. 

University  hall  in  October  1914  is  supposed  to  be  the  most  crowded  classroom  building 
on  the  campus. 

Of  1,165  classroom  hours  per  week  in  university  hall,  801,  or  69%,  are  in  the  morning  hours; 
and  307,  or  31  %,  between  1  :30  and  5:30.  From  3:30  to  4:30  in  the  afternoon  M  of  17  class- 
rooms are  vacant  on  Monday;  42  of  47  on  Tuesday;  40  of  47  on  Wednesday;  43  of  17  on 
Thursday;  and  40  of  47  on  Friday. 

From  4:30  to  5:30  each  of  47  rooms  is  vacant  each  day  but  Thursday,  when  one  room  is 
used,  and  Friday  when  eight  rooms  are  used. 

In  contrast  with  this  there  are  certain  days  at  certain  periods  in  the  morning  when  every 
room  but  one  in  university  hall  is  in  use.  It  is  impossible  to  secure  rooms  for  a  series  of  days 
at  ten  o'clock  in  the  morning.  For  the  24  morning  hours  (four  hours  on  each  day  of  six 
mornings,  Monday  to  Saturday),  the  percentage  vacancy  is  as  shown  on  the  following  table: 

Percentage  morning  vacancy,  university  hall 


Hour 

Monday 

Tuesday 

Wednesday 

Thursday 

Friday 

Saturday 

8:00 

9:00 

19% 
6% 
2% 

11% 

32% 

6% 

19% 

32% 

17% 

15% 

2% 

13% 

23% 
11% 
15% 
21% 

15% 

9% 
4% 
6% 

74% 
66% 

10:00 

51% 

11:00 

87% 

The  agricultural  buildings  furnish  an  exception,  partly  because  the  faculty  has  not  the 
same  decided  preference  for  morning  hour  assignments  or  free  afternoons  and  partly  to  the 
nature  of  the  work  which  holds  students  on  the  campus  for  longer  houl's  during  the  day. 

Attempts  to  counteract  the  tendency  to  crowd  work  in  the  forenoon  have  been  made  by  the 
room  assignment  committee  since  1912.  Attention  was  called  to  the  fact  that  classrooms 
were  in  use  only  35%,  of  the  available  afteriuion  hours;  that  the  crowding  of  sophomore  and 
junior  lectures  into  morning  hours  made  it  diflicult  for  students  to  arrange  satisfactory  pro- 

733 


UNnFRsiTY  Survey  Rkpc  ht 


Fi'r^f   sSGTiner^^r 


/St    RdKf 


Zhiai     Fhy-t 


!     M.     i     T.    J     W.     j.Th.    1     F.     1     S. 

^      ■■■ 

^^^^^^^^^^^^1 

^  W^^ 

^^^^^^^^^^^^H 

■0   1 \ 1         1         !         1         1 

1:30  i             1 

\   / 

2:30  :             1 

V 

3:.10BHHH|^^^^^^^H  /\ 

4:30  ^^^^^^^^^^^^H/       > 

!     M.     1     T.    1    W.     1   Th.  1     P,     1     5.     1 

6 

9 

^^^^^^^^^1 

10 
11 

^^^^^^^^^B 

«:30 

\/ 

2:30 

y 

H^ 

4:30 

wmtis 

M.    1     T.     1    W.    1    Th.   1     F      1     S.     I 

8 

■■^■■|H|H|lHi||^HHH| 

9 

^^^^^^^^^^^^^^^^^^^^1 

10 
II 

l^l^^^^^^l 

i:3oi       ^m       ^m      \    /I 

2:30 

^^H       ^^H         Y 

3:30 

^^^^^^^l^^^^ftHl  J^L 

4:30 

^^^^^^^H^^^^H/  \ 

M.     1     T.    I    W.    1    Th.   1     F.     1     S.     1 

8 

9 

10 

II 

.  1:30 

\/ 

2  30 

X 

3:30 

4:30 

/  \ 

M.    1     T.    1     W.    1    Th.   1     F.     1     S,     1 

8 

^I^BH^^BH^^^^^^I 

9 

^^^^^^^^^^^^^^^^^^H 

10               1           1           1           1 

II 

1:30 

\/ 

2:30 

Y 

3:30 

A 

4:30 

■■ 

wm<s 

Illustrative  Use   of  Space   in    Soils  Building 

While:      Use 
Black:      Non  use 
Check:      Saturday  P.  M. 

734 


Exhibit  27 

grams  on  account  of  conflicts,  and  destroyed  in  a  measure  the  freedom  of  election.  At  ttiat 
time  only  18%  of  the  hours  of  letters  and  science  sophomores,  including  laboratory  and 
quiz  periods,  fell  in  the  afternoon  and  only  13%  of  the  total  hours  of  letters  and  science  jun- 
iors. Several  suggestions  were  then  made,  so  as  to  relieve  conditions  which,  if  followed,  would 
have  relieved  congestion.  With  the  methods  used  by  the  committee,  in  the  absence  of  ad- 
ministrative check,  it  was  not  known  until  too  late  that  the  committee's  injunctions  had  not 
been  followed. 

In  the  first  semester  of  1914-15  the  committee  has  still  failed  to  secure  compliance  with  its 
instructions.  For  example,  the  letters  sent  by  the  chairman  of  the  committee  in  the  spring 
of  1914  required  that  "not  less  than  one-third  of  the  sections  of  any  freshman  course  be 
placed  in  the  afternoon."  Nevertheless  the  English  Department  has  actually  placed  only  one- 
fourth,  the  Latin  Department  less  than  one-sixth,  French  but  a  little  over  one-fourth,  histor>' 
and  Spanish  no  work  at  all  for  freshmen  in  the  afternoon. 

Aversion  to  Saturday  morning  class  work 

Perhaps  it  is  natural  that  college  students  should  not  wish  to  have  class  work  on  Saturday 
morning.  Certain  it  is  that  young  people  of  the  same  age  who  are  not  fortunate  enough  to 
attend  college  keep  regular  business  appointments  on  Saturday  mornings.  Whether  the 
students'  desire  to  avoid  Saturday  work  should  be  indulged  or  not  depends  somewhat  upon 
the  cost.     Facts  about  cost  are  here  given : 

North  hall,  with  10  rooms,  was  in  almost  constant  continuous  use  during  the  day  from 
Monday  through  Friday.    On  Saturday  the  use  was  only  one-fifth  of  the  full  use. 

Similarly  in  university  hall,  of  47  rooms  that  can  be  used  this  fall  the  vacancies  on 
Saturday  morning  at  different  hours  are  respectively  35,  31,  24.  41  rooms.  A  comparison  of 
the  number  of  rooms  vacant  on  Saturday  morning  and  other  mornings  is  shown  below: 

Morning  vacancies  by  number  of  rooms,  university  hall 


Total 

Hour 

Monday 

Tuesday 

Wednesdav 

Thursdav 

Fridav 

Saturday 

rooms 

47 

8 

9 

15 

8 

11 

7 

35 

47 

9 

3 

3 

/ 

.1 

1 

31 

47 

10 

1 

9 

1 

/ 

2 

24 

47 

11 

5 

15 

(3 

10 

3 

41 

Vacancies  on   Saturdays  due  to  four-fifths  courses 

A  second  explanation  of  the  small  number  of  hours  on  Saturday  is  the  distribution  of  four- 
fifths  courses,  that  is,  if  courses  which  meet  four  times  a  week  of  one  hour  (50  minutes) 
each. 

Tf  four-fifths  courses  are  made  to  fall  on  Monday,  Wednesday,  Friday  and  Saturday,  a 
two  hour  class  meeting  can  combine  in  the  use  of  the  same  room  (Tuesday  and  Thur.'^day) 
so  as  to  give  full  use  to  the  room.  Where,  however,  as  is  frequently  the  case,  a  four  hour  class 
meets  on  Monday,  Tuesday,  Thursday  and  Friday,  or  Tuesday,  Wednesday,  Thursday  and 
Friday,  or  Monday,  Tuesday,  Wednesday  and  Thursday,  a  loss  of  two  hours  use  of  the  rooni 
usually  follows.  True  it  does  not  follow  because  it  need  follow,  but  the  fact  is  that  there  is 
the  loss  and,  according  to  university  judgment,  for  the  reason  given. 


Two-fifths  and  three-fifths  classes  cause  Saturday  vacancies 

Two-fifths  classes  on  Tuesdays  and  Thursdays  furnish  another  example.  There  are  97  of 
them  this  fall  in  university  hall,  of  which  81  come  in  the  morning  and  16  in  the  afternoon. 
This  concentration  in  the  morning  hours  contributes  to  both  non-use  of  space  on  certain 
mornings  and  the  difficulty  of  accommodating  the  four  hour  courses,  due  to  the  present  ac- 
cepted prejudice  against  Saturday  morning  work. 

The  placing  of  three  hour  classes  is  again  done  in  a  way  to  prevent  full  use  of  space.   There 
are  of  these  classes  meeting  three  times  a  week  168  in  university  hall  this  fall  of  which 
39,  or  23%,  are  placed  in  the  afternoon 

129,  or  77%,  are  placed  in  the  morning — 102  on  Monday,  Wednesday,  Friday,  27  on 
Tuesday,  Thursday  and  Saturday 
More  use  of  afternoon  hours  and  more  use  of  Saturday  hours  would  accommodate  these 
129  three  hour  classes  without  the  fact  or  appearance  of  congestion. 

735 


University  Survey  Report 

Crowding  work  inti»  one  semester 

Another  cause  of  apparent  congestion  is  the  crowding  of  work  into  one  semester  instead  of 

distributing  it  evenly  over  both  semesters.    The  reason  given  for  this  is  that  the  course  of 

study  makes  it  necessary.   Another  reason  given  to  the  survey  by  one  professor  is  as  follows: 

We  believe  in  intensive  work  in  trying  to  get  through  with  instructional  work  in  one 

semester  in  order  to  have  the  other  lime  for  uninterrupted  research. 

Examples  of  uneven  distribution  between  semesters 

1.  Soils  building  where  work  is  very  small  in  the  first  semester,  except  during  short 
course,  and  very  heavy  the  second. 

2.  In  science  hall  the  rooms  of  the  pathology  department  were  unused  the  entire  first 
semester  of  1913-14. 

3.  In  the  chemical  engineering  building  the  rooms  of  the  Department  of  Medicine 
were  little  used  in  the  second  semester. 

4.  In  the  biology  building,  where  six  laboratories  were  used  only  one  semester  for  regular 
student  work,  and  were  vacant  the  other;  and  where  botany  work  keeps  one  end  of  the  build- 
ing in  use  one  semester  and  little  used  in  the  next;  while  zoology  work  keeps  the  other  end  of 
the  building  used  the  first  semester  and  not  in  use  the  next. 

Crowding  in  agricultural  buildings  due  to  short  courses 

Shortage  of  space  in  the  College  of  Agriculture  exists  only  during  the  short  special  courses, 
such  as  the  regular  short  course,  farmers'  course,  forest  rangers'  course,  the  dairy  course, 
cheesemakers'  course,  etc. 

As  now  used,  the  short  courses  are  all  provided  for  in  the  agricultural  buildings,  and 
although  they  last  for  but  a  short  time  each  they  necessitate  the  maintenance  of  a  sufficiently 
large  equipment  all  the  lime  to  equip  them  duruig  these  short  periods. 

The  peak  demand  comes  at  the  end  of  the  first  semester,  at  which  time  rooms  that  are  used 
only  for  a  few  hours  a  week  during  the  rest  of  the  year  are  in  almost  constant  use. 

Little  if  any  attempt  has  heretofore  been  made  to  accommodate  the  agricultural  college 
overflow  in  vacant  rooms  of  other  university  buildings,  nor  is  effort  made  during  the  periods 
when  agricultural  space  is  not  in  use  to  have  this  vacant  unused  space  used  to  relieve  con- 
gestion at  other  university  points. 

Small  classes  as  a  cause  of  congestion 

Classes  of  10  or  fewer  students  are  recorded  in  the  scheduled  use  of  rooms. 

There  are  in  the  first  semester  1914-15  382  classes  having  10  or  fewer  students  and  209 
having  five  or  fewer  students,  not  including  thesis  classes  or  special  appointments  (Exhibit 
25).  While  it  is  true  that  some  of  these  small  classes  meet  in  offices,  nevertheless  of  1,165 
classroom  hours  scheduled  for  university  hall  this  autumn  138,  or  129o,  are  for  classes  of  10  or 
fewer,  and  just  about  one-half  of  these  small  classes  are  of  five  students  or  four  or  two  or  one. 

Without  raising  at  this  point  any  question  as  to  the  desirability  of  having  small  classes 
and  of  spending  the  money  necessary  to  conduct  a  class  with  one  student  or  three  or  six, 
question  is  raised  whether  in  scheduling  hours  and  scheduling  reservation  of  space  in  buildings 
these  small  classes  should  not  be  expected  to  "take  what's  left." 

Departmental  solidarity  a  cause  of  congestion 

Although  university,  north  and  south  halls  are  used  primarily  for  languages,  political 
economy  and  mathematics,  according  to  the  accepted  standard  at  the  university,  these  halls 
are  all  crowded. 

Yet  no  attempt  is  made  to  locate  classes  in  these  departments  in  vacant  rooms  in  the  engi- 
neering building,  law  building,  biology,  agricultural  or  chemistry  buildings. 

Classrooms  in  these  other  buildings  possess  all  the  characteristics  essential  for  efficient 
instruction;  in  fact,  in  many  cases  they  are  better  equipped  and  better  ventilated  than  those 
in  the  three  other  buildings  mentioned. 

In  spite  of  the  five  other  causes  above  mentioned  as  contributing  to  congestion,  there  need 
be  no  congestion  in  university,  north  and  south  halls  if  action  is  taken  to  put  freshman  work 
in  classrooms  out  of  the  "home  building." 

Three  arguments  cited  against  teaching  freshman  English  in  the  biology  building,  for 
example,  or  against  holding  a  class  in  German  in  the  engineering  building,  are: 

1.  Too  much  running  around  is  required  of  the  faculty. 

2.  The  instructor  is  too  far  from  his  office  and  consequently  has  no  place  to  which  to 

retire  immediately  after  class,  so  that  he  may  see  students. 

3.  Isolation  of  the  instructor  doing  class  work  away  from  the  department  reduces,  w'hen 

it  does  not  eliminate,  the  beneficial  contact  between  younger  and  older  faculty  men. 

736 


Exhibit  27 

That  these  objections  should  be  considered  when  allotting  space,  where  there  is  plenty 
of  space,  is  conceded;  that  it  is  easy  to  attribute  too  much  importance  to  each  of  the  three 
objections  is  clear;  that  it  is  easy  to  offset  the  disadvantages  of  each  is  also  clear — for  example, 
to  hold  two  class  periods  in  the  same  room  of  the  biology  building  will  not  cause  any  more 
running  around  by  the  instructors  involved,  than  to  hold  two  class  periods  in  university  hall; 
that  any  state  is  rich  enough  to  erect  new  buildings  in  order  to  avoid  any  or  all  of  these  three 
objections  is  doubtful. 

Reports  to  the  survey  showing  time  given  by  instructors  to  conferences  with  students, 
number  of  interviews  between  younger  and  older  men  do  not  justify  the  conclusion  that  these 
three  objections  are  so  serious  that  they  cannot  easily  be  oflsct  by  administrative  and  per- 
sonal devices. 

Recommendations  regarding  the  use  of  buildings 

Of  first  importance  the  survey  considers  the  recommendation : 

1.  That  responsibility  for  eflicient  and  complete  use  of  the  university's  physical  plant 

be  assumed  by  the  Board  of  Regents,  to  be  discharged  through  an  administrative 
officer,  under  the  direction  of  the  business  manager  rather  than  through  a  faculty 
committee.  Assigning  rooms  is  in  effect  budget-making.  There  is  a  way  to  assign 
rooms  which  will  add  several  hundred  thousand  dollars  a  year  to  the  apparent 
budget  needs  of  the  university.  There  is  another  way  of  assigning  rooms  which  will 
prevent  unnecessary  additions  to  building  cost  and  will  greatly  reduce  other  costs, 
including  payroll  cost.  Assigning  rooms  is  a  matter  for  administration,  not  confer- 
ence. To  substitute  an  administrative  officer  for  faculty  committees  will  tend  to 
increase  not  decrease  cooperation  from  faculty  members,  because  it  will  tend  to 
emphasize  the  impersonal  facts  rather  than  personal  acquaintance  and  influence. 

2.  That  full  information  be  required  from  the  faculty  and  full  opportunity  to  present 

requests  be  given  to  the  faculty. 

3.  That  free  use  of  vacant  classrooms  in  the  engineering,  law,  biology  and  chemistrY 

buildings  be  made  use  of  by  classes  in  academic  departments  which  are  at  present 
housed  in  university,  north  and  south  halls;  that  to  relieve  the  congestion  in  agri- 
cultural buildings  during  the  rush  periods  of  short  courses,  classrooms  and  audito- 
riums not  otherwise  used  be  available  for  assignment  by  the  agricultural  college. 

4.  That  in  reporting  cost,  overhead  charges  be  distributed  according  to  the  depart- 

ments and  colleges  using  buildings. 

5.  That  in  view  of  the  small  use  of  rooms  in  the  agricultural  buildings,  which  averages 

only  about  one  and  one-half  hours  a  day,  future  needs  for  laborator>'  space  be  met 
first  by  converting  classrooms  into  laboratories  and  by  subjecting  present  classrooms 
to  greater  usage;  that  the  building  policy  of  the  agricultural  college  be  aimed  toward 
the  construction  of  a  central  classroom  building  for  all  lecture  and  recitation  work 
and  the  ultimate  conversion  of  present  classrooms  into  laboratories,  as  the  need 
arises;  that  the  university  seek  release  from  the  lease  of  the  building,  rented  from 
the  dean  of  the  College  of  Agriculture  for  the  entomological  laboratory,  and  provide 
for  this  work  in  the  spare  space  of  the  biologj^  building. 

6.  That  future  buildings  be  planned  with  special  reference  to  classroom  efficiency, 

following  detailed  study  of  the  university's  previous  experience  with  classrooms  of 
different  size,  instead  of  putting  money  into  spacious  foyers  as  in  the  biology'  build- 
ing and  in  over  liberal  offices  as  in  agricultural  hall;  into  excessive  auditorium, 
gymnasium  and  play  space  as  in  the  Wisconsin  high  school;  into  cut  stone  facing 
such  as  used  in  biology  building,  Barnard  Hall,  etc. 

7.  That  the  imperfect  ventilation  of  practically  all  university  buildings  be  given  special 

attention  not  only  by  administrative  officers,  but  by  the  engineering,  chemical  and 
educational  departments  for  the  double  purpose  of  making  laboratory  use  of  the 
university's  experience  for  the  purpose  of  improving  the  ventilation  and  of  insuring 
adequate  ventilation  in  new  buildings. 

8.  That  in  view  of  inadequate  toilet  accommodations  in  many  university  buildings,  in- 

cluding the  newest  building,  the  Wisconsin  high  school  (exhibit  23),  and  notably 
the  lack  of  accommodations  for  women  in  university  hall,  as  stated  by  the  survey 
in  the  summer  of  1914,  steps  be  taken  to  make  all  university  buildings  conform  to 
the  minimum  standards  as  promulgated  by  the  United  States  Bureau  of  Education. 

9.  That  to  release  space  immediately  without  waiting  for  the  construction  of  new  build- 

ings the  feasiUbity  be  considerecl  of  converting  some  of  the  larger  classrooms  which 
are  now  used  a  small  percentage  of  the  time  into  small  classrooms  and  ollices; 
that  in  thus  combining,  devices  be  used  for  making  it  possible  to  throw  two  or  four 
rooms  into  one  auditorium  for  occasional  use  by  larger  numbers. 
10.  That  the  duplication  of  courses  be  made  the  subject  of  administrative  investiga- 
tion and  of  administrative  control.  There  are  now  intercoUege  committees  which 
are  charged  with  responsibility  for  preventing  duplication,  but  the  duplication  they 
are  to  prevent  is  not  any  duplication  >\hatcver,  but  duplication  which  is  not 
agreeable  to  other  colleges  and  departments.  Illustrations  of  duplicate  courses 
are: 


737 


OB.— 47 


University  Survey  Report 

a.  Duplicating  set  of  courses  in  entomology 

b.  Work  in  chemistry  in  both  engineering  and  agricultural  departments  for  which 

there  is  ample  provision  in  the  chemistry  building 

c.  Duplication  of  equipment  by  allied  departments  of  botany  and  zoology  which 

heretofore  have  cooperated  in  the  joint  use  of  but  a  few  lecture  rooms  and 
freshman  laboratories 

d.  Special  engineering  laboratories  and  drawing  rooms  in  the  agricultural  depart- 

ment when  equivalent  equipment  in  the  College  of  Engineering  is  available. 

11.  That  the  architect  be  asked  to  report  upon  the  feasibility  of  making  available  for 

class  and  laboratory  purposes  portions  of  the  biology  building  now  used  as  foyers. 

12.  That  in  allotting  space  tentative  schedules  be  drafted  upon  the  following  basis: 

a.  No  more  than  half  of  all  three-fifths  work  to  be  placed  on  Monday,  Wednesday. 

Friday  in  the  morning 

b.  No  less  than  one-fourth  of  all  three-fifths  work  to  be  placed  on  Monday,  Wed- 

nesday, Friday  in  the  afternoon 

c.  No  less  than  one-fourth  of  all  three-fifths  work  to  be  placed  on  Tuesday,  Thursday 

Saturday  in  the  morning 

d.  The  number  of  two-fifths  classes  in  the  afternoon  to  equal  the  number  of  three- 

fifths  classes  in  the  afternoon 

e.  All  four-fifths  morning  work  to  come  on  Monday,  Wednesday,  Friday,  Saturday 

f.  Two-thirds  of  all  four-fifths  work  to  come  in  the  morning 

g.  One-third  of  all  four-fifths  work  to  come  in  the  afternoon 

h.   Five-fifths  work  to  be  equally  distributed  between  morning  and  afternoon 

i.    One-third  of  single  period  courses  to  come  in  the  afternoon 

j.    Two-thirds  of  single  period  courses  to  come  in  the  latter  part  of  the  week  in  the 

morning,  perferably  on  Saturday 
k.  That  each  department  spread  the  work  it  gives  as  evenly  as  possible  over  all 
the  morning  or  afternoon  hours,  in  order  to  prevent  congestion  of  room  de- 
mands at  certain  hours. 

This  recommendation  was  incorporated  in  Mr.  Hitchcock's  report  to  the  unversity  regents 
November  2.  1914,  with  the  further  suggestion  that  it  be  acted  upon  when  allotting  space  for 
the  second  semester  of  1914-15.  At  the  suggestion  of  the  State  Board  of  Public  Affairs  the 
Board  of  Regents  engaged  Mr.  Hitchcock  to  continue  the  survey's  study  of  the  use  of  uni- 
versity buildmgs.  The  survey  believed  that  the  administrative  benefits  resulting  to  the  uni- 
versity would  be  much  greater  if  the  regents  would  assume  responsibility  for  part  of  this 
study  than  if  the  survey  extended  its  study  over  all  the  university  buildings.  Mr.  Hitch- 
cock's report  to  the  regents  included  the  agricultural  buildings,  science  hall,  and  the  chemical 
engineering  buildings.  It  is  on  file  at  the  office  of  the  State  Board  of  Public  Affairs  as  well 
as  with  the  regents  and  was  one  of  the  working  papers  upon  which  this  section  is  based. 


Shall  new  buildings  be  postponed? 

Two  sets  of  proposals  for  newbuildings  are  now  before  the  university: 

1.  The  building  plans  authorized  by  the  legislature  of  1913  and  indefinitely  postponed 

by  action  of  the  governor  in  the  spring  of  1914  as  part  of  a  program  of  retrenchment, 
which  included  a  number  of  state  institutions. 

2.  New  proposals  now  in  process  of  formulation  to  be  submitted  to  the  legislature  of 

1915.    These  the  survey  has  not  seen. 

Regarding  both  sets  of  proposals  it  is  recommended  that  before  the  regents  take  further 
action  they  consider  and  thoroughly  test  the  above  recommendations  as  to  utilization  of 
existing  space.  If  these  recommendations  are  sound  they  will  release  considerably  more  space 
for  teaching  purposes,  than  can  be  provided  by  the  $500,000  which  was  held  back  by  the  gov- 
ernor in  1914. 

To  use  in  new  buildings  the  same  method  of  assignment  of  space  will  not  relieve  congestion. 

To  proceed  with  construction  without  thoroughly  examining  the  facts  which  have  been 
made  available  to  regents  and  which  led  the  survey  to  make  the  above  recommendations 
would  almost  inevitably  lead  to  uneconomic  planning. 

To  add  $500,000  to  the  tax  levy  of  1915  to  make  up  for  a  postponement,  against  which  the 
university  made  no  protest  in  1914,  will  tend  to  subtract  from  any  gratitude  which  the 
university  may  have  received  from  the  public  because  of  what  has  so  many  times  been  called 
a  saving  in  1913. 

To  effect  increase  in  space,  without  spending  money,  would  strengthen  the  university's 
chance  of  securing  funds  necessary  to  considerable  extensions  which  will  be  requested  during 
the  next  10  years. 

To  proceed  with  construction  without  first  utilizing  fully  existing  space  will  be  to  divert 
energy  from  administrative  and  educational  problems  that  need  attention  to  new  con- 
struction which  on  its  face  is  a  claim  that  difficulties  are  due  to  lack  of  space  instead  of  lack 
of  plan  for  fully  utilizing  space. 

738 


Exhibit  27 


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Illustrative   Use  of  Space   in    Biolo«iy    Buildin< 


W/ii/e;      Days  and  hours  of  day  when  used 
Black:      Days  and  hours  of  day  when  not  used 
Check:     Saturday  P.  M. 


739 


University  Survey  Report 

Questions   as    to   principal    buildings   for   classrooms   for   which   construction    was 
postponed 

Thy  physics  building  is  to  cost  $200,000.  The  committee  on  constructional  development 
reported  November  11,  1914,  showing  serious  overcrowding  as  the  building  is  now  used. 
Will  the  regents  ask  for  specific  answers  to  five  questions  regarding  this  Physics  Department: 

1.  Why  cannot  some  of  the  23%  of  space  now  used  by  the  Physics  Department  for 

research  laboratories  only  be  temporarily  released  for  general  student  laboratories 
also? 

2.  Why  cannot  the  mechanician  shop  in  the  south  wing  of  the  basement  of  science  hall 

be  combined  with  the  shop  in  the  engineering  building,  thus  releasing  more  space 
for  laboratories? 

3.  Why  cannot  the  south  wing  on  the  third  floor  of  science  hall,  now  occupied  by  the 

Department  of  Pathology,  be  released  for  use  by  physical  laboratories,  through 
moving  the  pathology  department  to  the  biology  building? 

4.  Why  cannot  the  classes  in  commercial  geography  and  other  lectures  in  the  Geology 

Department  be  given  in  other  buildings  where  there  are  vacancies,  so  that  at  least 
the  two  classrooms  on  the  third  floor  of  the  south  wing  may  be  released  for  the 
Physics  Department? 

5.  Finally,  why  cannot  the  large  class  in  physics   be  divided  so  that  instead  of  having 

them  all  at  eleven  o'clock  a  second  section  be  held,  for  example,  at  1 :30  when  the 
same  demonstration  apparatus  could  be  used?  The  full  professor  who  gives  this 
course  reports  but  four  hours  of  classroom  teaching  this  fall.  He  also  reports  50 
hours  a  week  spent  in  preparing  for  the  demonstration  lectures.  Meeting  the  class 
in  two  sections  would  make  a  total  of  but  eight  hours  a  week,  of  which  four  are  rep- 
etitions of  demonstrations.  In  this  connection  it  should  be  remembered  that  in  spite 
of  the  classes  of  over  400  in  this  elementary  physics  class,  the  second  year  of  physics 
courses  have  small  classes  running  from  8  to  12. 

Before  spending  $200,000  on  the  building  to  relieve  congestion,  due  to  a  large  elementary 
class,  should  the  university  ascertain  why  so  few  students  go  on  into  advanced  physics; 
whether  the  large  elementary  course  should  be  given  to  as  many  students  as  elect  it,  and  how 
far  if  at  all  this  elementary  work  can  be  shifted  to  high  schools  either  by  encouraging  high 
schools  to  introduce  courses  or  by  giving  advanced  credit  for  advanced  work,  which  may  be 
done  in  high  schools  such  as  those  of  Milwaukee,  La  Crosse,  Superior,  Kenosha,  etc.? 

For  a  wing  to  the  soils  building.  $58,000  has  been  held  back.  Facts  already  stated  indi- 
cate that  additional  space  for  the  work  which  would  be  done  in  this  $58,000  addition  can  be 
arranged  for  by  readjustments  of  fuller  use  of  classrooms  now  inadequately  used. 

For  a  liberal  arts  building,  which  means  an  addition  to  university  hall,  $150,000  has  been 
temporarily  held  back.  The  facts  above  given  show  that  space  for  both  classroom  and  offices 
can  be  released  by  adjustments  of  schedules  which  would  add  more  space  than  can  be  pur- 
chased for  $150,000.  It  is  believed  that  for  the  regents  at  this  time  to  require  university  con- 
centration upon  a  study  of  the  present  space  and  present  force  will  prove  far  more  productive 
immediately  and  ultimately  than  to  deflect  administrative  attention  from  getting  new  work 
out  of  old  buildings  to  constructing  new  buildings.  For  relief  of  the  Department  of  Educa- 
tion whose  officers  are  now  using  cramped  quarters,  utilization  of  available  space  in  the  Wis- 
consin high  school  building  is  suggested. 

For  a  shops  building  for  the  engineering  college  $50,000  was  to  have  been  spent, 
plus  an  undefined  amount  for  equipment  out  of  a  total  of  $124,000,  which  was  to  cover  equip- 
ment for  the  above  mentioned  buildings.  The  engineering  school  for  several  years  has  de- 
creased in  register  steadily,  as  mentioned  in  the  section  on  the  budget  (exhibit  33).  Although 
in  1913-14  it  regained  over  one-fifth  of  the  ground  lost  the  register  is  still  below  that  of  five 
years  ago.  That  the  shop  is  unsatisfactory  is  clear.  That  the  way  to  meet  the  situation  is  by 
spending  $50,000  upon  a  shop  building  is  not  so  clear.  Before  this  amount  is  spent  it  is 
recommended  that  a  detailed  investigation  and  report  be  required  from  the  engineering  de- 
partment covering  the  following  points: 

1.  The  way  the  University  of  Cincinnati  uses  the  equipment  of  manufacturing  plants. 

2.  The  educational  value  of  this  part  time  arrangement  as  shown  in  Cincinnati  and 

other  cities.  •  " 

'3.    The  equipment  available  in  engineering  plants  at  Madison. 

4.  Educational  advantages  or  disadvantages  of  seeking  cooperation  with  these  commer- 

cial plants. 

5.  Relative  advantages  and  disadvantages  of  extending  the  university's  work  for  engi- 

neers as  the  university  is  planning  to  extend  its  work  for  the  Medical  School  to 
Milwaukee,  for  part  at  least  of  the  junior  and  senior  years  in  order  that  "clinical 
material  and  clinical  field  experience"  may  be  secured  for  Wisconsin  engineers  by 
cooperation  with  Milwaukee's  great  manufacturing  plants. 

For  dormitories,  union  and  commons  and  equipment  appropriations  of  $350,000 
will  become  available  March  1,  1915,  if  the  university's  plans  are  approved  by  the  governor 
for  dormitories  and  men's  union. 

740 


Exhibit  27 

That  there  is  need  for  dormitories  and  union  there  is  ample  evidence:  in  the  present  price 
of  rooms  and  board  for  students;  in  the  present  feeling  of  administrative  officers  that  fra- 
ternities are  needed  not  only  for  social  service  but  for  rooming  and  boarding  facilties  offered; 
in  a  wide-spread  demand  throughout  the  state  for  cheaper  living  accommodations  for  stu- 
dents. Nevertheless,  in  spite  of  the  many  years  when  the  dormitory  question  has  been  dis- 
cussed before  the  legislature,  in  spite  of  the  fact  that  the  architect  and  stafl  are  permanent 
employees  and  in  spite  of  decrease  in  demands  upon  architect  and  the  stalf  due  to  postponing 
construction  work  in  1914,  the  university  has  not  yet  formulated  a  definite  detailed  plan  for 
dormitories  which  will  pay  their  way  as  they  go. 

No  plan  has  been  formulated  in  detail  for  a  men's  union. 

On  one  estimate  it  will  be  possible  to  erect  a  dormitory  building  at  a  total  cost  per  student 
of  $515.40  for  building,  and  .$50  for  furniture,  or  $565.40  for  total  investment.  On  this  basis 
it  will  cost  $2.50  per  single  room  for  42  weeks  (36  weeks  regular  session  plus  six  weeks  summer 
session)  to  pay  carrying  charges  as  follows: 

Repairs,  one  and  one-half  per  cent $  7.73 

Depreciation — building — two  per  cent 10.30 

Depreciation — furniture— fifteen  per  cent 7.50 

Attendance 15.00 

Heat  and  water 20.00 

Light a. 00 

.Janitor  supplies 2.00 

Interest,  five  per  cent 28.27 

Sinking  fund,  two  per  cent 11 .31 

Total  42  weeks $105.11 

Total  per  week 2.50 

To  pay  the  same  charges  on  Barnard  Hall  which  cost  $979  for  each  student  accommodated, 
including  building  and  furniture,  it  will  require  for  42  weeks  .$3.54  a  week.  The  computation 
made  by  the  technical  director  of  the  State  Board  of  Public  AfTairs,  based  upon  actual  rather 
than  estimated  charges,  would  increase  the  cost  seven  cents  a  week,  or  $3.61  per  student 
accommodated.  This  means  more  than  the  average  price  now  charged  for  rooms  in  Barnard 
Hall,  and  considerably  more  than  the  average  price  for  rooms  in  private  homes. 

Between  December  1914  and  March  1915  there  is  ample  time  to  secure  and  consider  alter- 
native plans  for  men's  dormitories  and  commons  with  specifications  of  cost  for  room  and 
board  under  each  of  the  alternative  plans. 

It  is  recommended  that  before  any  construction  plans  for  dormitories  and  union  are  con- 
sidered the  regents  require  the  architect  and  administrative  officers  to  formulate  and  explain 
alternative  plans  with  estimates  of  cost  as  follows: 

1.  For  paying  all  operation  and  maintenance  charges,  but  not  paying  each  year's  share 

toward  the  cost  of  the  building.  The  present  official  estimate,  on  this  basis,  per 
week  for  dormitory  capacity  of  240  students  is  $1.53. 

2.  For  paying  operation  and  maintenance  charges,  plug  interest  on  the  cost  of  the  build- 

ing. The  present  official  estimate  per  week  for  dormitory  capacity  of  240  students 
on  this  basis  is  $1.99. 

3.  For  paying  not  only  maintenance  and  operation  cost  including  interest,  but  also  each 

year's  share  of  the  total  necessary  to  replace  the  building  when  it  becomes  obsolete. 
The  present  official  estimate  per  week  for  dormitorv  capacity  of  240  students  on  this 
basis  is  $2.23. 

In  making  plans  and  estimates  of  the  kind  suggested,  it  is  customary  for  architects  and 
building  committees  to  start  with  a  total  amount  of  money,  say  $350,000,  and  work  out  from 
that  to  the  number  of  students  who  may  be  accommodated  at  an  agreed  upon  cost  of  con- 
struction per  student. 

A  substitute,  or  at  least  supplementary  method  is  recommended;  namely,  that  the  plans 
and  estimates  start  with  the  prices  which  it  is  felt  students  can  alTord  to  pay  for  room  and 
board  while  still  paying  all  cost  of  maintaining  and  operating  dormitories,  in  other  words, 
that  the  building  be  fitted  in  size,  architecture,  etc.,  to  the  cost  of  living. 

One  phase  of  the  non-resident  student  question  has  heretofore  not  been  emphasized,  al- 
though it  tends  to  become  more  important  than  the  question  of  the  rate  of  tuition  for  non- 
resident students. 

The  neglected  aspect  of  the  state's  relation  with  out  of  state  students  is  the  elTect  upon 
cost  of  living  for  resident  students  of  having  2,000  non-resident  students  during  the  year 
competing  for  rooms  in  the  restricted  territory  that  is  considered  by  students  as  available 
and  favorable  for  rooming.  Wisconsin  had  1,469  non-resident  students  in  the  regular  year 
1913-14  and  1,347  non-resident  students  in  the  summer  of  1914. 

To  help  arrest  the  increase  in  rent,  several  suggestions  have  been  made  in  the  section  on 
finding  rooms  for  students  (exhibit  8). 

Self-supporting  dormitories  would  give  the  university  control,  provided  only  that  they 
were  constructed  on  a  large  enough  scale.    $300,000  will  not  go  far. 

Four  suggestions  are  made  with  regard  to  dormitory  construction: 

741 


University  Survey  Report 

1.  That  instead  of  spending  lialf  of  the  $300,000  voted  for  dormitories  and  union  upon 

a  union,  the  whole  be  spent  for  self-supporting  dormitories  and  in  the  meantime  the 
present  student  union  and  i)resent  gymnasium  he  used  for  more  convocations,  stu- 
dent meetings,  etc. 

2.  That  instead  of  spending  tlie  funds  which  it  is  now  |)roposed  to  spend  upon  the  wing 

of  the  soils  building,  the  liberal  arts  building,  the  j^hysics  building,  and  the  equip- 
ment, this  money  be  jjut  into  self-supporting  student  dormitories  by  legislative 
authorization. 

3.  That  as  part  of  the  program  for  preventing  out  of  state  students  from  increasing  the 

cost  of  living  for  \\  isconsin  students,  the  university  consider  requiring  non-resident 
students  to  register  either  outside  of  the  ""university  belt"  of  private  rooms  or  in 
self-supjiorting  dormitories,  which  will  pay  back  cost  of  operation  and  cost  of  con- 
struction. 

4.  That  the  university  raise  funds  in  the  open  market  for  the  construction  of  dormitories 

on  pledge  of  future  dormitory  revenues. 

5.  That  before  approving  any  plans  for  dormitories  the  regents  consider  the  following 

points  brought  out  by  the  survey's  study  of  dormitory  plans: 
In  August  1914  the  business  manager  sent  to  the  survey  plans,  drawn  by  the  university 
architect,  for  a  self-supporting  dormitory.     It  has  been  suggested  to  the  university  that 
these  pl-ans   be  modified  as  follows: 

1.  A  smaller  unit  for  the  single  room  than  the  10'xl5'  called  for  in  the  present  plan. 

2.  The  inclusion  of  plans  for  double  rooms  so  that,  for  example,  instead  of  having  60 
single  rooms  to  the  iloor  there  will  be  20  single  rooms  and  25  double  rooms,  the 
double  rooms  being  one  and  one-half  times  the  size  of  the  single  rooms  (i.  e.  three 
single  rooms  making  two  double  rooms). 

3.  Prices  to  be  modified  according  to  both  size  and  location  of  room. 

4.  In  this  way  reduce  the  capital  cost  per  student  from  |515  plus  $50  for  furniture  to 

S442  plus  $50  for  furniture. 
It  has  been  computed  for  this  building  that  rooms  could  be  rented  (1)  as  low  as  75c  per 
student  per  week  if  charges  are  to  cover  only  maintenance  and  operation  without  interest, 
depreciation,  etc.;  or  (2)  as  low  as  $1.00  per  student  per  week  for  students  in  double  rooms, 
up  to  as  high  as  S3. 00  per  student  per  week  for  some  single  rooms,  providing  for  deprecia- 
tion— and  this  without  changing  the  character  of  construction  proposed  in  the  architect's 
plan.  [Details  of  this  plan  are  on  file  at  the  office  of  the  State  Board  of  Public  Affairs  available 
for  examination.! 


Sanitary  condition  of  university  buildings 

During  the  summer  session  of  1914  it  was  reported  to  the  survey  by  women  students  that 
toilet  accommodations  for  women  students  were  inadequate.  University  hall  was  specially 
mentioned  as  lacking  adequate  facilities. 

The  survey  immediately  arranged  for  a  hurried  examination  by  volunteer  women  students 
directed  by  a  survey  representative  of  various  university  buildings  with  respect  to  women's 
interests  particularly.  On  August  5th  the  survey  sent  to  the  chairman  of  the  regents  commit- 
tee on  constructional  development  a  report  of  this  examination  '"with  the  thought  that  some 
use  may  be  made  of  it  between  now  and  the  opening  of  the  next  university  year." 

As  a  result  of  a  conference  with  a  member  of  the  Board  of  Regents  in  which  the  lack  of 
toilet  accommodations  was  pointed  out,  the  executive  committee  of  the  Board  of  Regents 
took  immediate  action  to  provide  toilet  facilities  for  women  in  the  manual  arts  building  and 
the  mining  engineering  laboratory. 

The  findings  of  this  hurried  examination  are  here  briefly  repeated,  partly  because  many  of 
them  are  still  uncorrected,  and  partly  because  of  the  need  they  show  for  a  more  exhaustive 
study  to  remedy  existing  defects  and  to  prevent  these  same  defects  in  new  buildings. 


Toilet  acconimodations  for  women 

University  hall 

One  toilet  room,  six  compartments.  Between  classes  it  was  common  during  summer  school 
to  find  compartments  filled  and  from  15  to  18  women  waiting.  The  flushing  system  is  non- 
automatic  and  such  constant  use  makes  it  impossible  for  water  boxes  to  fill  sufficiently  to 
provide  for  adequate  flushing. 

Music  hall 

One  toilet,  one  compartment.  For  the  second  semester  of  1913-14  instructors  reported  over 
.500  women  in  classes  in  this  building. 

742 


ExHIBITj27 

Mining  engineering  laboratory 

The  pottery  department  is  in  this  building;  a  kiln  is  in  the  same  room.  When  the  room  was 
inspected  the  heat  was  almost  unendurable  in  spite  of  the  one  electric  fan  running.  One 
small  opening  in  the  ceiling  comprises  the  only  means  of  ventilation.  There  is  no  drinking 
water  in  this  building  and  no  toilet  room  for  women.  A  woman  who  was  working  in  this  room 
stated  that  the  kiln  had  been  fired  the  previous  evening  and  that  this  added  to  the  heat,  but 
that  the  temperature  in  this  room  is  always  higher  than  in  most  other  rooms. 

North  hall 

One  toilet  in  basement,  three  compartments.    Odor  bad.   The  location  of  this  toilet  is  par- 
ticularly unsatisfactory.    While  the  reading  and  rest  room  is  on  the  second  floor  the  toilet 
is  two  floors  beneath  in  a  dark,  ill-ventilated  basement.    Communication  between  the  two 
ends  of  the  building  is  only  possible  on  the  first  floor  by  leaving  the  building  or  passing  over 
wo  flights  of  stairs. 

South  hall  , 

Outside  door  leading  into  toilet  room  does  not  close — a  crack  of  at  least  three  inches  re- 
maining. 

Machine  shops  • 

There  is  no  toilet  room  for  women,  A  number  of  women  take  work  in  manual  training  in 
this  building. 

Dairy  building 

No  toilet  room  for  women  students.  A  toilet  for  women  clerks  has  been  built  in  one  corner 
of  a  room  used  for  purposes  connected  with  the  work  of  the  building.  This  toilet  room  was 
not  clean  and  its  location  is  unfortunate. 

Dairy  annex 

No  toilet  room  for  women.  There  is  one  woman  clerk  in  this  building. 

Few  of  the  toilet  rooms  for  women  have  outside  ventilation.  Most  of  the  buildings  have 
no  rest  rooms  for  women.  In  the  new  home  economics  building  it  is  stated  that  the  room 
planned  for  a  rest  room  is  to  be  used  for  office  purposes.  It  would  seem  that  a  rest  room, 
would  be  especially  necessary  in  this  department. 

Drinking  fountains 

University  hall 

Three  fountains — ^first,  second  and  third  floors.  The  fountain  on  the  first  floor  is  the  only 
one  in  which  the  pressure  is  sufficient  to  be  hygienic.  Several  students  stated  that  they  only 
used  the  fountain  on  the  first  floor.  Between  classes  a  line  was  a  common  sight  at  this  foun- 
tain. 

Law  building 

One  fountain — first  floor. 

South  hall 

One  fountain — first  floor. 

Chemical  engineering  building 

Three  fountains — first,  second  and  third  floors.  The  fountain  on  the  first  floor  is  the  only 
one  in  which  the  pressure  is  sufficient  to  be  hygienic. 

Horticultural  building 

Two  fountains — first  and  second  floors.    Fountain  on  first  floor  out  of  order. 

743 


University  Survey  Report 

Agricultural  hall 

Two  fountains — first  and  second  floors.    Fountain  on  second  floor  out  of  order. 

Agricultural  chemistry  building 

Four  fountains— one  on  first  floor,  two  on  second  floor,  and  one  in  basement.   Pressure  low 
in  each  case. 

Forest  products  laboratory 

Two  fountains.    Pressure  low  in  both  cases. 


Doors  opening  inward 

In  1913  the  legislature  of  the  state  of  Wisconsin  repealed  a  law  requiring  that  all  doors  on 
buildings  used  for  school  purposes  open  outward.  This  repealing,  however,  did  not  affect 
buildings  constructed  prior  to  January  1,  1914.  Regardless  of  the  law,  experience  has  shown 
that  where  large  numbers  congregate  danger  is  not  so  much  from  fire  as  from  confusion  and 
fright  due  to  fear  of  fire.  The  survey  therefore  suggests  that  each  university  building  be  re- 
ported upon  by  order  of  the  regents  with  respect  to  the  swinging  in  and  out  of  outside  and  in- 
side doors. 

For  north  hall  two  outside  doors  are  reported  as  swinging  in. 

A  large  proportion  of  classroom  doors  were  found  to  open  inward. 

The  need  for  further  detailed  study  is  emphasized  by  the  fact  that  each  building  where 
classes  are  held  has  doors  opening  inward.  This  seems  to  be  especially  true  of  rooms  on  narrow 
corridors. 

In  the  mechanical  engineering  building,  for  example,  doors  on  one  side  of  the  corridor 
open  into  classrooms,  and  on  the  other  side  open  outward. 

The  survey  repeats  that  the  main  object  of  this  study  was  to  show  the  need  for  further 
study  and  for  constant  supervision  of  university  buildings  to  raise  and  keep  them  up  to  a 
high  sanitary  standard. 


UNIVERSITY  COMMENT  ON  ALLEN  EXHIBIT  27,  ENTITLED  "USE  OF 
UNIVERSITY  BUILDINGS" 

I.  DR.  ALLEN'S  REASONS  FOR  DETAILED  STUDY  OF  PRESENT  USE 

OF  BUILDINGS 

On  the  first  page  of  the  exhibit.  Dr.  Allen  gives  his  reasons  for  making  a  detailed  study  of 
the  use  of  buildings.  After  reciting  the  facts  concerning  the  postponement  of  the  construc- 
tion programme  in  April,  1914,  he  makes  the  following  statement: 

"From  the  university  there  appeared,  so  far  as  the  survey  [Dr.  Allen]  was  able  to  gather 
from  current  newspapers,  no  formal  or  public  protest  against  the  indefinite  postposement  of 
new  university  buildings.  Postponement  could  not,  unless  made  permanent,  result  in  econo- 
mies to  the  public.  Great  disadvantages  were  believed  to  be  inherent  in  the  congestion  which 
was  also  believed  to  exist.  The  failure  of  the  university's  governing  board  to  urge  the  lack 
of  permanent  advantage  to  the  public  and  the  presence  of  acute  disadvantages  to  the  uni- 
versity from  the  proposed  postponement  added  to  the  reasons  for  a  detailed  study  by  the 
survey  [Dr.  Allen]  of  the  use  to  which  existing  space  was  being  put." 

The  statement  contains  inaccuracy  anf  false  inference.  There  has  been  no  "indefinite" 
postponement.  Under  date  of  April  15,  1914,  the  regents  wrote  to  the  governor  in  part  as 
follows:  "The  educational  buildings  are  especially  needed  in  order  to  carry  on  the  work  of 
the  university  efficiently.  Although  in  cooperation  with  you  we  have  already  deferred  enter- 
ing into  contracts,  these  buildings  should  be  constructed  as  rapidly  as  possible.    ..." 

"Nevertheless,  the  regents  respect  the  imperative  considerations  which  are  presented  in 
your  letter.  They,  therefore,  agree  that  the  constructional  work  at  the  university  will  be  con- 
ducted in  such  a  manner  as  to  defer  the  payment  of  .?800,000  until  after  July  1,  1915." 

In  view  of  this  definite  agreement,  there  was  no  reason  for  the  university  to  appeal  to  the 
public  against  the  decision  of  the  governor.  Dr.  Allen's  view  apparently  is  that  the  university 
authorities  should  have  acquiesced  in  the  postponement  of  buildings  (as  they  did),  and  then 
should  have  raised  a  public  clamor  against  the  postponement  they  had  just  agreed  to;  he 
then  implies  that  lay  not  doing  so  the  university  admitted  that  it  did  not  need  the  buildings. 

The  Faculty-Regent  Conference  Committee  discussed  the  postponement  very  thoroughly 
on  April  13,  1914,  and  the  minutes  of  that  meeting  will  show  that  every  department  of  the 
university  was  as  ready  as  ever  to  prove  the  need  of  the  buildings  requested. 

744 


Exhibit  27 
II.  DR.  ALLEN'S  CRITICISMS 

Dr.  Allen's  criticisms  concerning  the  use  of  buildings  contain  really  two  charges,  namely: 
(1)  that  the  method  of  assigning  rooms  is  faulty  and  {'!)  that  the  utilization  of  class  rooms, 
laboratories  and  offices  is  in  consequence  unduly  low. 

1.  Alleged  faults  in  the  university's  methods  of  assigning  space 

In  Dr.  Allen's  opinion  the  most  serious  defect  in  the  University's  method  of  assigning  rooms 
is  that  "for  the  allotment  of  space  neither  the  administrative  officers  nor  the  regents  have 
heretofore  shared  responsibility,  nor  have  they  received  current  reports  showing  degree  of 
congestion,  use  and  non-use."  He  apparently  believes  that  the  responsibility  now  rests  with 
the  faculty,  and  that  reports  are  never  made  by  it  to  the  regents.  The  farts  are  these.  The 
administrative  officers  and  the  regents  make  the  basic  assignments  of  space  by  alloting  build- 
ings or  portions  of  buildings  to  certain  colleges  or  departments.  A  schedule  committee  of 
the  faculty  does  the  detailed  work  of  arranging  the  time  table.  For  this  work  the  committee 
is  divided  into  groups  corresponding  to  the  colleges  and  departments  to  which  the  adminis- 
trative officers  and  the  regents  have  allotted  space.  The  committee  makes  reports  to  the 
president,  w^ho  makes  a  regular  annual  report  on  each  semester's  use  of  University,  North, 
and  South  Halls  and  on  other  buildings  when  such  reports  are  needed. 

It  is  thus  seen  that  the  entire  responsibility  for  assignment  of  space  now  rests  with  the 
regents  who  delegate  only  the  detailed  work  of  making  schedules  to  the  faculty  committee. 
It  is  obviously  necessary  for  them  to  delegate  this  work  to  some  one  but  in  so  doing  they  do 
not  diminish  their  responsibility  for  assigning  space. 

2.  So-called  obstacles  to  efficiency 

In  the  university's  present  method  of  assigning  space  Dr.  Allen  thinks  he  finds  twelve 
obstacles  to  co-operation  and  efficiency.  These  twelve  obstacles  are  reducible  to  two,  namely: 

1 .  No  organized  effort  is  made  to  relieve  congestion  in  one  building  by  transferring  classes 

to  other  buildings. 

2.  No  permanent  records  are  kept  covering  the  use  of  classrooms  and  laboratories/ 

What  is  not  incorrect  in  the  first  of  these  statements  is  irrelevant.  The  chairman  of  the 
general  committee  receives  complete  reports  on  vacancies  in  the  engineering,  biology,  chem- 
istry, and  law  buildings,  with  the  view  to  using  the  rooms  for  outside  classes.  The  college 
of  agriculture  has  repeatedly  asked  for  and  received  accommodations  in  academic  buildings 
for  lectures  on  animal  husbandry,  farm  engineering,  and  dairying.  In  the  first  semester  of 
1914  three  outside  classes  used  room  102  in  the  biology  building.  Many  physics  recitations 
are  held  in  the  engineering  building  each  semester.  During  examination  periods  letters  and 
science  classes  are  repeatedly  sent  to  the  engineering,  agriculture,  and  law  buildings.  Since 
the  departments  occupying  the  engineering,  law,  and  biology  buildings  are  not  over-crowded 
they  are  not  interested  in  what  little  vacant  space  there  might  be  in  the  crowded  academic 
buildings.  The  knowledge  of  this  vacancy  (if  such  vacancy  existed)  would  therefore  be  useless 
to  them.  ^ 

As  to  the  statements  concerning  permanent  records,  some  are  untrue,  the  remainder  are 
trivial.  It  is  not  correct  to  say  that  no  permanent  records  are  kept  for  any  but  the  academic 
buildings,  for  the  engineering  college  has  records  for  years  back  and  all  other  buildings  keep 
records  for  each  year.  As  to  records  of  laboratory  usage,  these  would  have  no  practical  value 
to  the  schedule  committee  since  laboratories  by  their  nature  can  not  be  used  by  outsiders. 
Such  records  are  valuable  only  to  the  departments  concerned  and  in  these  departments  records 
are  kept,  which  are  available  whenever  they  become  valuable.  The  fact,  as  stated  by  Dr. 
Allen,  that  the  forms  used  by  the  college  of  agriculture  are  dilTerent  from  those  used  by  the 
other  departments  is  unimportant.  Such  dissimilarity  may  entail  a  few  cents  extra  expense 
in  printing  but  it  does  not  prevent  cooperation.  The  methods  and  machinery  of  the  com- 
mittee are  entirely  adequate  for  carrying  out  the  principle  upon  which  class-rooms  are  now 
assigned.  i 

3.  The  real  issue 

It  is  essentially  with  the  principle  followed  by  the  university  in  scheduling  classes,  and  not 
with  the  method  nor  the  machinery  used  by  the  university  that  Dr.  .Mien  quarrels.  This 
principle  is  that  best  results  are  most  economically  achieved  liy  scheduling  ditTerent  kinds  of 
work  at  times  and  in  places  where  that  work  can  most  ellicienlly  be  done.  To  this  end  classes 
in  similar  work  are  scheduled  in  rooms  especially  adapted  by  virtue  of  equipment  and  loca- 
tion to  that  work.  Each  department  is  accordingly  allowed  to  hold  its  classes  in  contiguous 
rooms  near  its  departmental  offices.  After  the  class  room  needs  of  the  depitrtment  have  been 
met  the  rooms  are  thrown  open  to  use  by  others  during  the  vacant  hours. 

The  great  advantages  of  this  principle  are  well  known  to  all  educators.  It  makes  possible 
frequent  contact  between  members  of  the  department  and  thus  enables  the  older  teachers  to 
keep  in  touch  with  the  work  of  the  younger  members  of  the  department  far  more  etTectively 

745 


University  Survey  Report 

than  they  could  if  the  classes  were  spread  over  the  entire  building  or  in  other  buildiligs;  it 
enables  the  instructor  to  meet  his  students  in  his  office  immediately  after  classes  when  the 
students  can  most  profit  by  private  conference;  finally,  this  principle  makes  it  possible  to 
adapt  class  rooms  to  the  subject  taught.  Some  rooms  should  be  equipped  with  much  black- 
board space,  others  should  contain  maps,  models,  books,  or  pictures,  all  of  which  are  valuable 
in  teaching.  The  collection  and  use  of  such  material  are  encouraged  by  allowing  the  room  to 
be  adapted  to  the  subject. 

The  university's  principle  of  assigning  rooms  also  concerns  the  time  of  day  when  classes 
are  to  be  held.  It  is  a  well-known  fact  that  class-work  cannot  be  efficiently  done  at  certain 
hours  of  the  day.  Certain  hours  of  the  day  are  not  well  adapted  to  certain  kinds  but  are 
well  adapted  to  other  kinds  of  work.  For  this  reason,  Wisconsin,  like  most  educational  insti- 
tutions, places  the  larger  portion  of  its  recitations  and  lectures  in  the  morning  and  the  labora- 
tory work  in  the  afternoon.  Those  students  who  do  not  have  much  laboratory  work  usually 
do  library  work,  and  for  this  the  unbroken  afternoon  is  much  more  valuable  than  equivalent 
time  broken  into  several  periods. 

Thus  each  kind  of  work  comes  at  the  time  of  day  when  it  can  be  most  efficiently  done. 

In  applying  this  principle,  the  university  has  not  carried  it  to  the  extreme  of  avoiding  all 
afternoon  classes.  On  the  contrary,  it  has  carefully  studied  the  matter  with  the  view  to 
placing  as  many  classes  in  the  afternoon  as  practicable;  with  the  result  that  Wisconsin  has 
more  afternoon  classes  than  most  universities  of  its  class — as  will  be  shown  in  the  section  re- 
lating to  congestion. 

The  university  holds  these  principles  to  be  of  fundamental  importance  in  educational  effi- 
ciency. Without  by  any  means  ignoring  mechanical  aspects  of  efficiency  we  hold  it  to  be  of 
secondary  im.portance  to  the  human  aspects.  Efficiency,  if  it  is  to  mean  anything  at  all,  must 
concern  itself  with  results  as  well  as  with  cost.  "Overall  efficiency" — the  relation  between  total 
cost  and  results — is  the  important  thing,  and  any  narrow  conception  of  efficiency  that  ig- 
nores, as  Dr.  Allen's  very  obviously  does,  all  the  human  factors  and  even  some  of  the  mechani- 
cal factors  has  comparatively  little  significance. 


III.  DR.  ALLEN'S  FIGURES 

1.  Narrow  scope  of  Dr.  Allen's  figures 

Dr.  Allen's  first  step  is  to  show  how  much  the  physical  plant  of  the  university  is  used. 
He  submits  statistics  designed  to  reveal:  (1)  the  average  number  of  hours  per  day  during 
which  the  classrooms  in  each  building  are  used;  (2)  the  number  of  rooms  in  each  building  which 
are  used  throughout  the  week  between  0  and  .5  hours,  between  5  and  10,  etc.,  up  to  the  maxi- 
mum of  44  hours;  (3)  the  percentage  of  hours  of  the  week  during  which  the  rooms  are  used; 
(4)  the  percentage  of  total  morning  hours  of  the  week  during  which  classrooms  are  used;  (5) 
the  percentage  of  afternoon  hours  during  which  they  are  used;  (6)  the  extent  ot  which  the 
largest  rooms  are  used;  and  (7)  the  average  ratio  between  the  size  of  the  classes  and  the  number 
of  seats  in  the  rooms. 

Dr.  Allen's  figures  are  thus  seen  to  deal  with  hours,  square  feet,  and  numbers.  They 
contain  no  reference  to  results  to  be  attained;  they  do  not  even  cover  the  whole  question  of 
mechanical  efficiency,  because  they  omit  many  matters  of  cost  that  vitally  affect  the  question 
of  economic  utilization. 

2.  Figures  based  on  iniquitous  definitions  of  vacancy  and  utilization 

Dr.  Allen  finds  it  necessary,  first  of  all,  to  define  the  words  vacancy  and  utilization. 

"Vacancies  and  vacant,"  he  says,  "are  terms  used  for  space  that  is  not  used  during  a  period 
for  regular  scheduled  class  or  laboratory  or  office  work.  Certain  of  the  rooms  may  be  occu- 
pied by  a  research  or  thesis  student  for  unscheduled  meetings.  Such  use,  however,  is  flexible, 
and  may  be  accommodated  to  the  demands  for  regular  room  schedule,  and  does  not  make 
definite  demands  which  require  the  reservation  of  space." 

This  definition  of  vacancy  is  grossly  unfair  because  it  entirely  ignores  a  large  amount  of 
use,  which  it  is  neither  possible  nor  desirable  formally  to  schedule.  This  includes  not  only  a 
very  large  amount  of  research  and  thesis  work,  but  also  informal  conferences  both  by  stu- 
dents and  instructors,  time  necessary  for  setting  up  apparatus  preparatory  to  lectures,  and 
unscheduled  outside  lectures  of  which  there  are  very  many.  Moreover,  the  student  should 
be  encouraged  to  do  individual  work  in  the  laboratories  and  this  cannot  be  done  if  he  is  made 
to  feel  that  he  may  work  only  during  scheduled  hours.  According  to  Dr.  Allen's  definition, 
all  these  uses  constitute  vacancy.  His  grudging  concession  to  these  things  is  not  carried  into 
his  statistics,  which  must  therefore  stand  or  fall  with  his  special  and  unfair  definitions. 

"Percentage  use  of  rooms,"  says  Dr.  Allen,  "has  been  calculated  on  a  basis  of  a  44  hour 
week.  This  means  a  week  made  up  of  five  days  of  eight  hours  each,  8  to  12  A.M.,  and  1.30 
to  5.30  P.M.,  Monday  to  Friday  inclusive  plus  a  Saturday  of  four  hours,  8  A.M.  to  12  M. 
This  working  week  of  44  hours  is  taken  because  it  represents  the  total  number  of  hours  that 
rooms  would  be  used  if  they  were  used  all  the  time  as  they  are  now  used  some  of  the  time." 

Dr.  Allen's  44  hour  week  is  unfair  as  a  basis  for  calculation  because  it  implies  that  rooms 
could  be  used  all  day  long.    Because  44  hours  is  the  whole  number  of  hours  in  the  "week,"  it 

746 


Exhibit  27 

does  not  follow  that  it  would  be  most  efficient  to  use  all  rooms  44  hours  a  week.  It  is  quite 
possible  that  other  considerations  bring  economical  utilization  to  a  lower  value  than  100  per 
cent  on  the  basis  of  a  narrow  definition.  If  the  calculation  is  to  be  based  on  an  ideal  that  is 
everywhere  conceded  to  be  impossible  and  undesirable,  then  such  calculation  should,  in  com- 
mon fairness,  be  accompanied  by  some  indication  of  what  might  be  considered  an  approach- 
able ideal.    This  aspect  of  the  question  has  been  diligently  ignored  by  Dr.  Allen. 

3.  Limited  significance  of  Dr.  Allen's  figures 

Dr.  Allen's  statistics  show  that  none  of  the  University  classrooms,  and  few  of  the  laborator- 
ies are  used  nearly  as  much  as  44  hours  a  week;  and  that  classrooms  are  ordinarily  not 
filled  with  students  to  full  capacity.  They  show  this  and  nothing  more.  They  do  not  show 
that  it  would  be  more  economical  to  use  them  44  hours  a  week,  much  less  that  such  utilization 
would  produce  the  satisfactory  teaching  results  demanded  by  Dr.  Allen  in  his  other  exhibits. 

As  a  matter  of  fact,  utilization  of  space  is  only  one  of  the  aspects  even  of  mechanical 
efficiency.  Utilization  can  become  so  intense  as  to  entail  expensive  construction  and  main- 
tenance. In  the  matter  of  construction  it  would  require  attention  to  the  difficult  problem  of 
ventilation.  The  chalk  dust  in  classrooms,  combined  with  the  befouling  of  the  air  by  the 
occupants,  limits  the  possible  utilization  of  ordinary  classrooms.  This  can  be  overcome  by 
building  excessively  large  rooms  equipped  with  abundant  ventilating  ducts  or  by  installing 
mechanical  ventilating  systems.    Both  methods  are  expensive. 

Again,  anything  approaching  all-day  efficiency  would  concentrate  janitor  work  into  such 
a  short  space  of  time  that  considerable  additions  to  service  would  be  necessar^^  in  order  to 
keep  the  rooms  clean  enough  for  the  next  day's  intense  utilization.  More  janitors  would  be 
needed  during  the  day,  or  night  service  would  be  necessary.  Both  methods  increase  the 
maintenance  expense.    The  Allen  report  is  silent  on  these  matters. 

Even,  therefore,  on  the  narrow  basis  of  mechanical  efficiency,  Dr.  Allen's  figures  are  not 
conclusive. 

But  the  human  aspects  of  efficiency  are  quite  as  important  as  the  mechanical.  Anybody 
with  experience  in  schedule  making  knows  that  there  is  a  practical  limit  in  utilization  beyond 
which  the  interests  of  the  students  are  too  seriously  sacrificed.  Under  the  elective  system 
students  enter  a  course  ol  study  fr^m  different  classes,  departments  and  colleges,  whose 
schedule  requirements  vary.  The  schedules  of  the  various  colleges  must  be  flexible  and  free 
enough  to  prevent  the  exclusion  of  an  undue  number  of  students.  If  classes  and  laboratories 
were  scheduled  throughout  the  day,  the  inevitable  result  would  be  that  large  numbers  of 
students  would  be  excluded  from  taking  courses  which  they  desire  to  take.  \Visconsin  has 
recognized  that  these  requirements  for  individual  work  do  not  apply  so  fully  to  elementary 
students  and  has  therefore  scheduled  many  freshmen  classes  for  the  afternoon.  As  a  result 
our  classrooms  are  utilized  during  the  afternoon  considerably  more  than  those  of  the  majority 
of  comparable  institutions. 

Of  equal  importance  in  the  matter  of  room  utilization  are  questions  relating  to  the  in- 
structional force.  The  most  valuable  asset  that  any  University  can  have  is  a  large  body  of 
faculty  members  who  have  grown  with  the  University,  have  become  thoroughly  acquainted 
with  its  methods  and  purposes,  and  have  at  the  same  time  been  given  an  opportunity  to 
rise  by  individual  work  to  recognition  in  their  professions.  Time,  therefore,  must  be  given 
for  efficient  individual  work  in  the  library  or  laboratory.  This  time  is  just  as  important  as 
that  spent  in  the  class-room  itself.  To  spread  classes  over  the  entire  day  would  seriously 
hinder  this  sort  of  work,  and  thus  hamper  the  faculty  in  the  development  of  strength. 

Dr.  Allen's  statistics  therefore  touch  only  one  phase  of  a  complicated  problem.  In  their 
mechanical  nakedness,  without  interpretation,  without  reference  to  other  aspects  of  efficiency, 
they  are  misleading  and  unfair.  To  proceed  in  this  way  from  narrow  definitions,  and  base 
statistics  on  the  percentage  basis,  without  even  in  general  terms  indicating  what  percentage 
would  make  for  the  highest  efficiency  as  a  whole,  is  in  elTect  attempting  to  make  a  complicated 
problem  simple  by  ignoring  the  complications.  Obviously  such  a  process,  however  easy, 
cannot  lead  to  valuable  results. 

4.  Some  illustrations  of  so-called  vacancy 

As  illustrations  of  "plethoric  convenience"  and  consequent  vacancy  the  exhibit  cites  the 
chemical  engineering  building  and  tht>  biology  building.  Let  us  see.  The  chemical  engineer- 
ing building  is  an  old  structure  not  originally  designed  for  its  present  purpose.  Many  of  the 
laboratories  are  of  a  highly  specialized  nature,  containing  heavy  apparatus  which  takes  up 
considerable  floor  space,  cannot  be  moved,  and  prevents  the  use  of  the  rooms  for  other  pur- 
poses. The  alternative  to  the  present  condition  is  to  abolish  the  course  requiring  that 
apparatus.  The  course  in  chemical  engineering  is  growing  very  rapidly  and  the  demands 
on  the  equipment  are  constantly  increasing.  Reasonable  provision  for  future  growth  requires 
some  space  that  is  not  now  used  as  much  as  it  soon  will  be. 

But  Dr.  Allen  specifically  points  out  five  rooms  which  "were  vacant"  he  says,  "the  greater 
part  of  the  time."  The  facts  are  that  two  of  these  rooms  (22  and  14)  were  in  use  during  both 
semesters  for  scheduled  work,  another  (.109)  was  used  for  fuel  analysis  in  connection  with 
regular  courses,  and  another  (206)  is  devoted  to  research  and  thesis  work.  The  explanation 
of  Dr.  Allen's  mistake  is  simple.    Practically  all  of  the  work  done  in  these  r  joms  is  in  the  form 

747 


University  Survey  Report 

of  personal  conference  between  teacher  and  student,  or  independent  thesis  work  on  the  part 
of  students.  Dr.  Allen's  definition  of  vacancy  forbids  counting  these  rooms  as  used;  hence  his 
conclusion. 

The  biology  building  is  the  second  illustration  of  so-called  vacancy.  It  is  charged  that  two 
laboratories  (56  and  57)  were  not  used  during  the  second  semester  and  that  no  advanced 
courses  were  given  in  chemical  physiology  although  two  rooms  were  set  aside  for  them.  The 
fact  is  that  room  56  was  used  regularly  in  the  second  semester  by  seven  research  students, 
sometimes  all  day  long;  that  a  class  of  J  50  did  chemical  work  in  57  during  the  semester;  and 
that  the  courses  given  in  the  rooms  marked  Chemical  Physiology  are  announced  in  the 
catalogue  under  their  specific  titles.  It  is  thus  seen  that  the  first  of  these  examples  (56)  is 
based  on  Dr.  Allen's  false  definition  of  vacancy,  the  second  on  incorrect  information  and 
the  third  on  false  inference. 


5.    Dr.  Allen's  specious  reasoning  on  office  utilization 

Dr.  Allen  next  takes  up  the  question  of  offices.  He  first  makes  a  statement  of  the  office 
equipment  in  the  various  buildings  together  with  certain  facts  concerning  office  hours  taken 
from  the  faculty's  answers  to  one  of  his  questionnaires. 

He  shows  that  certain  buildings  are  well  provided  with  office  space,  while  others,  noticeably 
North  Hall,  University  Hall,  and  the  quarters  of  the  medical  department,  are  not  so  well 
equipped.  He  then  attacks  the  University's  request  for  adequate  office  facilities  in  these 
buildings.  "That  ample  office  space  would  mean  ample  individual  attention  by  instructors 
to  students  is  believed  at  the  University  and  has  been  stated  to  the  legislature  as  a  reason  for 
increased  new  buildings  with  private  offices.  To  see  if  this  belief  is  borne  out  by  records  of 
fails  and  poors  and  of  time  spent  by  instructors  in  conferences  with  students,  a  comparison 
has  been  made,  based  upon  examination  books  and  faculty  answers  to  questionnaire." 

"No  evidence  is  given  by  the  semester  reports  or  the  faculty  members  that  more  individual 
attention  is  given  to  students  by  those  instructors  who  occupy  an  office  singly  than  by  those 
who  share  offices  with  one  to  five  others." 

Dr.  Allen  here  uses  the  faculty  answers  to  questionnaires  in  connection  with  records  of 
fails  and  poors  to  show  that  individual  offices  for  the  faculty  do  not  promote  high  scholarship 
on  the  part  of  the  students.  Dr.  Allen,  in  his  questionnaire,  asked  the  faculty  to  state  the 
number  of  hours  spent  in  private  conferences  with  students  each  week.  The  answers  were,  of 
course,  largely  guesses.  I^ew  men  have  kept  a  record  of  the  number  of  students  who  consult 
them  in  their  office.  Yet  Dr.  Allen  speciously  uses  these  estimates  in  connection  with  exact 
records  to  draw  a  conclusion  that  is  known  to  be  false.  The  conclusion  is  no  better  than  the 
estimate  upon  which  it  is  essentially  based.  Moreover,  even  if  the  exact  time  spent  in  con- 
ference could  be  determined,  the  variation  in  instructors,  in  student  ability,  and  in  the 
nature  of  the  subjects  taught  is  so  great  that  general  conclusions  cannot  be  based  on  the 
relation  between  the  time  spent  in  private  conference  and  the  number  of  poors,  conditions,  or 
fails. 

The  fact  is  that  facilities  for  consultation  in  University,  North  and  South  Halls  are  so. 
notoriously  poor  that  students  are  really  discouraged  from  seeking  private  interviews. 
Moreover,  the  instructors  must  avoid  conflicting  office  hours,  and  are  thus  discouraged  from 
spending  much  time  in  the  building.  On  the  other  hand,  in  the  Engineering  Building,  where 
private  offices  are  the  rule,  individual  conferences  between  students  and  instructors  and 
between  instructors  themselves  are  extremely  frequent,  and  the  result  is  that  the  relations 
are  conspicuously  close  and  helpful. 

Dr.  Allen  suggests  that  it  would  be  feasible  to  hold  private  conferences  in  vacant  class- 
rooms during  any  one  of  the  44  hours  of  the  working  week.  This  would  certainly  be  possible 
if  mechanical  efficiency  were  the  sole  object,  but  effective  office  work  cannot  be  done  in  this 
way  because  the  nature  of  private  conferences  necessitates  immediate  and  convenient  access 
to  books,  papers,  and  other  working  material  that  must  be  kept  in  private  offices.  Dr.  Allen's 
suggestion  is  no  more  sensible  than  to  ask  the  manager  of  an  industrial  plant  to  have  his  office 
force  come  after  the  day's  work  is  ended  and  enter  up  the  books  on  the  now  empty  work 
benches,  or  to  expect  the  office  employees  to  carry  their  papers  from  one  temporarily  vacant 
bench  to  another  during  the  day's  work.  Besides,  it  is  impossible  to  assign  classrooms 
definitely  for  this  purpose;  office  hours  must  be  announced  at  the  beginning  of  the  year,  and 
we  cannot  definitely  determine  in  advance  whether  a  certain  classroom  will  be  used  for 
regular  classes  or  not. 

Without  office  facilities  for  frequent  intercourse  between  teachers  and  students,  the 
administrative  side  grows  in  relative  importance  and  official  rather  than  personal  relations 
are  promoted.  ^Educational  efficiency  is  therefore  increased  by  offices  which  make  it  possible 
for  the  instructor  to  spend  a  large  amount  of  time  in  the  building. 

IV.  DR.  ALLEN'S  DIAGNOSIS 

Having  expressed  in  statistical  form  the  conditions  regarding  room  usage,  Dr.  Allen  gives 
w^hat,  to  his  mind,  seem  preventable  causes  of  congestion  and  waste  of  space.  These  pre- 
ventable causes,  in  his  opinion,  add  to  real  lack  of  space  a  certain  indefinite  amount  of 
"psychological  lack  of  space."    These  causes  may  be  grouped  as  follows: 

748 


1*-.\I1IBIT  27 

1.  Objection  to  afternoon  classes 

2.  Objection  to  Saturday  classes 

3.  Maintenance  of  departmental  solidarity 

4.  Crowding  work  into  one  semester 

5.  Small  classes 

6.  Crowding  due  to  short  course  in  agriculture. 

The  issue  lies  in  the  first  three  of  these  six  causes  of  congestion.  That  the\  tend  to  lower 
certain  of  the  mechanical  asjjccts  of  efficiency  and  that  they  are  physically  preventable  is 
conceded.  But  they  ignore  some  of  the  features  of  physical  efTiciency  and  all  those  of  human 
efliciency.    They  will  be  taken  up  in  the  order  given. 

1.  Effect  of  afternoon  elass  w€»rk  on  efficiency 

It  has  already  been  shown  that  the  objection  to  afternoon  classes  had  for  a  certain  class  of 
students  a  sound  physical  basis;  that  for  other  than  elementary  students,  opportunity  for 
individual  library  work  is  as  important  as  classroom  work  itself;  that  this  work  can  best  be 
done  in  an  unbroken  period.  I^ach  student  can  have  but  a  limited  number  of  classes  each 
day.  While  library  work  can  be  done  as  well  in  the  afternoon  as  in  the  morning,  that  is  not 
true  of  classroom  work.  It  therefore  promotes  efficiency  to  allow  the  student  to  do  as  much 
class  work  as  possible  in  the  morning  in  order  to  have  an  unbroken  afternoon  for  individual 
work. 

2.  Wisconsin's  leadership  in  afternoon  utilization  of  rooms 

The  faculty  has  for  several  years  studied  the  problem  and,  by  selecting  such  work  as  would 
not  too  seriously  be  affected,  has  succeeded  in  scheduling  an  unusual  amount  of  work  in  the 
afternoon.  This  is  proved  by  the  following  table,  which  shows  percentages  of  morning  and 
afternoon  class  work  in  six  representative  institutions. 

Percentages  of  Morning  and  Afternoon  Classes  in  Six  Universities 


Cornell 

Yale 

Harvard 

Minnesota 

Chicago 

Wisconsin 

Morning 

87.55 
12.45 

76.66 
23.34 

76.62 
23.38 

72.87 
27.13 

76.29 
23.71 

72.75 

Afternoon 

27.25 

These  results  were  accomplished  by  shifting  a  large  amount  of  required  work  to  the  after- 
noon. But  the  amount  of  required  work  is  limited  and  to  shift  considerable  amounts  of  other 
work  to  the  afternoon  would  seriously  alTect  too  many  students.  Convenience  of  faculty 
and  students  has  been  respected  in  this  matter  only  so  far  as  it  afTects  efficiency,  and  no 
further. 

If  the  value  of  the  students'  and  instructors'  time  has  less  bearing  on  efficiency  than  the 
cost  of  classroom  space,  then  whatever  objection  to  afternoon  work  exists  at  Wisconsin  is  a 
surmountable  cause  of  congestion.  Dr.  Allen  has  made  no  attempt  to  examine  the  bearing  of 
these  things  on  efficiency;  he  has  entirely  ignored  them.  His  figures,  therefore,  are  not 
conclusive. 


3.   Relation  of  Saturday  morning  class  work  to  efficiency 

Dr.  Allen  finds  another  preventable  cause  of  congestion  in  aversion  to  Saturday  morning 
class  work.  He  says,  "perhaps  it  is  natural  that  college  students  should  not  wish  to  have 
class  work  on  Saturday  morning.  Certain  it  is  that  young  people  of  the  same  age  who  are  not 
fortunate  enough  to  attend  college,  keep  regular  business  apiniinlments  on  Saturday  morn- 
ings." 

The  implication  is,  of  course,  that  the  university  indulges  the  students"  desire  to  be  idle 
by  not  scheduling  as  many  Saturday  morning  classes  as  Dr.  .\llen  considers  proper.  He  for- 
gets that  class  work  is  only  one  part  of  the  students'  work  and  lliat  more  time  during  the 
week  must  be  allowed  for  library,  lai)oratory,  and  other  individual  work  than  for  class  work. 
Because  a  student  has  no  Saturday  classes  it  does  not  follow  that  he  is  idle  during  that  time. 
Young  people  of  the  same  age  who  are  not  fortunate  enough  to  attend  college  do,  indeed, 
keep  business  appointments  on  Saturday  morning:  but  these  same  young  people  usually 
resent  the  slightest  demand  for  over-time  work,  while  the  college  student  is  expected  and 
even  required  to  work  not  only  during  the  day  but  also  in  the  evening  when  his  "less  for- 
tunate" friends  are  at  play. 

Apart  however  from  tliis  (juestion  there  are  sound  reasons  why  Saturday  morning  classes 
should  be  relatively  few  for  some  stutlents.  Saturday  morning  is  a  valuable  unbroken  period 
for  students  desiring  to  do  indi\  idual  work.  Moreover  it  is  valuable  to  many  students  who 
are  compelled  to  work  their  way  through  the  university,  for  it  gives  them  a  full  uni>roken 
day  for  remunerative  employment. 

719 


University  Survey  Report 

Dr.  Allen  significantly  omits  all  reference  to  how  much  the  university  has  done  in  compari- 
son with  other  universities  in  using  Saturday  for  class  work.  As  a  matter  of  fact  Wisconsin 
has  carefully  considered  this  question  with  a  view  to  using  Saturday  morning  as  much  as  is 
wise  and  has  gone  further  in  this  than  most  comparable  institutions.  Contrasted  with  three 
neighboring  comparable  state  universities  Wisconsin  has  three  times  as  much  Saturday  morn- 
ing work  as  one,  five  times  as  much  as  another,  and  is  surpassed  in  this  respect  by  only  one. 
But  the  credit  side  of  the  balance  has  no  charms  for  Dr.  Allen. 


4.  Departmental  solidarity  as  a  preventable  cause  of  congestion 

In  attacking  departmental  solidarity  Dr.  Allen  returns  to  important  issues.  By  depart- 
mental solidarity  he  refers  to  the  practice  of  scheduling  classes  in  a  given  subject  in  contiguous 
classrooms  near  the  departmental  oflTices.  It  has  already  been  shown  that  this  practice  is 
based  on  sound  educational  principles.  We  shall  now  examine  its  bearing  on  utilization  of 
space.  It  must  be  clear  that  the  character  of  the  subject  matter  taught  cannot  in  itself 
afTect  congestion:  if  the  number  and  size  of  classrooms  primarily  assigned  to  a  given  depart- 
ment are  properly  chosen  and  if  the  overflow  from  other  departments  is  given  free  access  at 
the  vacant  hours  classrooms  can  obviously  be  utilized  as  much  as  one  may  desire.  The  ques- 
tion becomes  again  that  of  determining  the  intensity  of  utilization  which,  on  the  whole, 
makes  for  highest  economy  and  best  results.  As  before,  this  phase  of  the  problem  is  not 
touched  by  the  Allen  exhibit. 

But  Dr.  Allen  does  make  a  concession,  grudgingly  to  be  sure,  to  the  value  of  departmental 
solidarity,  for  he  agrees  that  the  arguments  against  spreading  classes  over  the  entire  campus 
should  be  considered  in  assigning  space,  where  there  is  a  surplus  of  space.  But  he  holds  that 
it  is  easy  to  attribute  too  much  importance  to  them.  It  is,  of  course,  easy  to  attribute  too 
much  importance  to  any  one  phase  of  an  educational  problem,  including  the  mechanical 
phase;  but  the  real  difficulty  lies  in  determining  just  how  much  importance  should  be  attrib- 
uted to  it. 

Dr.  Allen  would  consider  these  objections  only  where  there  is  plenty  of  space.  In  other 
words,  if  the  space  is  not  available  they  are  not  to  be  used  as  reasons  for  getting  more  space. 
Here  lies  the  issue:  the  university  holds  them  to  be  of  sufficient  importance  to  be  considered 
along  with  other  factors  in  the  need  for  more  space,  while  Dr.  Allen  considers  them  important 
enough  to  be  considered  only  when  there  is  a  surplus  of  space.  If  Dr.  Allen  knows  them  to  be 
of  just  this  much  importance  and  no  more,  how  does  he  know  it? 

But  it  is  clear  to  Dr.  Allen  that  the  disadvantages  of  holding  classes  in  one  subject  on 
various  parts  of  the  campus  can  be  overcome  by  causing  instructors  to  hold  consecutive 
classes  in  buildings  "away  from  the  base."  To  do  this  would  necessitate  finding  rooms  in 
other  buildings  vacant  at  two  consecutive  hours.  The  University  has  tried  this,  but  has 
found  it  impracticable  on  a  large  scale  without  surrendering  unconditionally  to  mechanical 
efficiency.  To  provide  classrooms  during  two  consecutive  hours  for  "other  college"  in- 
structors in  any  building  would  require  the  whole  schedule  of  that  building  to  be  arranged 
on  an  entirely  new  basis.  In  classes  even  of  normal  size  a  single  change  in  the  programme 
gives  rise  to  conflicts,  and  these  to  other  conflicts,  with  the  result  that  the  whole  schedule  falls. 
By  adopting  a  crassly  mechanical  basis  for  schedule  making  and  subordinating  everything  to 
utilization  of  questionable  economy  it  would  be  possible  to  follow  Dr.  Allen's  advice.  But 
before  that  is  done  a  much  more  convincing  valuation  must  be  made  of  departmental  soli- 
darity than  the  negative  one  which  Dr.  Allen  offers. 

In  sum,  it  is  not  denied  that  these  three  causes  tend  to  decrease  utilization  at  certain  times. 
That  they  are  physically  "preventable"  is  also  conceded.  But  that  it  would  pay  to  remove 
them  for  the  sake  of  preventing  congestion  does  not  follow. 

5.  Minor  causes  of  congestion 

The  other  three  so-called  causes  of  congestion,  crowding  work  into  one  semester,  small 
classes,  and  the  short  course  in  agriculture,  do  not  have  a  serious  bearing  on  the  problem. 

The  ratio  between  the  work  of  the  two  semesters  is  50  to  46.  This  comes  about  not  because 
work  is  designedly  crowded  into  the  first  semester,  but  because  many  elementary  courses 
must  be  given  during  the  first  semester  as  pre-requisites  for  second  semester  work  and  because 
invariably  some  students  leave  at  the  end  of  the  first  semester.  Dr.  Allen's  quotation  from 
one  member  of  the  faculty  that  work  is  crowded  into  the  first  semester  in  order  to  keep  the 
second  free  for  research  work  does  not  represent  the  attitude  of  the  faculty,  and  does  not 

Erove  that  this  is  a  cause  of  congestion.  Among  his  examples  of  uneven  distribution  of  work 
etween  semesters  Dr.  Allen  cites  the  medical  quarters  in  the  chemical  engineering  building. 
These  are  the  rooms  which  Dr.  Allen  admits  in  another  portion  of  his  report  probably  ought 
not  to  be  used  at  all. 

Small  classes  do  not  contribute  appreciably  to  congestion  because  they  are  scheduled  to  a 
large  extent  outside  the  busy  periods,  and  their  number  is  not  great.  So  far  as  short  courses 
in  agriculture  are  concerned  these  have  no  bearing  on  the  schedule  of  the  academic  buildings. 

7.W 


Exhibit  27 

V.  DR.  ALLEN'S  REMEDIES 

1.  Administrative  control  of  schedule  work 

In  order  to  remove  the  evils  which  Dr.  Allen  claims  to  have  found,  he  suggests  that  the 
assignment  of  rooms  be  made  by  an  administrative  officer  responsible  to  the  regents.  This 
officer  is  to  improve  utilization  by  sending  classes  away  from  the  departmental  base,  by  con- 
verting present  classrooms  into  smaller  rooms  and  offices,  by  preventing  duplication  of  courses 
and  by  changing  the  schedule  so  as  to  place  more  classes  in  the  afternoons  and  Saturday 
morning;  the  faculty  is  to  be  required  to  give  this  officer  full  information  regarding  rooms,  and 
is  to  be  allowed  to  present  requests. 

Nothing  would  be  more  satisfactory  to  the  faculty  than  to  be  relieved  of  schedule  work 
by  turning  it  over  to  an  administrative  officer,  provided  that  such  officer  would  have  a  proper 
appreciation  of  the  relation  between  mechanical  and  educational  efficiency;  nothing  would  be 
worse  than  this  scheme  if  such  officer  would  attach  as  excessive  an  importance  to  mechanical 
efficiency  as  that  found  in  Dr.  Allen's  exhibit.  And  the  danger  of  excessive  administrative 
restrictions  in  university  work  is  real.  The  success  of  an  institution  of  learning  depends 
on  the  maximum  possible  freedom  for  individual  development  of  both  teacher  and  student. 
If  the  administration  attempts  to  set  limits  upon  development  of  any  integral  part,  then  the 
limits  on  the  development  of  that  part  are  set  by  the  limits  of  the  administration's  conception 
of  it.    Excessive  adminstration  would  therefore  lead  to  stagnation. 

The  dangers  of  excessive  administrative  restrictions  are  very  great  in  Dr.  Allen's  scheme. 
His  administrator,  charged  primarily  with  the  duty  of  raising  mechanical  efficiency,  would 
exert  every  effort  to  do  so.  The  physical  conditions  surrounding  educational  work  are  so 
essentially  related  to  that  work  that  whoever  determines  these  conditions  is  in  a  large  measure 
the  master  of  the  latter.  Indeed,  we  find  in  the  exhibit  the  hint  that  Dr.  Allen's  administra- 
tive officer  is  to  sit  in  judgment  on  the  content  of  courses  for  the  purpose  of  preventing 
duplication.  Placing  this  responsibility  in  the  hands  of  an  administrative  officer  instead  of 
a  faculty  committee  largely  gives  that  officer  the  power  to  determine  educational  policy. 

The  advantages  inherent  in  administrative  control  of  schedule  making  are  largely  a  matter 
of  opinion.  It  is  possible,  but  not  probable,  that  an  officer  could  be  found  who  would  possess 
the  necessary  judgment,  tact,  and  keen  appreciation  of  relative  values  in  matters  relating  to 
the  many  departments.  But  it  is  not  clear,  as  Dr.  Allen  opines,  that  personal  matters  should 
be  entirely  ignored  in  work  that  is  so  thoroughly  personal  as  university  teaching,  or  that 
personal  acquaintance  and  influence  (which  Dr.  Allen  exaggerates)  would  not  exist  under 
the  new  svstem  as  under  the  old. 


2.   Plans  for  intensifying  utilization 

This  recommendation  is  followed  by  specific  plans  for  increasing  utilization  by  converting 
large  classrooms  into  smaller  rooms  and  offices,  changing  the  schedule  to  increase  the  amount 
of  afternoon  and  Saturday  morning  work,  and  spreading  classes  generally  over  the  campus. 
.The  effectiveness  of  these  plans  in  producing  the  desired  result  is  not  the  issue:  it  is  the 
desirability  of  the  results.  Their  value  depends  entirely  on  the  economic  limit  to  utilization 
itself.  Too  intense  utilization  would  tend  to  increase  certain  elements  of  cost,  as  has  already 
been  pointed  out,  by  necessitating  more  elaborate  ventilating  systems  and  more  expensive 
janitor  service,  and  would  tend  to  impair  important  elements  of  teaching  efficiency.  On  these 
points  Dr.  Allen's  recommendations  offer  no  suggestion. 


3.   Avoiding  so-called  uneconomic  planning 

The  building  plan  next  occupies  Dr.  Allen's  attention.  He  thinks  that  future  buildings 
should  be  based  on  a  "detailed  study  of  the  university's  experience  with  classrooms  of 
different  size  instead  of  putting  money  into  spacious  foyers  as  in  the  biolog>'  building,  ex- 
cessive auditorium,  gymnasium  and  play  space  as  in  the  Wisconsin  High  School,  cut  stone 
facing  such  as  is  used  on  the  biolog^^  building  and  Barnard  Hall."  The  foyer  of  the  biology- 
building  gives  Dr.  Allen  special  concern.  That  portion  of  the  building  is  not  a  simple  foyer; 
it  is  being  equipped  as  a  museum.  Equivalent  space  elsewhere  devoted  to  pure  museum 
purposes  does  not  bring  criticism  from  Dr.  Allen,  but  when  he  finds  a  foyer  combined  with  a 
museum  he  becomes  very  critical. 

The  proper  extent  of  play,  gymnasium  and  auditorium  space  is  a  question  for  professional 
judgment.  The  Wisconsin  High  School  is  built  to  serve  as  a  practice  and  demonstration 
school  as  well  as  to  serve  ordinary  educational  purposes:  it  cannot  therefore  be  judged  on  the 
ordinary  basis.  Moreover,  it  is  always  economical  to  build  reasonably  for  the  future.  The 
high  school  has  barely  begun  its  existence  and  its  utilization  cannot  fairly  be  judged  during 
the  first  few  months.  As  for  the  biology  building  with  its  cut  stone  facing;  this  was  built 
in  response  to  a  strong  demand  to  conform  in  architecture  to  the  original  university  buildings. 

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University  Survey  Report 

This  type  of  architecture  is  only  slightly  more  expensive  than  possible  alternatives  and  is  to 
be  used  only  on  buildings  located  near  the  old  buildings.  Moreover  for  a  building  of  its  size 
the  cost  of  the  biology  building  (16.7  cents  per  cubic  foot)  is  very  reasonable.  Dr.  Allen's 
examples  of  so-called  uneconomic  planning  are  thus  seen  to  represent  attempts  to  provide 
wisely  for  the  near  future  and  to  use  the  same  space  for  several  purposes. 

4.   Improving  sanitary  conditions 

Dr.  Allen  devotes  a  group  of  suggestions  to  sanitary  conditions.  The  ventilation  of  all 
university  buildings  should  be  greatly  improved,  he  thinks,  and  toilet  facilities  in  many  build- 
ings extended.  The  problem  of  ventilation  is  always  a  very  difTicult  one  in  classrooms  and 
the  university  must  plead  guilty  to  the  charge  of  not  having  solved  it  perfectly.  There  are 
several  ways  of  securing  good  ventilation.  One  way  is  to  build  rather  spacious  rooms  with 
anrple  ventilating  ducts  and  depend  on  ventilation  by  gravity;  another  is  to  build  small  rooms 
and  install  mechanical  ventilating  devices.  The  former  method  is,  in  general,  much  the 
cheaper,  but  with  it  the  rooms  could  probably  not  be  used  as  intensively  as  Dr.  Allen  would 
like.  On  the  whole,  it  might  be  economical  to  avoid  the  heavy  maintenance  expense  of 
mechanical  ventilation  by  reducing  utilization.  And  so  also  with  toilet  and  rest  rooms.  These 
demand  more  space  of  course;  Dr.  Allen  has  shown  that  space  for  these  purposes  could  be 
secured  by  more  intensive  utilization.  But  more  intensive  utilization  complicates  the  venti- 
lating problem,  as  has  been  pointed  out  repeatedly  in  this  comment.  By  his  statistics  on 
the  one  hand,  and  his  demand  for  better  ventilation  and  toilet  facilities  on  the  other,  without 
indicating  even  in  general  terms  what  might  be  counted  economical  utilization.  Dr.  Allen 
effectively  puts  the  university  between  the  upper  and  the  nether  mill  stones. 


\T.  DR.  ALLEN'S  ATTEMPT  TO  DISCREDIT  ALL  NEW  CONSTRUCTION 

Dr.  Allen  considers  the  question  of  new  buildings  in  relation  to  his  conclusions  on  utiliza- 
tion. He  suggests  that  his  recommendations  be  thoroughly  tested  before  any  new  building 
is  considered.  He  asserts  that  these  recommendations  will  release  more  space  than  can  be 
bought  for  $500,000,  which  was  temporarily  withheld  in  1914.  To  use  in  new  buildings  the 
same  method  of  assignment  he  holds  will  not  relieve  congestion.  These  two  statements  are 
made  without  even  the  pretense  of  proof.  He  leaves  us  in  the  dark  with  regard  to  how  much 
space  it  would  pay  to  release  by  his  intense  utilization  and  consequent  increase  in  other  items 
of  cost,  or  how  much  space  can  be  bought  for  $.500,000. 

1.   The  Physics  building 

Before  proceeding  with  construction  of  new  buildings  Dr.  Allen  would  demand  specific 
answers  to  certain  specific  questions  regarding  certain  departments  which  are  now  asking  for 
more  space.    Regarding  physics,  he  asks: 

1.  "Why  cannot  some  of  the  23%  of  space  now  used  by  the  physics  department  fof 

research  laboratories  only  be  temporarily  released  for  general  student  laboratories 
also? 

2.  "Why  cannot  the  mechanician  shop  in  the  south  wing  of  the  basement  of  Science 

Hall  be  combined  with  the  shop  in  the  engineering  building,  thus  releasing  more 
space  for  laboratories? 

.3.  "Why  cannot  the  south  wing,  on  the  third  floor  of  Science  Hall  now  occupied  by  the 
department  of  pathology,  be  released  for  use  by  physical  laboratories,  through 
moving  the  pathology  department  to  the  biology  building? 

1.  "Why  cannot  the  classes  in  commercial  geography  and  other  lectures  in  the  geology 
department  be  given  in  other  buildings  where  there  are  vacancies,  so  that  at  least 
the  two  classrooms  on  the  third  floor  of  the  South  wing  may  be  released  for  the 
physics  department? 

5.  "Finally,  why  cannot  the  large  class  in  physics  1  be  divided  so  that  instead  of  having 
them  all  at  eleven  o'clock,  a  second  section  be  held,  for  example,  at  1.30  when  the 
same  demonstration  apparatus  could  be  used?  The  full  professor  who  gives  this 
course,  reports  but  four  hours  of  classroom  teaching  this  fall.  He  also  reports  50 
hours  a  week  spent  in  preparing  for  the  demonstration  lectures.    .    .  . 

"Before  spending  $200,000  on  the  building  to  relieve  congestion,  due  to  a  large  elementary 
class,  should  the  University  ascertain  why  so  few  students  go  on  into  advanced 
physics;  whether  the  large  elementary  course  should  be  given  to  as  many  students 
as  elect  it,  and  how  far  if  at  all  this  elementary  work  can  be  shifted  to  high  schools 
either  by  encouraging  high  schools  to  introduce  courses,  or  by  giving  advanced 
credit  for  advanced  work,  which  may  be  done  in  high  schools  such  as  those  of  Mil- 
waukee, La  Crosse,  Superior,  Kenosha,  etc." 

752 


EXFIIBIT  'll 

It  is  presumed  that  satisfactory  answers  to  these  questions  would  remove  Dr.  Allen's 
objection  to  new  buildings.     We  are  glad  to  furnish  them,  as  follows: 

1.  Research  laboratories  in  physics  have  for  years  been  used  as  student  laboratories  and 

simultaneously  as  offices.  More  steps  in  this  direction  would  entail  abolition  of 
research  work  and  the  use  of  laboratories  entirely  unfitted  for  elementarj'  work. 

2.  The  suggested  arrangement  of  mechanician's  shop  existed  some  years  ago  and  was 

given  up  because  the  sacrifice  in  instructors,  and  mechanician's  time  was  intolerable. 

3.  The  use  of  the  third  floor  for  physics  has  been  considered  but  abandoned,  because  of 

loss  of  instructors'  time,  difTiculty  of  supervision,  and  most  important,  unfitness  of 
the  third  floor  of  a  steel  frame  building  for  physical  measurements.  NIoreover.  this 
space  cannot  be  abandoned  by  the  pathology  department  by  removal  to  the  biology 
building  because  there  is  no  available  s[)ace  in  the  biology  building  and  because 
separation  from  the  anatomy  department  would  entail  loss  of  efnciency. 

4.  Geology  classes  cannot  be  moved  because  equipment  like  maps,  specimens,  and 

models  must  remain  in  one  place. 

5.  A  section  of  the  large  physics  class  cannot  be  held  in  the  afternoon  because  the  lecture 

room  must  be  used  in  preparing  for  afternoon  lectures.  It  is  proposed  next  year  to 
divide  the  large  class  into  sections  meeting  on  dilTerent  days.  This  will  still  leave 
both  sections  overcrowded  and  will  not  relieve  the  overcrowding  in  the  laboratories, 
which  are  now  overflowing  into  the  hallway. 

The  last  of  Dr.  Allen's  questions  relates  to  educational  policy.  He  asks  why  the  ele- 
mentary work  in  physics  can  not  be  done  in  the  larger  high  schools  of  the  state?  This 
question  might  with  more  propriety  be  asked  of  any  other  department  of  the  University. 
Of  all  the  departments,  physics  requires  the  most  expensive  apparatus  for  elementary 
work.  To  do  this  satisfactorily  in  the  high  schools  would  require  the  duplication  of  much 
expensive  apparatus  unless,  of  course,  the  quality  of  the  worK.  done  be  omitted  from  con- 
sideration. Moreover,  in  order  to  secure  uniformity  of  standards  some  kind  of  central 
control  would  be  necessary.  It  is  at  least  very  doubtful  whether  the  extra  expense  involved 
in  this  scheme  would  be  less  than  that  of  providing  adequate  quarters  at  the  University. 

But  we  are  further  asked,  "Why  not  restrict  the  number  taking  elementary-  physics?" 
This  is  certainly  a  new  thought  in  educational  policy.  In  this,  a  state  University  where  the 
utmost  freedom  of  educational  privileges  is  a  most  creditable  aspect  of  its  policy,  certain 
students  shall  be  excluded  from  physics  because,  indeed,  extra  space  is  required  to  teach  it. 
But  who  shall  be  excluded?  Dr.  Allen  hints  that  elementary  physics  should  be  restricted 
to  those  who  intend  to  go  on.  What  a  clamor,  among  those  of  Dr.  Allen's  way  of  thinking, 
would  result  if  the  University  should  adopt  a  policy  of  excluding  those  who  wish  physics 
as  a  part  of  a  rounded  general  education  in  favor  of  those  who  intend  to  specialize  in  it! 

2.   Engineering   shops 

Dr.  Allen,  in  his  zeal  to  go  the  whole  way  in  discrediting  the  University's  building  pro- 
gramme, includes  even  the  shops  for  the  engineering  department,  which  he  concedes  to  be 
unsatisfactory.  In  casting  about  for  a  prescription  to  cover  the  case.  Dr.  Allen  has  found 
the  Cincinnati  scheme,  which  he  advances  with  all  the  zeal  of  a  new  discoverer.  In  point  of 
fact,  this  plan  has  been  given  a  very  great  amount  of  attention  by  engineering  educators 
in  every  engineering  college  in  the  land,  and  by  none  more  than  the  Wisconsin  faculty. 
The  plan  consists  in  alternating  the  work  of  the  students  between  the  college  and  industrial 
shops,  by  intervals  of  two  weeks,  thus  allowing  the  student  to  earn  his  way  in  the  shops 
while  learning  shop  methods.     The  course  covers  five  years  instead  of  four. 

The  faculty  has  considered  this  plan  with  respect  to  facilities  in  Madison,  Milwaukee 
and  elsewhere,  to  its  bearings  on  the  work  undertaken  by  our  students  on  graduation,  and 
to  the  cost  of  administering  it.     The  plan  was  rejected,  in  part  for  the  following  reasons: 

1.  Because  the  practical  experience  gained  in  this  way  is  valuable  to  some  students  only. 

2.  Because  many  students,  under  our  present  system,  get  as  much  industrial  shop  work 
as  they  need  during  vacation  periods. 

3.  Because  those  students  who  go  into  shop  work  after  graduation  get  their  most  valuable 
experience  during  the  continuous  period  subsequent  to  graduation. 

4.  Because  the  plan  would  bring  many  serious  educational  disadvantages,  as  follows: 

(a)  Restriction  of  freedom  of  election  by  engineering  students. 

(b)  Serious  interference  with  regular  class  work  on  account  of  interruption  of  con- 

tinuity. 

5.  Because  the  cost  of  administering  the  Cincinnati  plan  in  Madison  would  be  pro- 
hibitive. The  cost  of  transportation  to  the  student  and  the  cost  of  duplicating  courses  to 
the  state  would  make  the  $50,000  for  shops  sink  into  comparative  insignificance. 


CONCLUSIONS 

In  the  foregoing  comment  all  reference  to  the  large  number  of  trivial  and  immaterial 
statements  found  in  Dr.  Allen's  exhibit  has  been  omitted.     The  significant  points  in  the 

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exhibit  are  to  be  found  in  the  basis  and  bearing  of  his  statistics  and  the  conclusions  he  draws 
from  them.     Regarding  these  statistics  the  university  holds: 

1.  That  the  definitions  upon  which  he  bases  his  entire  statistical  structure  are  grossly 
unfair  and  misleading. 

2.  That  in  his  statistics  he  has  expressed  only  one  aspect  even  of  the  problem  of  mechani- 
cal efficiency  and  made  no  attempt  to  evaluate  educational  results. 

3.  That  it  does  not  follow  from  Dr.  Allen's  figures  that  more  intense  utilization  would 
produce  satisfactory^  results  at  less  cost. 

Besides  his  schemes  for  obtaining  more  intense  utilization  Dr.  Allen's  most  important 
recommendation  is  that  an  administrative  officer  instead  of  a  faculty  committee  be  made 
responsible  for  class  schedules.  This  scheme  we  have  shown  to  contain  elements  of  grave 
danger  which  make  its  advisability  very  questionable.  Nevertheless  the  faculty  would  not 
object  to  its  being  tried  on  condition  that  the  educational  factors  of  efficiency  be  not  so 
thoroughly  ignored  as  they  are  in  Dr.  Allen's  exhibit. 

Finally,  Dr.  Allen's  alternative  plans  for  each  of  the  new  buildings  have  been  studied. 
The  alternative  for  the  addition  to  University  Hall  is  to  use  the  present  space  more  intensely. 
The  advisability  of  doing  this  depends  of  course  on  the  economy  of  higher  utilization  as 
affected  by  economic  factors  which  Dr.  Allen  has  not  considered  and  by  educational  factors 
to  which  he  has  given  no  attention. 

His  alternative  for  the  Physics  Building  consists  of  two  schemes;  one  was  once  used  by 
the  University  but  abandoned  on  account  of  intolerable  waste  of  time,  and  the  other  had 
been  carefully  studied  and  found  impossible.  His  plan  for  avoiding  the  construction  of 
shops — the  Cincinnati  scheme — involves  such  a  complete  and  fundamental  change  in 
educational  policy  and  contains  so  many  prohibitive  disadvantages  for  Wisconsin  conditions 
that  the  faculty,  after  careful  consideration,  has  long  since  rejected  it. 

Dr.  Allen's  suggestions  on  dormitories  and  agricultural  buildings  are  omitted  because 
they  involve  special  questions  treated  in  other  parts  of  the  University's  comments. 

(Signed)   M.  H.  HAERTEL. 
R.  C.  DISQUE. 


754 


EXHIBIT  29. 

TELLING  THE  WLSCONSIN  PUBLIC  IN  1914  "WHAT  OUR 
UNIVERSITY  DOES  FOR  US" 

Current  publicity  by  the  university  has  been  analyzed  during  the  progress  of  the  survey 
as  to  purpose,  method  and  achievement.  This  publicity  has,  during  the  period  April  to  Oc- 
tober 1914,  taken  five  general  forms: 

1.  Current  unofficial  notices  in  the  students'  Daily  Cardinal,  in  Madison  newspapers,  etc. 

2.  Press  bureau  material  furnished  the  newspapers  by  the  University  Press  Bureau 

over  its  signature. 

3.  Bulletin  666  entitled  "The  University." 

4.  A  proposed  illustrated  bulletin  finally  withheld  from  publication  after  printing  and 

lithographing  that  cost  about  $700  had  l)cen  done  upon  it. 

5.  A  series  entitled  "What  Our  University  Does  for  Us,"  signed  by  Karl  B.  Weinman, 

which  has  appeared  in  one  Madison  paper  and  in  other  papers  obtaining  service 

from  that  paper. 
The  fact  base  for  this  report  includes  the  following:  (1)  Notes  taken  at  the  August  meeting 
of  the  Board  of  Regents  when  191 1  publicity  was  discussed  and  provided  for;  (2)  regularly 
since  April  references  to  the  university  which  have  appeared  in  two  Madison  newspapers  and 
the  Daily  Cardinal  have  been  read  carefully,  as  have  also  a  large  number  of  clippings  ob- 
tained from  other  newspapers  published  in  different  parts  of  the  state;  (3)  finally,  reports 
have  been  received  from  the  university's  press  agent,  the  dean  of  the  Extension  Division, 
and  the  acting  president  for  the  summer  session. 

This  section  of  the  survey  report  has  to  do  only  with  publicity  noted  by  the  survey  itself. 

Current   unofficial   notices. 

News  items  about  the  university  appear  almost  daily  in  Madison  papers.  One  paper  groups 
these  university  notices  under  the  heading  "University  Happenings."  We  are  informed  that 
most  of  these  are  not  from  the  press  bureau,  but  are  furnished  to  newspapers  by  students  or 
are  gathered  by  the  Cardinal  reporters  directly  from  university  officers  and  professors  and 
later  "lifted"  by  newspapers.  In  view  of  the  great  diversity  of  university  activities  and  of  the 
journalism  courses'  need  for  "copy,"  the  scope  of  these  unofficial  notes  seems  surprisingly 
narrow.  The  regents'  meeting  in  October  1914  was  reported  more  fully  than  any  other  meet- 
ing since  the  survey  began;  yet  a  number  of  the  most  interesting  and  significant  matters 
which  came  before  the  board  received  no  public  mention.  The  holding  of  a  future  university 
exhibit  was  reported;  the  withholding  of  a  projected  university  bulletin  was  not  reported; 
meeting  with  visitors  was  reported;  discussion  at  that  meeting  and  the  visitors'  suggestive 
annual  report  were  not  reported  (exhibit  31). 

If  daily  papers  and  the  Daily  Cardinal  do  not  have  representatives  attend  the  regents' 
sessions,  the  responsibility  is  theirs.  If  the  university  wishes  full  publicity  with  respect  to 
current  matters,  evidence  shows  that  it  may  not  safely  leave  it  to  news  agencies  to  secure 
the  information. 

Another  division  of  publicity  that  does  not  emanate  from  the  press  bureau  is  that  of  indi- 
vidual faculty  members.  In  one  recent  article  signed  by  a  university  professor  appears  the 
statement:  "We  certainly  do  not  want  to  be  controlled  by  the  railroads  or  the  water  power 
interests  or  any  other  private  brigand  groups;  and  we  do  not  want  to  be  dominated  either  by 
the  Commissions  we  appoint  to  regulate  these  interests."  Upon  inquiry  it  was  learned  that 
the  idea  in  this  sentence  was  retained  in  this  article  after  the  chairman  of  the  regents  com- 
mittee to  which  the  professor-author  is  responsible,  through  his  dean,  had  raised  questions 
as  to  the  truth  of  the  implication. 

In  another  case  an  officer  claimed  responsibility  for  work  which  belongs  to  another  division 
of  state  government. 

These  two  incidents  are  mentioned  to  emphasize  the  lack  not  of  censorship  but  of  a  clearing 
house  for  noting  statements  regarding  the  university  or  emanating  from  the  university  which 
are  apt  to  be  miseducational. 

What  several  hundred  newspapers  reprinted  from  the  university's  own  press  bulletins  was 
carefully  noted  and  recorded  during  the  summer  of  1914  by  the  press  bureau.  What  these 
same  newspapers  said  in  criticism  of  the  university  was  also  noted  by  the  press  bureau,  but 
after  all  the  work  had  been  done  no  use  was  made  of  the  information — ^not  even  to  place  it 
before  administrative  officers.  That  the  university  regards  it  as  worth  while  to  place  facts 
before  the  public  is  shown  from  its  appropriations  for  the  press  bureau,  for  the  bulletin  on 
"The  University,"  and  for  the  special  articles  later  referred  to. 

The  need  for  such  a  clearing  house  is  emphasized  by  the  fact  that  during  several  weeks 
when  mass  meetings  were  discussing  university  matters  and  when  circular  matter  was  being 
issued  to  all  parts  of  the  state  from  Madison  itself,  with  misstatements  as  to  the  university's 
cost,  no  direct  steps  were  taken  to  correct  either  promptly  or  tardily  these  misrepresentations. 

755 


University  Survey  Report 
Press  bureau  materia). 

Items  of  almost  every  description  and  form  have  appeared  from  the  press  bureau:  short 
interesting  statements  which  are  known  to  newspapers  as  "fillers;"  fact  reports  about  de- 
partrnental  changes  in  service;  long  "educational"  articles  or  letters;  a  special  and  most 
effective  series  on  health  furnished  by  the  Extension  Division's  health  instruction  bureau; 
spet-ial  letters  and  instructional  talks  on  home  economics,  engineering,  etc. 

A  state  wide  campaign  has  been  in  progress  and  misunderstandings  of  many  kinds  about 
the  university  have  been  broadly  and  continuously  circulated.  Yet  the  press  bureau's  con- 
nection with  hundreds  of  papers  has  been  practically  ignored  as  a  means  of  making  the  uni- 
versity understood  except  in  two  fields  where  it  is  already  generally  understood  as  the 
university  \yishes — agriculture  and  extension.  One  important  bulletin  on  student  enrollment, 
which  lent  itself  to  "rewrite"  and  explanation  from  many  angles,  was  not  used  for  this  pur- 
pose. Innumerable  questions  of  fact,  which  are  at  issue  as  shown  by  criticisms  in  the  press, 
have  not  been  answered.  Of  1,954  stories  that  are  known  by  the  university  to  have  appeared  in 
357  Wisconsin  weekly  papers  between  June  and  November  1914,  the  press  bureau  reports 
that  8  concerned  university  administration,  8  letters  and  science,  976  extension,  and  834 
agriculture;  of  410  stories  in  Wisconsin  daily  papers,  17  concerned  university  adminis- 
tration, 4  letters  and  science,  167  extension,  116  agriculture.  At  the  very  time  when  the 
university,  through  the  regents,  was  considering  the  advisability  of  issuing  a  bulletin  to  cost 
$2,500,  the  university  through  the  press  bureau  refused  to  write  an  article  requested  by 
a  farmers'  journal  (circulation  70,000)  on  "What  the  Extension  Division  Offers  to  the  Farmer 
and  Small  Communities." 

One  reason  for  the  lack  of  press  bureau  activity  during  the  past  summer  has  been  that  the 
regular  work  of  the  bureau  was  practically  suspended  to  enable  its  head  to  prepare  special 
articles  entitled  "What  Our  University  Does  For  Us,"  and  later  to  attend  to  work  away 
from  the  university  in  his  own  time.  The  weekly  bulletins  went  out  regularly  but  their  con- 
tents are  not  relevant  to  this  section  except  that  for  the  most  part  they  did  not  deal  specifically 
with  questions  the  public  was  asking  about  the  university. 

Bulletin   666 — '"Tiie    University." 

Regarding  the  two  formal  bulletins,  one  issued  and  one  withdrawn,  there  was  and  is  much 
difference  of  opinion  among  regents.  At  the  board  meeting  August  5,  1914,  one  regent  said 
he  considered  bulletin  666  "moderate,  yet  rather  strong  in  its  statement  of  the  university's 
economic  service  to  the  state."  Another  regent  "would  have  been  glad  to  contribute  out  of 
own  pocket  for  the  bulletin,  but  sorry  it  was  from  university  funds."  Others  expressed  fear 
that  the  bulletin  would  involve  the  regents  in  criticism. 

Of  this  bulletin  10.000  copies  were  first  ordered  by  the  regents,  plus  discretionary  power 
with  the  business  manager  to  order  5,000  more.  The  final  issue  was  20,000.  No  formal 
authorization  appears  in  any  minutes,  or  other  record  up  to  October  19,  for  the  additional 
5,000. 

The  purpose  of  the  bulletin  is  said  in  the  foreword  to  be  to  answer  inquiries  which  are 
received  daily  in  regard  to  the  University  of  Wisconsin,  some  relating  to  finance,  others  to 
the  work  of  the  different  departments,  others  to  attendance,  others  to  degrees,  etc.  .  .  .  Up 
to  September  19,  15,500  had  been  distributed  roughly  as  follows:  alumni  within  the  state 
4,000;  ministers,  5,000;  physicians,  3,000;  agricultural  experiment  station,  1,500;  attorneys, 
1,400;  editors,  700;  high  school  principals  and  superintendents,  400;  faculty,  regents  and 
visitors,  637;  to  regents  for  distribution,  310;  to  names  suggested  by  regents,  275;  to  state 
officials;  400.  To  what  individuals  in  the  above  general  classes  bulletins  were  sent  is  not  re- 
corded. 

The  bulletin  cost  $536.08  for  printing  and  paper,  not  including  cost  of  preparation  and  dis- 
tribution, which  cost  is  not  known. 

In  view  of  its  purpose  when  compared  with  the  possibility  and  the  desire  for  publicity, 
very  little  came  as  the  result  of  it.  One  double  page  story  summarizing  the  pamphlet  appeared 
in  a  special  number  of  a  Madison  paper.  What  other  newspapers  printed  this  summary  or 
excerpts  from  the  bulletin  is  not  known  at  the  university.  It  was  not  used  in  the  press  bureau's 
weekly  bulletins. 

That  a  more  discriminating  mailing  list  was  possible  is  indicated  from  the  general  classes 
above  mentioned  to  which  the  bulletin  was  sent.  Of  the  nine  state  wide  organizations  which 
the  State  Board  of  Public  Affairs  asked  to  nominate  possible  members  of  the  survey  advisory 
committee  six  are  not  represented  in  the  list  which  received  this  bulletin — American  Society 
of  Equity,  Bankers'  Association,  Federation  of  Women's  Clubs,  State  Federation  of  Labor, 
State  Grange,  Merchants  &  Manufacturers'  Association.  Through  principals  and  superin- 
tendents, physicians  and  lawyers,  the  membership  of  three  other  associations  represented  on 
the  advisory  committee  was  reached  in  part — the  Teachers'  Association,  State  Medical 
Society,  Bar  Association. 

The  content  and  style  of  bulletin  666  were  not  calculated  to  help  the  state  understand 
the  university  at  a  time  when  from  one  end  of  the  state  to  another  question  after  question 
was  being  voiced  as  to  university  policy  and  university  expense. 

756 


Exhibit  29 

Sweeping  claims  are  made  and  unqualified  praise  showered.  Many  specific  statements 
and  many  general  impressions  exaggerate  the  truth,  sometimes  by  overstating,  sometimes 
by  omission  of  qualifying  phrase;  e.  g.,  to  distinguish  between  discovering  and  using  others' 
discoveries.  This  result  was  inherent  in  the  material's  origin  and  method  of  preparation. 
Departments  and  officers  were  asked  to  prepare  10  year  summaries  of  their  activities  with 
special  reference  to  their  economic  service  to  the  state.  Instead  of  auditing  these  claims  and 
comparing  them  with  the  record,  the  university  exceri)ted  and  incorporated  them  as  the 
university's  statement  to  its  state.  What  departments  want  to  be  is  stated  as  what  they  are; 
what  they  might  do  as  what  they  have  done. 

While  the  state  showed  by  its  questions  and  its  actions,  by  political  platforms  and  candi- 
dates' utterances,  that  it  wanted  specific,  verifiable,  impartial  information  it  was  given  what 
several  regents  declared  at  a  board  meeting  "would  be  regarded  as  a  defense." 

Typical  of  statements  and  tones  in  this  bulletin,  which  the  survey  believes  cannot  help 
adding  to  the  university's  burden  of  proof,  may  be  mentioned  these: 

1.  Without  drawing  a  clear  line  between  last  year's  services  or  the  last  decade's  services, 

and  those  ot  years  or  decades  ])receding,  except  in  the  case  of  the  Babcock  test,  the 
bulletin  credits  university  research  with  economic  returns  to  the  state  running 
into  tens  of  millions  of  dollars. 

2.  Distinction  is  not  drawn  between  discoveries  made  by  Wisconsin  and  applications 

made  of  others'  research  by  Wisconsin. 

3.  The  greater  part  of  the  bulletin,  23  of  H  pages  of  explanation,  is  given  to  activities 

the  value  of  which  few  challenge,  such  as  extension  work — general  and  agricultural 
— rather  than  to  university  work  proper,  for  which  the  greater  part  of  expense 
is  incurred. 

4.  Among  the  activities  included  in  the  picture  of  "developing  and  improving  the  life 

of  the  community"  is  one  which  between  April  and  .June  of  this  year,  while  this 
bulletin  was  under  preparation,  was  subject  to  special  criticism  by  the  board  and 
its  officers  for  having  fallen  short  in  developing  and  improving. 

5.  Of  the  hygiene  laboratory  tests   it  is  stated  that  each  test  must  affect  at  least  one 

family  averaging  five  persons,  whereas  it  is  known  that  a  large  number  of  families 
have  more  than  one  independent  test  made,  as  the  diseases  in  question  progress. 
(The  1913  budget  syllabus  to  the  legislature  estimated  three  persons  affected 
by  each  test.) 

6.  The  College  of  Letters  and  Science  is  credited  with  a  registration  of  2.653  in  1913-14. 

A  qualification  is  written  that  there  are  in  letters  and  science  "a  number  of  profes- 
sional courses  which  in  other  institutions  are  usually  organized  as  separate  schools 
and  colleges,"  without  stating  that  this  other  registration  numbers  1,000  students. 
Letters  and  science  courses  proper  have  not  doubled  in  10  years,  as  stated,  but  have 
increased  only  61%;  or,  including  all  courses  included  in  the  figures  2,653  during 
the  10  years  the  increase  has  been  83  %,  not  100%. 

7.  About  200  teachers  are  said  to  be  prepared  each  year  for  Wisconsin  high  schools, 

whereas  57  is  the  number  of  those  graduating  in  .June  1914  who  are  known  to  have 
become  teachers  in  Wisconsin  high  schools -(exhibit  22). 

8.  Special  courses  for  teachers  are  said  to  be  given  in  all  those  university  subjects  taught 

in  secondary  schools.  This  is  not  true  of  the  important  work  in  commerce  or  even 
of  Greek.  Civics  instead  of  being  a  special  course  is  but  an  incident  in  the  history 
course.  Although  a  teachers'  course  in  domestic  science  is  announced  in  the  catalogue 
it  includes  no  practice  teaching. 

9.  Of  the  Medical  School  it  is  said  that  students  have  steadily  increased  in  number 

since  its  establishment  in  1909.  without  stating  that  for  those  exclusively  in  medi- 
cine the  total  in  1909-10  was  8  and  the  total  in  1912-13  was  .3;  whereas  of  all  stu- 
dents taking  medical  work  the  total  has  increased  from  49  (1909-10)  to  81  (1913-14). 
It  is  announced  that  a  course  for  health  officers  was  established  without  stating 
that  last  year  there  were  only  2  students  enrolled,  and  the  year  preceding  only  1. 

10.  The  Graduate  School  is  referred  to  as  "of  the  first  importance,"  and  figures  are  given 

for  total  enrollment;  whereas  a  statement  of  the  facts  as  to  those  doing  exclusively 
graduate  work,  doing  work  in  classes  with  undergraduates,  or  doing  more  than  one 
year  of  graduate  work,  would  have  given  quite  a  different  impression  of  the  Graduate 
School  in  its  relation  to  the  rest  of  the  university  (.exhibit  4). 

11.  A  confusion  is  repeated  on  page  55,  which  is  referred  to  in  the  section  on  the  uni- 

versity budget  (exhibit  3.3)  as  leading  to  an  understatement  of  what  it  cost  to 
operate  the  university.  The  table  on  page  55  is  introduced  as  a  table  to  show  the 
"amount  of  money  which  is  spent  for  the  instruction  of  students  at  Madison  and 
for  research  which  is  there  carried  on."     Again,  the  table  is  referred  to  as  being 

a  "still  more  specific  statement  of  the  receipts  and  the  distribution  of 

the  receipts  of  the  university  for  the  year  1912-13." 

In  this  table  the  terms  spent,  expended,  cost,  and  ani<»unt"  derived  from 
the  state  are  used  interchangeably,  although  as  shown  in  exhibit  33  they  are 
not  synonomous. 

In  giving  the  total  amount  received  from  the  state  the  bulletin  first  subtracts 
the  total  of  $670,000  received  from  students,  sales,  federal  government,  invest- 
ments and  gifts.     Yet  according  to  the  legislation  of  1913  these  amounts  are  as 

757 


University  Survey  Report 

distinctly  received  from  the  state  as  any  other  amounts,  notwithstanding  the 
differences  in  source.  All  succeeding  statements  of  amounts  expended  or 
expenditure  are  $670,000  less  than  the  correct  amount.  Revenues  of  $670,000 
received  and  used  in  running  the  university  are  sums  spent  and  are  cost. 
These  revenues  by  act  of  the  legislature  in  1913  are  receipts  from  the  state  quite 
as  much  as  are  specific  legislative  appropriations.  When  speaking  of  a  university 
as  when  speaking  of  a  railroad  or  a  grocery  store  expense  and  cost  are  not  cor- 
rectly arrived  at  by  first  subtracting  from  net  expense  any  part  of  the  receipts 
used  in  operation. 

The  fact  that  the  intention  of  page  55  is  to  make  clear  how  much  of  the  money 
used  by  the  university  is  spent  for  students  at  Madison  and  how  much  for  the 
state  at  large,  as  well  as  the  state's  own  contribution,  does  not  change  the  fact  that 
the  statement  actually  misrepresents  the  relative  importance  of  both  divisions 
of  expense. 

Had  the  bulletin  been  issued  at  a  different  time  for  a  different  purpose,  with  a  frank  avowal 
that  it  was  but  an  impressionistic  statement  of  the  university's  effort  to  serve  its  state,  ob- 
jection on  any  of  the  grounds  above  mentioned  might  fairly  be  considered  captious.  Written 
in  1914  when  the  state  was  asking  for  verifiable,  specific  information,  clear  explanation  and 
categorical  answers  to  categorical  questions,  this  bulletin,  the  survey  suggests,  not  only  falls 
short  of  its  possibilities  but  opens  the  university  to  further  criticism. 

The  bulletin  which  was  withheld. 

The  second  bulletin  is  of  little  consequence  now  except  as  it  illustrates  two  conflicting 
points  of  view  among  the  regents  toward  publicity.  It  was  to  have  cost  about  $2,500.  The 
work  done  on  it  before  it  was  stopped  will  cost  about  $700,  if  the  board  authorizes  payment  of 
the  bills  at  its  December  meeting.  The  survey  has  not  seen  copy;  it  did  hear  regents'  debate, 
however.  Whether  the  bulletin  should  have  been  issued  or  not  is  not  the  point.  The  essential 
fact  is  that  the  bulletin  is  withheld  owing  to  opposition  on  the  part  of  regents  who  feel 
that  it  was  an  overstatement,  or  at  least  an  "over  popular  statement"  of  the  university's 
service. 

"What  Our  University  Does  For  Us." 

An  extra  $200  was  voted  by  the  regents  August  5,  1914,  for  extra  time  to  be  given  during 
July  and  August  by  the  head  of  the  press  bureau  to  publicity  work.  Just  what  that  work 
was  to  be  was  not  explained  at  the  August  meeting.  It  was  made  clear  that  half  of  the  in- 
crease would  be  charged  to  the  "president's  contingent";  i.  e.,  for  work  to  be  done  under  the 
president's  direction  rather  than  the  direction  of  the  Extension  Division  in  which  the  press 
bureau  nominally  belongs. 

Before  the  president  of  the  university  left  for  his  vacation  in  June,  a  conference  was  held 
with  the  president,  the  officer  who  was  tq  serve  as  acting  president  during  the  summer  session, 
the  dean  of  the  Extension  Division,  and  the  head  of  the  press  bureau.  The  work  to  be  ac- 
complished by  the  additional  $100  a  month  was  decided  upon  as  follows: 

1.  The  press  bureau  head  was  to  outline  "stories"  which  would  explain  the  university's 

service. 

2.  The  various  departments  would  get  together  the  important  facts  where  the  press 

bureau  head  saw  what  he  considered  "high  spots";  i.  e.,  especially  interesting  popu- 
lar statements. 

3.  Stories  would  be  prepared  by  the  head  of  the  press  bureau. 

4.  Having  written  his  stories,  the  press  bureau  head  acting  in  this  extra  capacity  under 

"president's  contingent"  would  submit  to  departments  all  stories  about  their 
work. 

5.  Manuscripts  would  be  furnished  to  the  Madison  paper  which  was  understood  to  have 

a  plan  for  syndicating  or  circulating  these  articles  among  certain  other  papers  in 
the  state  (number  and  names  not  known  to  the  university). 

6.  The  press  bureau  would  not  be  credited  with  furnishing  the  stories  for  two  reasons: 

(a)  that  the  idea  had  originated  with  a  newspaper  rather  than  with  the  press  bureau; 

(b)  that  it  would  be  better  for  the  university  not  to  seem  to  be  writing  these  articles 
about  itself  under  the  heading  "What  Our  University  Does  For  Us." 

This  program  was  carried  out.  From  time  to  time  unusually  readable  and  attractive  articles 
of  about  three  columns  in  length  appeared.  They  were  under  the  nom  de  plume  of  Karl  B. 
Weinman. 

After  the  second  or  third  article  had  appeared,  the  survey  wrote  to  the  acting  president  and 
asked : 

May  we  know  in  what  respects  and  how  far  the  university  is  responsible  for  the  special 

articles  on  the  university,   which  have  been  appearing  in  the  , 

signed  by  Karl  B.  Weinman.  Will  you  please  have  the  statement  include  the  names 
of  the  university  officers  and  regents,  if  any,  to  whom  the  manuscript  is  submitted 
before  offered  to  the  newspapers? 

758 


Exhibit  29 

In  reply  the  acting  president,  who  had  recommended  the  extra  compensation  of  $100  a 
month,  and  who  is  said  by  other  members  of  the  conference  to  have  been  present  when  the 
first  conference  was  held  with  the  head  of  the  press  bureau,  replied : 

I  have  no  knowledge  whatever  regarding  the  special  articles  on  the  university  which 

have  appeared  in  the . 

The  latest  article  in  this  series  (up  to  the  date  of  writing  this  section — October  19),  ap- 
peared Saturday,  October  17,  under  the  following  heading: 

What  the  University  Does  For  Us 
By  Karl  B.  Weinman. 
The  package  library 

As  a  press  article  by  a  "special  writer"  this  story  would  be  excellent. 
As  a  university  publication  describing  its  own  work,  it  is  open  to  question  for  several 
other  reasons  than  its  misleading  pseudonym. 

1.  Of  a  debate  about  which  no  information  is  available  except  that  material  for  it  was 

sent  by  the  university,  the  article  says:  "  .  .  .  .  premature  and  unfounded  opinions 
were  smashed  and  in  their  places  was  substituted  [i.  e  ,  might  have  been  substituted] 
the  solid  foundation  of  fact." 

2.  Services,  such  as  those  cited  in  the  article,  are  said  to  be  rendered  daily  where  "almost 

daily"  would  have  been  more  correct. 

3.  "An  efficiency  system,  including  cost  accounting"  is  said  to  have  been  worked  out, 

which  is  only  i)artially  correct. 

4.  The  claim  that  the  "annual  reports  are  almost  a  photograph  of  the  progress  of  public 

sentiment  in  the  state"  may  be  permissible  for  Karl  B.  Weinman,  who  does  not 
exist,  but  seems  hardly  permissible  for  the  university  which  has  careful  record  and 
knows  that  this  department's  reports  are  by  no  means  a  photograph  of  Wisconsin 
sentiment. 

"First    aid    to    the    doctor" 

The  first  article,  August  24  was  entitled  "First  Aid  to  the  Doctor."  It  likewise  was  an 
admirable,  impressionistic  picture,  such  as  it  is  the  ambition  of  magazine  writers  to  be  able 
to  draw  and  to  sell.  Emanating  from  a  newspaper,  it  must  be  called  "good  work."  Emanating 
from  the  university  which  had  the  facts,  there  are  again  several  statements  which  must  be 
questioned : 

1.  It  is  said  that  "an  extensive  investigation  of  the  waters  used  on  trains"  had  been 

made,  whereas  the  laboratory  reported  to  the  survey  "69  examinations,"  the  results 
of  which  "have  never  been  published." 

2.  It  is  said  that  "nearly  2,000  doctors  and  health  officers  and  nearly  600  communities 

make  frequent  use"  of  the  laboratory.  What  the  laborator^^  says  is:  "We  have 
1,884  names  on  our  correspondence  list  in  581  conmiunitics.  It  is  impossible  for  us 
to  tell  for  a  long  period  of  time  whether  a  physician  has  discontinued  the  use  of  the 
laboratory  or  not." 

3.  An  impression  is  given  of  use  by  the  State  Board  of  Health  and  by  local  health  ofiTicers 

which  is  not  supported  by  the  records  of  the  laboratory. 

4.  An  impression  is  given  of  investigations   into  community  conditions  that  is  not 

warranted  by  the  facts. 

5.  An  impression  is  given  of  educational  work  for  both  health  officers  and  medical  stu- 

dents not  supported  by  the  facts. 

6.  It  is  stated :  "At  the  present  time  the  work  of  the  laboratory  includes  the  examination 

of  nearly  1,000  specimens  a  month,  and  the  State  Board  of  Health  is  thinking  of 
establishing  one  or  more  liranches  in  jiarts  of  the  state  not  easily  accessible." 
The  total  number  of  examinations  in  August  191  1  was  669,  in  Julv  691,  in  .June  77 1, 
in  May  803,  in  February  580,  .January  682,  December  1913  599,  November  610, 
October  552;  in  only  two  months,  March  and  April  1914.  has  the  number  exceeded 
900,  being  906  in  April  and  927  in  March. 

Again,  if  this  were  the  work  of  a  special  writer  for  a  newspai)er  or  magazine,  it  would  be 
admitted  that  the  articles  were  more  nearly  accurate  in  impression  and  in  detail  than  may 
reasonably  be  expected  of  a  magazine  work. 

The  articles  have  not  l)oon  sent  to  the  regents. 

It  is  not  known  by  the  pul)Jic  that  Karl  B.  Weinman's  articles  are  unuersity  i>ross  nui- 
terial. 

The  press  bureau  itself  has  neither  lilcs  of  the  articles  as  they  have  appeared  in  the  papers 
nor  manuscript  of  articles  furnished  to  the  newspapers. 

Had  these  articles  been  signed  by  the  university,  their  tone  and  their  statements  must  in 
many  places  and  in  many  respects  have  changed 

759 


University  Survey  Report 

The  university  did  not  sign  the  articles  planned  and  paid  for  by  it.  It  permitted  them  to 
appear  as  the  work  of  an  impartial,  outside  analyst.  This  was  done  at  a  time  when  the  uni- 
versity was  being  widely  criticised,  however  unjustly  or  justly,  for  lack  of  complete  candor 
and  defmiteness  in  dealing  with  the  public. 

UNIVERSITY  COMMENT  ON  ALLEN  EXHIBIT  29,  ENTITLED  "TELLING  THE 
WISCONSIN  PUBLIC  IN   1914  'WHAT  OUR  UNIVERSITY  DOES  FOR  US*  " 

I. 

INTRODUCTION 

The  Allen  exhibit  No.  29  entitled  "Telling  the  Wisconsin  Public  in  1914"  is  marked  by 
erroneous  and  misleading  statements,  sweeping  general  criticisms  unsupported  by  evidence, 
and  reflections  on  the  honesty  and  veracity  of  university  oflicials  made  without  proof.  Prac- 
tically none  of  the  criticisms  in  this  exhibit  are  constructive  or  helpful. 

1.  Erroneous  statements 

That  Dr.  Allen's  statements  in  some  instances  are  erroneous  may  be  shown  by  several  ex- 
amples. He  says  that  "Although  a  teacher's  course  in  domestic  science  is  announced  in  the 
catalogue,  it  includes  no  practice  teaching."  Records  in  the  home  economics  department 
show  that  a  teachers'  course  in  domestic  science  has  been  given  every  year  for  the  past  six 
years  and  that  students  in  this  course  have  done  practice  teaching  with  their  own  classes; 
occasionally,  by  courtesy,  in  the  Madison  High  School;  and,  during  the  past  year,  in  the 
Wisconsin  High  School.  Again,  Dr.  Allen  says,  in  regard  to  newspaper  articles  criticising  the 
university,  clipped  by  the  press  bureau,  that  "no  use  is  made  of  information,  not  even  to 
place  it  before  administrative  officers."  The  head  of  the  press  bureau  shows  that  criticisms 
clipped  from  newspapers  were  placed  before  administrative  officers,  and  his  statement  is 
borne  out  by  these  officers.  Dr.  Allen  maintains  that  the  increase  in  the  number  of  students 
in  the  college  of  letters  and  science  in  the  decade  from  1903-04  to  1913-14  has  been  "83% 
not  100%";  whereas,  ever>'one  knows  that  an  increase  from  1325  students  (see  University 
Catalogue  1903-04)  to  2653  (University  Catalogue  1913-14)  is  slightly  over  100%. 

Dr.  Allen  claims  that  service  charged  to  the  president's  contingent  fund  is  work  done 
under  the  president's  personal  direction,  whereas,  an  examination  of  the  university's  records 
would  have  shown  him  that  work  paid  for  out  of  the  president's  contingent  fund  is  not  ipso 
facto  under  the  president's  direction,  as  the  fund  is  used  for  contingent  purposes  of  a  general 
character.  Dr.  Allen  claims  that  provision  was  made  at  an  informal  conference  in  June  1914, 
in  regard  to  charging  to  the  president's  contingent  fund  extra  compensation  for  the  head  of 
the  university  press  bureau  during  .July  and  August,  whereas  the  decision  to  charge  the 
extra  cost  to  the  president's  contingent  fund  was  not  made  until  just  before  the  August  meet- 
ing of  the  regents.  Again,  he  claims  that  it  was  agreed  at  this  informal  meeting  in  June,  1914, 
that  the  press  bureau  was  not  to  be  credited  with  the  authorship  of  certain  special  articles 
to  be  written  for  the  newspapers,  and  he  pretends  to  give  the  reasons  that  led  to  this  decision; 
wiiereas  such  an  arrangement  in  regard  to  the  authorship  and  such  supposed  reasons  were 
neither  mentioned  nor  even  suggested  at  this  conference,  as  is  proved  by  the  evidence  of  Presi- 
dent Van  Hise,  Dean  Birge,  and  Dean  Reber,  who  constituted  the  membership  of  this  infor- 
mal conference,  and  their  statements  are  further  corroborated  by  a  letter  written  by  Mr. 
Richard  Lloyd  Jones,  editor  of  the  Wisconsin  State  Journal,  given  in  the  following  "Com- 
ments." Dr.  Allen  claims  that  the  "press  bureau  itself  has  neither  files  of  the  articles  as  they 
appeared  in  the  papers,  or  manuscript  articles  furnished  to  the  newspapers,"  whereas  the 
editor  of  the  press  bureau  has  on  file  in  his  office  copies  of  the  articles  and  of  the  issues  of  the 
Wisconsin  State  Journal  in  which  they  appeared. 

2.  Misleading  statements 

Misleading  statements  are  not  infrequent  in-  this  exhibit,  as  is  indicated  by  the  following 
examples,  which  constitute  only  a  few  of  those  to  which  attention  might  be  called.  Dr. 
Allen,  for  example,  in  connection  with  the  newspaper  reports  of  the  regents'  meeting  of  Octo- 
ber, 1914,  says  "if  the  university  wishes  full  publicity  in  respect  to  current  matters,  evi- 
dence shows  that  it  may  not  safely  leave  it  to  news  agencies  to  secure  the  information."  As 
the  newspapers  have  always  been  furnished  complete  press  bureau  reports  of  such  official 
matters  as  regents'  meetings,  the  university  cannot  be  said  to  "leave  it  to  news  agencies  to 
secure  the  information"  regarding  these  matters.  Dr.  Allen  in  his  criticism  of  the  press  bu- 
reau for  what  he  claims  was  a  lack  of  activity  during  the  summer,  charges  that  "the  regular 
work  of  the  bureau  was  practically  suspended  [during  the  summer  of  1914]  to  enable  its  head 
to  prepare  special  articles  entitled  'What  Our  University  Does  for  Us,'  and  later  to  attend 
to  w^ork  away  from  the  university  in  his  own  time."  The  facts  are  that  the  head  of  the  press 
bureau  was  away  from  the  university  only  on  his  regular  vacation  of  one  month  in  Septem- 
ber, a  vacation  to  which  he  was  entitled  under  the  terms  of  his  employment  by  the  state,  and 

760 


Exhibit  29 

that  the  work  of  the  press  bureau  was  carried  on  without  interruption  ijoth  during  his  ab- 
sence on  his  vacation  and  while  he  was  writing  special  articles.  Again,  Dr.  Alien  pretends 
that  the  statement  in  Bulletin  666  to  the  effect' that  "at  the  present  time  the  university  pre- 
pares each  year  about  200  teachers  for  this  service"  of  teaching  in  the  high  schools  of  Wiscon- 
sin, is  misleading,  because  only  57  of  those  who  graduated  in  June,  1911,  are  known  to  have 
become  teachers  in  Wisconsin  high  schools.  The  fact  is  that  although  the  university  does 
prepare  some  200  teachers  a  year  for  service  in  Wisconsin  high  schools,  the  university  cannot 
compel  the  high  schools  to  employ  all  the  teachers  that  it  prepares  for  these  schools.  Again. 
Dr.  Allen  claims  that  it  is  misleading  for  the  university  to  announce  that  "a  course  for 
health  officers  has  been  established,"  because,  as  he  claims,  the  university  failed  to  add 
that  there  are  only  two  students  enrolled  in  the  course. 

The  captiousness  of  some  of  Dr.  Allen's  criticisms  is  indicated  by  the  fault  that  he  finds 
with  a  statement  in  a  special  article  on  the  package  libraries,  prepared  for  Wisconsin  news- 
papers, to  the  effect  that  the  package  library  department  renders  service  "daily."  Dr.  Allen 
maintains  that  it  should  read  "almost  daily."  Nevertheless,  records  show  that  this  service 
is  rendered  daily  with  the  exception  of  Sunday.  Again,  Dr.  Allen  objects  to  the  statement 
in  one  of  these  popular  newspaper  articles  that  "nearly  2,000  doctors  and  health  officers  and 
nearly  600  communities  make  frequent  use"  of  the  hygienic  laboratory,  because  he  has  dis- 
covered that  the  exact  figures  should  be  1,881  and  .")18,  instead  of  the  round  numbers  "nearly 
2,000"  and  "nearly  600." 

3.   Unfair  criticism 

The  manner  in  which  he  attacks  the  honor  and  veracity  of  members  of  the  faculty  is  also 
illustrated  in  this  exhibit.  Without  giving  any  supporting  evidence,  he  says  "in  another  case 
an  official  [of  the  university]  claims  responsibility  for  work  which  belonged  to  another  divi- 
sion of  the  government."  Imputations  of  this  kind,  it  will  be  admitted  by  any  fair  minded 
person,  should  not  be  made  unless  the  author  is  willing  to  give  the  name  of  the  official  criti- 
cised as  well  as  evidence  to  support  the  charge.  Again,  he  imputes  a  lack  of  veracity  to  Dean 
Birge,  acting  president  of  the  university  in  the  summer  of  1914,  because  that  official  wrote 
truthfully,  as  the  evidence  shows,  that  he  had  "no  knowledge  whatever  concerning  the  spe- 
cial articles  on  the  university,"  regarding  the  authorship  of  which.  Dr.  Allen  was  trying  to 
get  information. 

Many  of  Dr.  Allen's  criticisms  are  sweeping  genera!  statements,  wholly  unsupported  by 
evidence  and  hence  having  only  the  weight  of  their  authorship.  In  criticising  bulletin  666, 
for  example,  he  says  "many  specific  statements  and  many  general  impressions  exaggerate 
the  truth,"  but  he  fails  to  give  examples  of  such  exaggerations.  In  like  manner  he  claims  that 
in  this  bulletin  "what  departments  want  to  be,  is  stated  as  what  they  are;  and  what  they  might 
do,  as  what  they  have  done";  but  he  fails  to  give  a  single  instance  that  in  any  way  supports 
his  criticism. 

Practically  no  constructive,  helpful  criticism  is  given  by  Dr.  Allen  either  in  exhibit  29  or 
in  that  part  of  exhibit  36  which  deals  with  exhibit  29.  The  only  two  suggestions  that  could 
be  construed  as  constructive  are  made  in  exhibit  36  where  he  proposes  "that  a  calendar  of 
proceedings  be  sent  to  the  press  in  advance  of  the  meetings" (presumably  of  the  regents)  and 
"that  minutes  of  regents' meetings  be  printed  each  month."  .lust  why  the  university  regents 
should  send  a  calendar  of  their  proceedings  to  the  press  when  no  other  similar  administrative 
board  in  the  state  of  Wisconsin  does  so,  is  not  evident;  nor  is  it  clear  why  the  state  should  be 
put  to  the  expense  of  printing  the  minutes  of  the  regents'  meetings  each  month  when  type- 
written copies  of  such  minutes  are  always  available  at  the  office  of  the  secretary  of  the 
regents  for  those  who  desire  them. 

II. 
COMMENTS   ON   STATEMENTS   IN   THE   ALLEN   EXHIBIT   NO.   29 

Allen  exhibit:  Current  publicity  by  the  university  has  been  analyzed  during  the  progress 
of  the  survey  as  to  purpose,  method  and  achievement.  This  publicity  has,  during  the  period 
April  to  October,  191 1,  taken  five  general  forms: 

1.  Current  unofficial  notices  in  the  students'  Daily  Cardinal,  in  Madison  newspapers, 

etc. 

2.  Press  bureau  material  furnished  the  newspapers  by  the  university  press  bureau  over 

its  signature. 

3.  Bulletin  666  entitled  "The  University." 

4.  A  proposed  illustrated  bulletin  finally  withheld  from  publication  after  jirinting  and 

lithographing  that  cost  about  .S700  had  been  done  upon  it. 

5.  A  series  entitled  "What  Our  University  Does  for  Us,"   signed  by  Karl  B.  Weinman, 

which  has  appeared  in  one  Madison  paper  and  in  other  papers  containing  service 
from  that  paper. 

761 


University  Survey  REPORf 

Comment:  Other  forms  of  publicity  than  1  to  5  should  be  included  in  a  comprehensive 
analysis  of  "Telling  the  Wisconsin  Public  in  1914."  No  reference  is  made  to  the  publicity 
material  furnished  by  the  agricultural  editor,  for  example,  or  to  the  whole  press  bureau 
service,  as  such.  The  general  work  of  the  press  bureau  should  not  be  separated  from 
''Telling  the  Wisconsin  Public  in  1914,"  as  all  the  press  bureau's  work  is  a  vital  part  of 
publicity. 

Allen  Exhibit:  The  fact  base  for  this  report  includes  the  following:  (1)  Notes  taken  at 
the  August  meeting  of  the  Board  of  Regents  when  1914  publicity  was  discussed  and  pro- 
vided for;  (2)  Regularly  since  April  references  to  the  university  which  have  appeared  in  two 
Madison  newspapers  and  the  Daily  Cardinal  have  been  read  carefully,  as  have  also  a  large 
number  of  clippings  obtained  from  other  newspapers  published  in  different  parts  of  the 
state;  (3)  Finally,  reports  have  been  received  from  the  university's  press  agent,  the  dean 
of  the  Extension  Division,  and  the  acting  president  for  the  summer  session. 

This  section  of  the  survey  report  has  to  do  only  with  publicity  noted  by  the  survey  itself. 


Current  unofficial  notices 

News  items  about  the  university  appear  almost  daily  in  Madison  papers.  One  paper  groups 
these  university  notices  under  the  heading  "University  Happenings."  We  are  informed  that 
most  of  these  are  not  from  the  press  bureau,  but  are  furnished  to  newspapers  by  students  or 
are  gathered  by  the  Cardinal  reporters  directly  from  university  officers  and  professors  and 
later  "lifted  "  by  newspapers.  In  view  of  the  great  diversity  of  university  activities,  and  of 
the  journalism  course's  need  for  "copy,"  the  scope  of  these  unofTicial  notes  seems  surpris- 
ingly narrow. 

Comment:  If  the  survey  "fact  base"  includes  the  news  items  concerning  the  university 
taken  from  the  random  news  reports  in  the  Madison  papers,  similar  news  items  should  be 
included  from  Milwaukee,  Oshkosh,  Chicago,  and  other  papers  that  have  university  cor- 
respondents as  well  as  from  all  newspapers  in  Wisconsin  that  have  the  Associated  Press 
and  the  United  Press  news  services,  Madison  correspondents  of  which  handle  university 
news   for    these   services. 

Student  reporters  in  the  Course  in  Journalism  in  general  get  such  news  as  the  editors  of  the 
State  Journal,  the  Democrat,  and  the  Daily  Cardinal  request  be  secured  for  their  papers. 

News  items  in  the  Daily  Cardinal  should  not  be  included  because  that  paper  is  edited  by 
undergraduates  for  undergraduates  and  is  not  a  medium  of  general  publicity.  The  Cardinal 
has  space  for  little  news  in  addition  to  that  of  student  activities. 

Allen  exhibit:  The  regents'  meeting  in  October,  1914,  was  reported  more  fully  than  any 
other  meeting  since  the  survey  began;  yet  a  number  of  the  most  interesting  and  significant 
matters  which  came  before  the  board  received  no  public  mention. 

Comment:  The  University  Press  Bureau  furnished  the  Madison  papers  with  a  long 
report  of  the  October,  1914,  regents'  meeting.  Only  such  actions  were  mentioned  as  were 
of  general  interest,  because  that  is  the  only  kind  of  news  that  newspapers  will  use.  The 
report  of  this  meeting  was  no  more  comprehensive  than  reports  of  other  meetings.  The 
question  as  to  what  may  be  regarded  as  "interesting  and  significant"  is  a  matter  of  judg- 
ment. 

Allen  exhibit:  If  daily  papers  and  the  Daily  Cardinal  do  not  have  representatives  attend 
the  regents'  sessions,  the  responsibility  is  theirs.  If  the  university  wishes  full  publicity 
with  respect  to  current  matters,  evidence  shows  that  it  may  not  safely  leave  it  to  news 
agencies  to  secure  the  information. 

Comment:  As  the  Madison  papers  are  furnished  complete  press  bureau  reports  of  regents' 
meetings  (see  preceding  comment),  the  university  cannot  be  said  to  leave  publicity  in  such 
matters  as  regents'  meeting  "to  news  agencies  to  secure  the  information." 

Allen  exhibit:  Another  division  of  publicity  that  does  not  emanate  from  thje  press 
bureau  is  that  of  individual  faculty  members.  In  one  recent  article,  signed  by  a  university 
professor,  appears  the  statement:  "We  certainly  do  not  want  to  be  controlled  by  the  rail- 
roads or  the  water  power  roads  or  the  water  power  interests  or  any  other  private  brigand 
groups;  and  we  do  not  want  to  be  dominated  either  by  the  commissions  we  appoint  to  regu- 
late these  interests."  Upon  inquiry  it  was  learned  that  the  idea  in  this  sentence  was  re- 
tained in  this  article  after  the  chairman  of  the  regents'  committee  to  which  the  professor- 
author  is  responsible  through  his  dean  had  raised  questions  as  to  the  truth  of  the  implication. 

Comment:  The  university  exercises  no  direct  censorship  over  utterances,  written  or  oral, 
made  by  university  professors  as  private  individuals  and  not  as  ofTicials  of  the  institution.  The 
name  of  the  university  professor  whose  statement  is  quoted  cannot  be  determined  and  should 
be  furnished  by  Dr.  Allen  in  order  that  the  justice  of  this  criticism  may  be  determined. 

Allen  exhibit:  In  another  case  an  officer  claimed  responsibility  for  work  which  belongs  to 
another  division  of  state  government. 

762 


Exhibit  29 

Comment:  Dr.  Allen  fails  to  specify  the  name  of  the  ofTicer  criticised;  hence  the  imputat- 
ion cannot  be  disproved. 

Allen  exhibit :  What  several  hundred  newspapers  reprinted  from  the  university's  own  press 
bulletins  was  carefully  noted  and  recorded  during  the  summer  of  1914,  by  the  press  bureau. 
What  these  same  newspapers  said  in  criticisms  of  the  university  was  also  noted  by  the  press 
bureau;  but  after  all  the  work  had  been  done  no  use  was  made  of  the  information — not  even  to 
place  it  before  administrative  ofTicers.  That  the  university  regards  it  as  worth  while  to  place 
facts  before  the  public  is  shown  from  its  appropriations  for  the  press  bureau,  for  the  bulletin 
on  "The  University,"  and  for  the  special  articles  later  referred  to. 

Comment:  Before  the  summer  of  1911,  the  editor  of  the  press  bureau  organized  a  clipping 
service  for  noting  statements  made  in  the  press  relative  to  university  matters^  other  than  those 
supplied  by  the  bureau.  During  this  time  several  articles  of  a  critical  nature  were  referred  to 
"administrative  authorities." 

Allen  exhibit:  The  need  for  such  a  clearing  house  is  emphasized  by  the  fact  that  during 
several  weeks  when  mass  meetings  were  discussing  university  matters  and  when  circular  mat- 
ter was  being  issued  to  all  parts  of  the  state  from  Madison  itself,  with  misstatements  as  to  the 
university's  cost,  no  direct  steps  were  taken  to  correct  either  promptly  or  tardily  these  mis- 
representations. 

Comment:  It  has  not  been  the  policy  of  the  university  to  engage  in  controversial  political 
discussion.  The  "mass  meetings"  referred  to  in  the  Allen  report  were  of  a  quasi-political 
character  as  was  also  the  "circular  matter"  issued  containing  misstatements  as  to  the  cost  of 
the  university.  All  these  attacks  on  the  university  were  of  a  political  character,  and  it  did 
not  seem  advisable  to  reply  to  them  directly. 

Allen  exhibit :  A  state-wide  campaign  has  been  in  progress  and  misunderstandings  of  many 
kinds  about  the  university  has  been  broadly  and  continuously  circulated.  Yet  the  press 
bureau's  connection  with  hundreds  of  papers  has  been  practically  ignored  as  a  means  of 
making  the  university  understood  except  in  two  fields  where  it  is  already  generally  understood 
as  the  university  wishes — agriculture  and  extension. 

Comment:  The  university  desires  through  its  press  bureau  and  other  means,  to  make  all 
branches  of  university  work  thoroughly  understood  by  the  people  of  Wisconsin. 

From  April  1  to  October  1,  1914,  the  press  bureau  printed  in  the  weekly  Press  Bulletin 
news  stories  as  follows:  agriculture,  170;  letters  and  science,  60;  extension,  46;  general,  31; 
engineering,  7;   athletics  and  physical  education.  4;   music,  3;   administration,  5;  "law,  1. 

During  this  period  news  stories  were  served  to  the  daily  papers  as  follows:  agriculture, 
138;  extension,  84;  letters  and  science,  47;  general,  28;  athletics  and  physical  education, 
24;  administration,  10;  engineering,  6;  law,    1. 

The  use  made  of  those  articles  by  periodicals  indicates  only  the  types  of  material  most  de- 
manded.  Such  returns  show  that  extension  and  agriculture  are  most  popular  subjects. 

All  these  news  stories  were  intended  as  efforts  to  remove  misconceptions  in  regard  to  the 
university  by  the  presentation  of  the  facts  concerning  the  university  and  its  work. 

Allen  exhibit:  Of  1,954  stories  that  are  known  by  the  university  to  have  appeared  in  357 
Wisconsin  weekly  papers  between  June  and  November,  1914,  the  press  bureau  reports  that 
8  concerned  university  administration,  8  letters  and  science,  976  extension,  and  834 
agriculture;  of  410  stories  in  Wisconsin  daily  papers,  17  concerned  university  administration, 
4  letters  and  science,  167  extension,  116  agriculture. 

Comment:  The  statistics  given  in  the  Allen  report  are  concerned  with  the  number  of 
stories  used  by  \^■isconsin  weekly  papers  and  not  with  the  stories  that  were  sent  out  by  the 
Press  Bureau.  It  is  manifestly  impossible  for  the  university  to  compel  newspapers  to  use 
particular  news  stories  from  the  large  number  that  is  sent  to  them.  The  facts  stated  in  the 
Allen  report  show  that  university  extension  news  and  agricultural  news  were  i)referred  by 
Wisconsin  daily  and  weekly  newspapers. 

Allen  exhibit:  At  the  very  time  when  the  university  through  the  regents  was  considering 
the  advisability  of  issuing  a  bulletin  to  cost  S2,500,  the  university  through  the  press  bureau 
refused  to  write  an  article  requested  by  a  farmers'  journal  (circulation  70,000)  on  "What  the 
Extension  Division  Otters  to  the  Farmer  and  Small  Communities." 

Comment:  The  editor  of  the  press  bureau  is  employed  for  half  time.  It  is  not  possible  for 
him  to  supply  the  general  news  service  required  of  him  and  also  prepare  more  than  occasional 
articles  for  any  one  publication.  ^^  hen  approached  by  Mr.  W.  W.  Powell,  assistant  secretary 
of  the  Board  of  Public  Affairs,  he  explained  the  situation,  but  asked  that  a  letter  be  written 
to  him  describing  the  article  wanted.  He  received  no  letter.  Had  such  a  letter  been  received 
the  article  would  have  been  prepared  by  the  head  of  the  press  bureau,  or  by  some  one  else. 

Allen  exhibit :  One  reason  for  the  lack  of  press  bureau  activity  during  the  past  summer  has 
been  that  the  regular  work  of  the  bureau  was  practically  suspended  to'enable  its  head  to 
prepare  special  articles  entitled  "What  Our  University  Does  for  Us";  and  later  to  attend  to 
work  away  from  the  university  in  his  own  time.  The  weekly  bulletins  went  out  regularly  but 
their  contents  are  not  relevant  to  this  section  except  that  for  the  most  part  they  did  not  deal 
specifically  with  questions  the  public  was  asking  about  the  university. 

763 


University  Survey  Report 

Comment:  During  July  and  August,  the  editorof  the  pressbureau  worked  full  time  for 
the  university  instead  of  half  time  as  during  the  collegiate  year.  The  regular  press  bureau 
work  was  continued  during  these  months.  In  July  over  three-fourths  of  the  editor's  entire 
time  was  given  to  this  work  and  in  August  only  a  part  of  the  time  was  devoted  to  the  prepara- 
tion of  the  special  articles  entitled:  "What  Our  University  Does  for  Us."  In  September  he 
was  absent  on  his  regular  vacation.  The  editor  presents  the  hies  of  the  bulletins  issued  during 
July  and  August  as  proof  of  the  inaccuracy  of  the  statement  that  they  "did  not  deal  speci- 
fically with  questions  the  public  was  asking  about  the  university." 

Bulletin   666      ""The   University" 

Allen  exhibit:  Of  this  bulletin  10,000  copies  were  first  ordered  by  the  regents,  plus  dis- 
cretionary power  with  the  business  manager  to  order  5,000  more.  The  final  issue  was  20,000. 
Xo  formal  authorization  ajjpears  in  any  minutes  or  other  record  up  to  October  19,  for  the 
additional  5,000. 

Comment:  Mr.  M.  E.  McCafl'rey,  secretary  of  the  Board  of  Regents,  says:  With  reference 
to  the  publication  of  Bulletin  No.  666,  I  will  say  that  at  the  meeting  of  the  board  held  on  June 
17,  1914,  the  following  action  was  taken  'VOTED,  That  an  edition  of  10,000  of  these  bulletins 
be  published  and  distributed  according  to  the  list  submitted,  and  that  the  Business  Manager 
be  authorized  to  have  5,000  more  printed,  if  necessary.'  As  soon  as  the  list  referred  to  was 
checked  up,  it  was  found  that  an  additional  5,000  would  be  necessary,  and  they  were  at  once 
ordered  by  the  Business  Manager.  It  was  thought  at  the  time  that  possibly  more  would  be 
needed,  and  the  Democrat  Printing  Company  were  requested  to  hold  the  forms.  Later,  word 
was  received  from  the  president's  secretary  that  the  15,000  would  not  supply  the  demand, 
and  as  the  hst  was  approved  by  the  regents  and  15,000  was  only  an  approximate  estimate, 
the  Business  Manager  ordered  an  additional  5,000;  and,  as  I  recall  it,  after  first  conferring 
with  the  members  of  the  Executive  Committee  by  telephone." 

Allen  exhibit:  The  purpose  of  the  bulletin  is  said  in  the  foreword  to  be  to  answer  inquiries 
which  are  received  daily  in  regard  to  the  University  of  Wisconsin,  some  relating  to  finance, 
others  to  the  work  of  the  different  departments,  others  to  attendance,  others  to  degrees,  etc. 
Up  to  September  19,  15,500  had  been  distributed  roughly  as  follows:  alumni  within  the  state, 
1,000;  ministers,  5,000;  physicians,  3,000;  agricultural  experiment  station,  1,500;  attorneys, 
1,400;  editors,  700;  high  school  principals  and  superintendents,  400;  faculty  regents  and  vis- 
itors, 637;  to  regents  for  distribution,  310;  to  names  suggested  by  regents,  275;  to  state 
officials,  400.  To  what  individuals  in  the  above  general  classes  bulletins  were  sent  is  not 
recorded. 

That  a  more  discriminating  mailing  list  was  possible  is  indicated  from  the  general  classes 
above  mentioned  to  which  the  bulletins  were  sent.  Of  the  nine  state-wide  organizations 
which  the  State  Board  of  Public  Affairs  asked  to  nominate  possible  members  of  the  survey 
advisory  committee  six  are  not  represented  in  the  list  which  received  this  bulletin — American 
Society  of  Equity,  Banker's  Association,  Federation  of  Women's  Clubs.  State  Federation 
of  Labor,  State  Grange,  Merchants  and  Manufacturers'  Association. 

Comment :  Had  the  above  suggestion  of  Dr.  Allen's  been  followed,  an  edition,  not  of  20,000 
would  have  been  required,  but  of  several  times  that  number.  The  American  Society  of 
Equity  alone  has  over  12,000  members;  the  State  Federation  of  Labor  about  42,000  members. 

Since  September  19,  1914,  1,278  farmers  whose  names  were  given  by  the  agricultural  college, 
have  received  the  bulletin. 

Allen  exhibit :  The  content  and  style  of  Bulletin  666  were  not  calculated  to  help  the  state 
understand  the  university  at  a  time  when  from  one  end  of  the  state  to  another  question  after 
question  was  being  voiced  as  to  university  policy  and  university  expense. 

Comment:  No  evidence  whatever  is  given  by  Dr.  Allen  for  this  sweeping  criticism.  The 
university  has  been  criticised  by  Dr.  Allen  for  making  statements  without  presentation  of 
facts.  What  investigation  has  he  made  of  the  affect  of  Bulletin  666  on  those  who  have  re- 
ceived it? 

Allen  Exhibit — 

Sweeping  claims  are  made  and  unqualified  praise  showered.  Many  specific  statements 
and  many  general  impressions  exaggerate  the  truth,  sometimes  by  overstating,  sometimes 
by  omission  of  qualifying  phrase;  e.  g.,  to  distinguish  between  discovering  and  using  others' 
discoveries.  .  .  .  What  departments  want  to  be  is  stated  as  what  they  are;  what  they 
might  do  as  what  they  have  done. 

Comment — 

Dr.  Allen  fails  to  give  facts  to  verify  the  sweeping,  general  criticisms  that: 

(1)  "Sweeping  claims  are  made  and  unqualified  praise  showered." 

(2)  "Many  specific  statements  and  many  general  impressions  exaggerate  the  truth." 

(3)  "What  departments  want  to  be,  is  stated  as  what  they  are;  what  they  might  do,  as 
what  they  have  done." 

764 


Exhibit  29 

Allen   Exhibit — 

Typical  of  statements  and  tones  in  this  bulletin,  which  the  survey  believes  cannot  help 
adding  to  the  university's  burden  of  proof  may  be  mentioned  these: 

Without  drawing  a  clear  line  between  last  year's  services  or  the  last  decade's  services,  and 
those  of  years  or  decades  preceding  except  in  the  case  of  the  Babcock  test,  the  bulletin  credits 
the  university  research  with  economic  returns  to  the  state  running  into  tens  of  millions  of 
dollars. 

Comment — 

Dr.  Allen  gives  no  evidence  to  prove  that  the  "economic  returns  to  the  state"  do  not  "run 
into  tens  of  millions  of  dollars." 

Allen   Exhibit — 

The  greater  part  of  the  bulletin  (23  o'  41  pages  of  explanation)  is  given  to  activities,  the 
value  of  which  few  challenge,  such  as  extension  work — general  and  agricultural — rather  than 
to  university  work  proper,  for  which  the  greater  part  of  expense  is  incured. 

Comment — 

The  bulletin  on  "The  University"  wls  designed  according  to  the  "Foreword"  as  "a  means 
of  quickly  and  economically  answering  these  questions;"  i.  e.,  questions  in  regard  to  the  uni- 
versity's activities  in  which  the  public  a'  large  is  interested.  Unquestionably  university 
extension  and  agricultural  extension  are  of  great  interest  to  the  people  of  Wisconsin,  since 
they  are  the  two  branches  of  the  university's  activities  that  reach  directly  the  largest  num- 
ber of  citizens  of  the  state. 

Allen  Exhibit — 

The  College  of  Letters  and  Science  is  credited  with  a  registration  of  2,653  in  1913-1 1.  A 
qualification  is  written  that  there  are  in  letters  and  science  "a  number  of  professional  courses 
which  in  other  institutions  are  usually  organized  as  separate  schools  and  colleges"  without 
stating  that  this  other  registration  numbers  1,000  students.  Letters  and  science  courses 
proper  have  not  doubled  in  10  vears,  as  stated,  but  have  increased  only  61%:  or,  in- 
cluding all  courses  included  in  the  figure  2,653  during  the  10  years  the  increase  has  been  83% 
not  1007o- 

Comment — 

The  university  catalogue  for  1903-04  shows  1,325  students  in  the  college  of  letters  and 
science;  the  catalogue  for  1913-14  shows  2,653  students;  unquestionably  this  is  an  increase 
in  ten  years  of  100%  not  83%  as  Dr.  Allen  pretends.  These  facts  are  correctly  stated  in  the 
bulletin  "The  University."  The  fact  that  a  number  of  professional  courses  are  included  in 
the  college  of  letters  and  science,  as  is  clearly  stated  in  the  bulletin,  does  not  change 
these  figures. 

Allen   Exhibit- 
About  200  teachers  are  said  to  be  prepared  each  year  for  Wisconsin  high  schools,  whereas 
57  is  the  number  of  those  graduating  in  June,  1914,  who  are  known  to  have  become  teachers 
in  Wisconsin  high  schools  (exhibit  22). 

Comment — 

The  statement  in  Bulletin  666  in  regard  lo  the  training  of  teachers  is  as  follows: 

"One-third  of  the  teachers  in  the  high  schools  of  Wisconsin  have  been  trained  at  the 
university.    At  the  present  lime  the  university  prepares  each  year  about  200  teachers 
for  this  service." 
This  statement  thai  the  universilv  prepares  200  teachers  each  year  for  service  in  the  Wis- 
consin high  schools  is  entirely  accurate,  although  it  may  be  true  thai  Wisconsin  high  schools 
do  not  emplov  all  the  teachers  that  are  prepared  for  service  in  them  each  year.    The  univer- 
sity prepares  200  teachers  each  year;  it  cannot  compel  Wisconsin  school   boards  to  employ 
all  of  these  every  year. 

Allen  Exhibit — 

Special  courses  for  teachers  are  said  to  be  given  in  all  those  university  subjects  taught  in 
secondary  schools.  This  is  not  true  of  the  imi>ortanl  work  in  commerce,  or  even  of  Creek. 
Civics  instead  of  having  a  special  course  is  but  an  incident  in  the  history  course.  Although  a 
teachers'  course  in  domestic  science  is  announced  in  the  catalogue,  it  includes  no  practice 
teaching. 

Comment — 

The  criticism  in  the  Allen  report  in  regard  to  "special  courses  for  teachers"  is  not  aecurate. 

A  teachers'  course  in  domestic  science  has  been  otTered  by  the  department  of  home  eco- 
nomics every  year  for  the  last  six  years  and  the  students  iii  this  course  do  practice  teaching 
in  the  Wisconsin  High  School.     (See  University  catalogue.  1913-14,  p.  344.) 

765 


University  Survey  Report 

Students  preparing  to  teach  commercial  subjects  in  the  high  school  are  given  special  lab- 
oratory work  and  preparation  for  teaching,  according  to  Professor  W.  A.  Scott,  director  of 
the  course  in  commerce.   (See  University  catalogue,  1913-1 1,  p.  3  11.) 

The  small  number  of  students  preparing  to  teach  Greek,  which  is  olTered  in  only  some  half 
dozen  schools  in  Wisconsin,  according  to  Professor  C.  F.  Smith,  head  of  the  Greek  Depart- 
ment, does  not  warrant  a  special  teachers'  course  in  this  subject,  but  those  who  intend  to 
teach  are  given  special  work  and  make  observations  on  methods  of  teaching  in  the  univer- 
sity classes  in  elementary  Greek.    (See  University  catalogue,  1913-14,  p.  343.) 

Allen   Exhibit — 

The  Graduate  School  is  referred  to  as  "of  the  first  importance,"  and  figures  are  given  for 
total  enrollment;  whereas  a  statement  of  the  facts  as  to  those  doing  exclusively  graduate 
work,  in  classes  with  undergraduates,  or  doing  more  than  one  year  of  graduate  work,  would 
have  given  quite  a  different  impression  of  the  graduate  school  in  its  relation  to  the  rest  of 
the  university  (exhibit  4). 

Comment- — 

The  garbled  characterization  of  the  graduate  school  given  by  Dr.  Allen  is  that  it  is  "of  first 
importance."  That  quotation  and  the  accompanying  interpretation  by  Dr.  Allen  misrepre- 
sent wholly  the  statement  of  the  bulletin  concerning  the  graduate  school.  The  paragraph 
from  which  the  quotation  was  made  by  Dr.  Allen  reads  as  follows:  (italics  ours.) 

"The  graduate  school  is  the  apex  of  the  university.  While  in  the  sense  that  the  num- 
ber of  students  in  this  school  is  small  as  compared  with  those  in  the  undergraduate  colleges, 
and  is  therefore  much  less  important;  in  the  sense  that  the  Graduate  School  produces 
teachers  and  investigators  who  are  in  the  future  to  teach  undergraduate  students  in 
this  and  other  higher  institutions  of  learning  and  who  are  to  advance  knowledge,  the 
school  is  of  the  first  importance.  Also,  the  university  that  has  a  strong  graduate  school 
is  an  efficient  university  in  undergraduate  instruction." 

The  enrollment  statistics  of  the  undergraduate  school  given  in  bulletin  666  are  entirely 
correct,  and  there  was  no  reason  for  going  into  the  minute  and  unimportant  details  in  regard 
to  the  work  of  the  graduate  students,  paricularly  in  a  small  popular  review  of  university  work 
such  as  bulletin  666  undertook  to  give. 

Allen  Exhibit — 

A  confusion  is  repeated  on  page  55,  which  is  referred  to  in  the  section  on  the  university 
budget  (exhibit  33)  as  leading  to  an  understatement  of  what  it  costs  to  operate  the  univer- 
sity. The  table  on  page  55  is  introduced  as  a  table  to  show  the  "amount  of  money  which  is 
spent  for  the  instruction  of  students  at  Madison  and  for  research  which  is  there  carried  on." 

Again,  the  table  is  referred  to  as  being  a  "still  more  specific statement  of  the  receipts 

and  the  distribution  of  the  receipts  of  the  university  for  the  year  1912-13." 

In  this  table  the  terms  spent,  expended,  cost,  and  amount  derived  from  the  state  are 
used  interchangeably,  although  as  shown  in  exhibit  33  they  are  not  synonymous.  In  giving 
the  total  amount  received  from  the  state  the  bulletin  first  subtracts  the  total  of  $670,000 
received  from  students,  sales,  federal  government,  investments,  and  gifts.  Yet  according  to 
the  legislation  of  1913,  these  amounts  are  as  distinctly  received  from  the  state  as  any  other 
amounts,  notwithstanding  the  differences  in  source.  All  succeeding  statements  of  amounts 
expended  or  expenditure  are  $670,000  less  than  the  correct  amount.  Revenues  of  $670,000 
received  and  used  in  running  the  university  are  sums  spent  and  are  cost.  These  revenues 
by  act  of  the  legislature  in  1913  are  receipts  from  the  state  quite  as  much  as  are  specific  legis- 
lative appropriations.  When  speaking  of  a  university  as  when  speaking  of  a  railroad  or  a 
grocery  store  expense  and  cost  are  not  correctly  arrived  at  by  first  subtracting  from  net 
expense  any  part  of  the  receipts  used  in  operation. 

The  fact  that  the  intention  on  page  55  is  to  make  clear  how  much  of  the  money  used  by  the 
university  is  spent  for  students  at  Madison  and  how  much  for  the  state  at  large,  as  well  as 
the  state's  own  contribution,  does  not  change  the  fact  that  the  statement  actually  misrepre- 
sents the  relative  importance  of  both  divisions  of  expense. 

Comment — 

The  statement  that  the  terms  "spent,"  "expended,"  "cost,"  and  "amount  derived 

from  the  state"  are  used  interchangeably  is  shown  to  be  incorrect  by  the  following  repro- 
duction of  the  table  referred  to  as  it  appears  on  pages  55-56  of  the  bulletin: — 


Distribution  of  Receipts 

All  oi  the  above  factors  should  be  taken  into  account  before  a  proper  conception  can 
be  had  regarding  the  amount  of  money  which  is  spent  for  the  instruction  o  the  students 
at  Madison  and  for  research  which  is  there  carried  on.  To  make  the  situation  still  more 
specific  there  is  presented  a  statement  of  the  receipts  and  the  distribution  of  the  receipts 
of  the  university  for  the  year  1912-13. 

766 


Exhibit  29 

Receipts  of  the  University  1912-13: 

The  total  receipts  of  the  university  for  the  year  1912-13  amounted  to  $2,148,476.39 

Add  to  this 230,387.30 

derived  from  the  accumulated  balances  of  previous  years,  gives  a  total  of       2,378,863.69 
Of  this  amount  there  were  received  from  the  following 
sources: 

Students $.382,211.1.^ 

Sales  of  various  kinds 164,146.97 

Federal  government 80,000.00 

Investments 31,874.54 

Gifts 11,245.17 


Total  from  other  sources  than  Ihe  state 669,507.83 


Amount  received  from  the  state $1,709,355.86 

Of  the  total  amount  expended,  there  were  spent  for  univer- 
sity extension  work,  agricultural  extension,  and  farmers' 
institutes 8213,714.52 

For  the  hygienic  laboratory  and  forest  products  laboratory         16,487.30 


Total 230,201.82 

The  above  amounts  were  spent  entirely  for  the  benefit  of  the  citizens  of 
the  state  as  a  whole.  Subtracting  this  amount,  leaves  for  expenditures 

at  Madison $1,479,154.04 

Of  this  sum  there  were  spent  for  permanent  improvements,  incliding  new 

buildings,  land,  books,  and  apparatus 582,357.14 


The  money  spent  in  any  year  for  capital  account  should  not  be  charged 
against  the  students  who  are  attendant  upon  the  university  during 
that  year.  It  is  permanent  investment  to  be  used  for  the  students  dur- 
ing many  succeeding  years. 

Thus  the  amount  derived  from  the  state  at  Madison  for  the  instruction 

of  the  students  and  for  research  work  is $896,796.90 

Contribution  of  the  State 

It  appears  from  the  foregoing  statements  that  the  instruction  of  the  thousands  of  stu- 
dents at  Madison  and  of  the  research  work  done  for  the  state  as  a  whole  cost  the  state  for 
operation  and  maintenance  in  the  neighborhood  of  a  million  dollars  per  annum.  The 
other  contributions  to  the  state  are  exclusively  for  general  state  purposes,  like  those 
of  the  extension  and  the  laboratory  of  hygiene,  or  are  for  the  capital  account  of  the 
universitv  available  for  service  through  centuries  to  come. 

Allen  Exhibit:  Had  the  bulletin  been  issued  at  a  different  time  for  qi  different  purpose, 
with  a  frank  avowal  that  it  was  but  an  impressionistic  statement  of  the  university's  effort 
to  serve  its  state,  objection  on  any  of  the  grounds  above  mentioned  might  be  considered 
captious.  Written  in  1914  when  the  state  was  asking  for  verifiable,  specific  information, 
clear  explanation  and  categorical  answers  to  categorical  questions,  this  bulletin,  the  survey 
suggests,  not  only  falls  short  of  its  possibilities  but  opens  the  university  to  further  criticism. 

Comment:  In  a  small,  popular  bulletin  of  50  pages  like  No.  666,  entitled  "The  University," 
it  was  manifestly  impossible  to  give  more  than  a  general  explanation  of  the  university  and 
its  work.  It  was  intended  to  give  "an  impressionistic  statement  of  the  university's  effort 
to  serve  the  state,"  to  use  the  phrase  of  the  Allen  report,  and  hence  the  objections  made 
by  Dr.  Allen  may  to  quote  his  own  phrase  "fairly  be  considered  captious.*' 

That  the  bulletin  "opens  the  university  to  further  criticism"  is  Dr.  Allen's  personal  opin- 
ion and  has  the  weight  of  its  authorship. 

"What  Our  University  Does  for  Us" 

Allen  Exhibit:  An  extra  $200  was  voted  by  the  regents  August  5,  1914,  for  extra  time  to 
be  given  during  July  and  August  by  the  head  of  the  press  bureau  to  publicity  work.  Just 
what  that  work  was  to  be  was  not  explained  at  the  August  meeting.  It  was  made  clear 
that  half  of  the  increase  would  be  charged  to  the  "president's  contingent";  i.  e.,  for  work 
to  be  done  under  the  president's  direction  rather  than  the  direction  of  the  Extension  Division 
in  which  the  press  bureau  nominally  belongs. 

Comment:  In  regard  to  "an  extra  $200  paid  by  the  regents  for  extra  time  to  be  given 
during  July  and  August  by  the  head  of  the  press  bureau  to  publicity  work,"  it  should  be 
noted  that  the  head  of  the  press  bureau  devotes  only  one-half  of  his  time   to   university 

767 


University  Survey  Report 

work  and  is  paid  for  only  one-half  time.  Work  paid  for  out  of  the  president's  contingent 
fund  is  not  ipso  facto  under  the  president's  direction;  the  fund  is  used  for  contingent  pur- 
poses of  a  general  character.  This  work  was  not  done  under  President  Van  Hise's  direc- 
tion. In  the  absence  of  President  Van  Hise  in  the  east  during  the  summer  semester  the 
regents  decided  that  this  additional  item  should  be  charged  to  the  president's  contingent 
fund,  since  he  made  provisional  arrangements  before  going  east  for  the  head  of  the  press 
bureau  to  give  full  time  to  the  press  bureau  work  for  two  months  during  the  summer. 

Allen  Exhibit:  Before  the  president  of  the  university  left  for  his  vacation  in  June,  a 
conference  was  held  with  the  president,  the  officer  who  was  to  serve  as  acting  president 
during  the  summer  session,  the  dean  of  the  Extension  Division,  and  the  head  of  the  Press 
Bureau.  The  work  to  be  accomplished  by  the  additional  §100  a  month  was  decided  upon 
as  follows: 

1.  The  press  bureau  head  was  to  outline  "stories"  which  would  explain  the  university's 

service. 

2.  The  various  departments  would  get  together  the  important  facts  where  the  press  bu- 

reau head  saw  what  he  considered  "high  spots  "  i.  e.,  especially  interesting  popular 
statements. 

3.  Stories  would  be  i)repared  by  the  head  of  the  press  bureau. 

4.  Having  written  his  stories,  thv  press  bureau  head  acting  in  this  extra  capacity  under 

"president's  contingent"  should  submit  to  departments  all  stories  about  their  work. 

5.  Manuscript  would  be  furnished  to  the  Aladison  paper  which  was  understood  to  have 

a  plan  for  syndicating  or  circulating  these  articles  among  certain  other  papers 
in  the  state  (number  and  names  not  known  to  the  university.) 

6.  The  press  bureau  would  not  be  credited  with  furnishing  the  stories  for  two  reasons: 

(a)  that  the  idea  had  originated  with  a  newspaper  rather  than  with  the  press 
bureau;  (b)  that  it  would  be  better  for  the  university  not  to  seem  to  be  writing 
these  articles  about  itself  under  the  heading  "What  Our  University  Does 
for  Us." 

This  program  was  carried  out.  From  time  to  time  unusually  readable  and  attractive  arti- 
cles of  about  three  columns  in  length  appeared.    They  were  under  the  nom  de  plume  of  Karl 

B.  Weinman. 

Comment:  That  such  definite  arrangements  were  made  in  June  as  Dr.  Allen's  sections 
1  to  5  state  is  not  true.     The  statements  4  and  6  can  readily  be  demonstrated  to  be  false. 

That  the  statement  of  paragraph  4  is  untrue  so  far  as  the  conference  referred  to  is  con- 
cerned s  shown  by  the  statement  itself;  since  the  decision  to  charge  the  extra  cost  of  the 
press  bureau  work  in  the  summer  to  the  president's  contingent  fund  was  not  arrived  at  or 
suggested  until  just  before  the  August  meeting  of  the  regents  when  the  pres  dent  was  absent 
in  the  east. 

Fhe  ideas  of  paragraph  6  were  not  even  suggested  at  the  conference  above  mentioned, 
much  less  approved  by  those  present.  The  president,  Dean  Birge,  and  Dean  Reber  had  no 
knowledge  of  any  such  plan  then  and  did  not  know  that  the  so-called  Karl  B.  Weinman 
articles  were  written  by  the  head  of  the  press  bureau  until  after  several  of  them  had  been 
published. 

The  conditions  under  which  the  special  articles  entitled  "W'hat  Our  University  Does  for 
Us"  were  prepared  for  the  Wisconsin  State  Journal  and  other  Wisconsin  papers  are  set  forth 
fully  by  Mr.  Richard  Lloyd  Jones,  editor  of  that  paper,  in  a  letter  which  follows,  and  by  Mr. 

C.  W.  Holman,  editor  of  the  Press  Bulletin,  whose  statement  is  given  in  full. 

No  member  of  the  university  stalY  was  acquainted  with  Mr.  Jones'  intention  to  publish 
the  articles  entitled  "What  Our  University  Does  for  Us"  under  a  nom  de  plume. 


The  Wisconsin  State  Journal 
Richard  Lloyd  Jones,  Editor 

Madison,  Wisconsin, 
December  \,  1914. 

Dean  Louis  E.  Reber, 

University  of  Wisconsin, 

Madison,  Wisconsin, 

Dear  Dean  Reber 

Answering  your  queries  about  the  articles  on  the  university  published  in  the  State  .Jour- 
nal, let  me  say  that  their  history  is  briefly  this; 

I  felt  that  the  critics  of  the  university  who  were  pointing  out  the  shortcomings  of  the 
university  should  balance  their  criticism  with  an  analysis  of  the  great  constructive  work 
which  the  university  is  doing.  No  institution  big  or  little,  and  particularly  true  of  a  big 
institution,  ever  operates  on  any  basis  that  does  not  permit  of  improvements  in  certain  re- 
spects. Every  true  friend  of  the  university  is  anxious  to  improve  the  university  in  every 
way,  and  as  fast  as  possible,  but  those  who  were  carrying  adverse  criticism  of  the  univer- 
sity to  the  people  as  the  surveyors  of  the  university  are  doing  principally,  fail  to  make 
a  true  statement  of  fact  when  they  do  not  at  the  same  time  balance  their  findings  with 

768 


Exhibit  29 

an  exhibit  of  the  constructive  wOik  which  has  given  this  university  international  fame. 
This  international  fame  has  not  come  without  cause  and  the  pc  pie  of  Wisconsin  have 
a  right  to  know  of  the  work  that  has  spread  the  fame  of  this  university,  and  should  have 
it  just  as  much  as  they  should  have  the  university's  shortcomings  with  the  idea  of  cor- 
recting them. 

It  has  always  been  my  desire  in  conducting  this  i)ai)cr  to  interpret  as  far  as  is  within 
my  power,  the  work  of  this  great  state  institution.  Unfortunately,  I  have  to  edit  this 
paper  on  the  resources  of  a  small  town,  in  other  words  I  have  to  cover  the  news  sources 
of  a  city  of  thirty  thousand  on  the  resources  which  a  newspaper  would  have  for  a  town 
of  this  population,  just  as  every  other  pa])er  in  a  town  of  this  size  does.  In  addition  to 
the  news  sources  of  this  town,  unlike  La  Oosse,  Racine,  Oshkosh,  and  other  cities  of 
our  approximate  size,  we  have  the  two  great  institutions,  the  state  capitol  and  the  state 
university  which  are  full  of  news  material. 

I  spoke  to  President  Van  Ilise  one  day  of  my  eagerness  to  publish  a  series  of  articles 
showing  the  constructive  work  of  the  university  and  regretting  that  I  had  no  one  on  my 
staff  whose  time  I  could  give  to  make  a  sufficient  study  to  write  the  kind  of  interpret- 
ative articles  I  desired  to  publish.  President  Van  Ilise  at  once  suggested  that  Mr.Holman 
who  was  already  full  of  this  information  could  doubtless  prepare  such  a  .series  of  articles 
and  would  be  glad  to  do  so.  I  conferred  with  Mr.  Ilolman  and  Mr.  Holman  wrote  the 
articles  not  as  an  ofTicial  of  the  university  but  as  a  special  correspondent  by  personal  favor 
on  his  part  to  the  State  Journal.  That  the  articles  might  appear  in  their  true  nature  as 
State  Journal  stories  and  not  as  statements  coming  from  a  university  odicial  as  such,  NIr. 
Holman  and  I  both  agreed  that  it  would  be  well  to  regard  them  as  the  work  of  a  special 
correspondent,  either  attributing  them  to  a  special  correspondent  or  letting  them  appear 
under  a  non  de  plume  which  is  an  ancient  and  recognized  literary  practice.  In  this  form 
they  were  published,  and  appreciating  their  value  and  appreciating  the  fact  that  Mr. 
Holman's  generous  favor  should  be  given  as  widely  to  the  people  as  possible  I  had  copies 
of  them  sent  in  advance  with  release  date  to  about  forty  dailies  in  the  state:  all  that  1 
thought  might  be  interested  in  using  the  articles.  Owing  to  the  congestion  of  news  re- 
sulting from  the  war,  but  few  made  use  of  these  articles.  This  I  regret  as  they  were  very 
informative.  Very  truly  yours, 

[Signed]     RICHARD  LLOYD  JONES. 

Mr.  Holman  says  with  reference  to  the  articles  requested  by  the  State  Journal  for  syndica- 
tion purposes: 

The  point  of  importance  in  connection  with  this  criticism  is  the  signature  under  which 
the  articles  appeared.  The  writer  held  several  conferences  with  Mr.  Richard  Lloyd  Jones 
regarding  the  preparation  of  the  copy.  During  one  of  these  conferences  the  question  of  a 
signature  came  up  and  the  writer's  name  was  suggested  to  head  the  articles.  He  declined, 
not  because  he  did  not  believe  in  the  articles,  for  he  does,  but  because  some  of  them  were 
slightly  crude-  in  form  and  not  up  to  the  quality  in  style  desired  by  the  writer  in  his  signed 
work.  'He  suggested  to  Mr.  Jones  that  the  articles  be  featured  as  coming  directly  horn 
a  staff  writer,  and  when  he  left  Mr.  Jones,  that  was  the  impression  he  had  of  the  way  the 
articles  would  appear.  The  writer  did  have  this  understanding  with  Mr.  Jones,  that 
while  he  was  to  find  interesting  material  and  prepare  the  articles,  which  were  to  be 
checked  for  accuracy  and  spirit  by  the  departments  concerned,  the  entire  responsibility 
of  the  articles  was  to  be  borne  by  Mr.  .Tones  and  his  colleagues  in  the  syndication.  He 
kept  his  part  of  the  agreement,  "and  every  article  furnished  Mr.  Jones  bore  memoran- 
dums of  who  had  prepared  the  material,  who  had  checked  it.  and  who  had  0.  K'd  it. 
Dr.  Allen  admits  that  the  articles  were  good  ones,  both  as  to  style  and  form. 

The  writer  has  analyzed  the  criticism  of  the  accuracy  of  the  articles  and  finds  that  Dr. 
Allen  makes  the  statistician's  mistake.  Newspaper  writers  know^  that  readers  hate 
figures  or  statistical  statements.  It  is  not  considered  a  breach  of  accuracy  to  say  nearly 
six  hundred  when  it  is  nearly  six  hundred.  Moreover,  these  articles  were  written 
to  reflect  the  spirit  of  what  the  university  is  striving  for  rather  than  the  meti- 
culous fact.  They  were  such  as  the  writer  would  have  turned  out  had  he  not  been 
connected  with  the  institution,  the  dilTerence  being  that  they  would  have  been  more 
polished. 

With  regard  to  the  claim  that  the  i)ress  bureau  has  on  hand  neither  copies  of  the 
printed  articles  nor  carbons  of  the  original,  the  writer  begs  to  stale  that  the  press  bureau 
has  in  its  possession  the  uncorrected  carbons  on  the  following:  "Caring  for  Student 
Health  at  the  Universitv  of  Wisconsin";  "The  College  Without  the  Walls";  "Making 
the  Movies  Educate";  "First  Aid  to  the  Doctor";  "Libraries  for  Everybody";  "When 
the  Chautauqua  Comes  to  Town";  "Quickening  the  Community  Conscience";  "The 
Municipal  Reference  Bureau." 

We  have  the  original  copy  of  "Carrying  Health  to  the  Millions." 

Copies  of  the  Wisconsin  State  Journal  are  on  file  showing  the  following  articles:  "First 
Aid  to  the  Doctor";  "The  Chautauqua";  "The  College  Without  the  Walls";  "The  Pack- 
age Library";  "The  Clinical  Department." 

Many  changes  were  made  on  the  original  that  were  not  made  on  the  carbons. 

769 

ScR.— 49 


University  Suiuey  Report 

Allen  Exhibit:  After  the  second  or  third  article  had  appeared,  the  survey  wrote  to  the 
acting  president  and  asked: 

"Mav  we  know  in  what  respects  and  how  far  the  university  is  responsible  for  the  spe- 
cial articles  on  the  university,  which  have  been  appearing  in  the signed  by 

Karl  B.  Weinman?  Will  you  please  have  the  statement  include  the  names  of  the  univer- 
sity oflicers  and  regents,  if  any,  to  whom  the  manuscript  is  sul)mitted  before  offered  to 
the  newspapers?" 

In  eply  the  acting  president  who  had  recommended  the  extra  compensation  of  $100  a 
month,  and  who  is  said  by  other  members  of  the  conference  to  have  been  present  when  the 
first  conference  was  held  with  the  head  of  the  press  bureau,  replied:  "I  have  no  knowledge 
whatever  regarding  the  special  articles  on  the  university  which  have  appeared  in  the ." 

Comment:  Preliminary  arrangements  with  Mr.  Holman  for  the  special  articles  were 
made  before  President  Van  Hise  left  for  his  vacation.  The  acting  president.  Dean  E.  A. 
Birge,  reports  with  respect  to  his  knowledge  of  the  matter  as  follows: 

"My  letter  from  which  the  quotation  is  made  has  been  filed  with  the  president  and  I 
have  no  copy.  The  statement  quoted  from  it  is  substantially  correct,  and  I  suppose  en- 
tirely so.  At  the  conference  referred  to,  I  was  given  no  direction  over  the  work  of  the 
Press  Bureau  in  this  or  in  any  other  matter  and  I  have  never  had  any  charge  for  this  or 
responsibility  for  it.  I  was  not  consulted  in  regard  to  these  articles.  So  far  as  I  can  recall, 
I  had  not  seen  any  of  them  when  this  letter  was  written. 

"In  the  matter  of  Mr.  Holman's  salary,  I  submit  a  copy  of  my  recommendation  to 
the  regents.  The  facts  are  as  follows:  Ilolman  was  regularly  employed  by  the  univer- 
sity at  the  rate  of  $100  per  month  for  half  time.  He  put  in  a  claim  for  $200  on  full  time- 
for  the  month  of  July,  which  claim  was  referred  to  the  regents,  and  I  was  requested  to 
report  upon  it.  I  wrote  to  President  Van  Hise  and  following  his  reply  submitted  the  fol- 
lowing recommendation. 

"Recommendation  of  the  Acting  President. 

August  5,  1914. 

"In  the  matter  of  compensation  of  C.  W.  Holman  for  the  months  of  July  and  August — 
I  am  informed  by  President  Van  Hise  that  he  did  not  make  arrangements  for  Mr.  Hol- 
man's salary  because  when  he  left  it  was  still  uncertain  that  Mr.  Holman  could  do  the 
work.    He  recommends  that  Mr.  Holman  be  paid  proper  salary  for  the  services  rendered. 

"I  recommend  that  Mr.  Holman  be  paid  $200  per  month  for  the  months  of  July  and 
August,  if  he  gives  full  time  to  University  work — the  extra  compensation,  $100  per 
month,  to  be  charged  to  President's  contingent  fund;  Dean  Reber  to  certify  the  service." 

Allen   Exhibit — 

The  latest  article  in  this  series  (up  to  the  date  of  writing  this  section — October  19)  appeared 
Saturday,  October  17,  under  the  following  heading: 


WHAT  THE  UNIVERSITY  DOES  FOR   US 

By  Karl  B.  Weinman 

The  Package  Library 

As  a  press  article  by  a  "special  writer"  this  story  would  be  excellent. 

As  a  university  publication  describing  its  own  work,  it  is  open  to  question  for  several  other 
reasons  than  its  misleading  pseudonym. 

Services,  such  as  those  cited  in  the  article,  are  said  to  be  rendered  daily  where  "almost 
daily"  would  have  been  more  correct. 

"An  efficiency  system,  including  cost  accounting"  is  said  to  have  been  worked  out,  which 
is  onlv  partially  correct. 

The  claim  that  the  "annual  reports  are  almost  a  photograph  of  the  progress  of  public  senti- 
ment in  the  state"  may  be  permissible  for  Karl  B.  Weinman  who  does  not  exist,  but  seems 
hardly  permissible  for  the  university  which  has  careful  record  and  knows  that  this  depart- 
ment's reports  are  by  no  means  a  photograph  of  Wisconsin  sentiment. 

Comment — 

Services  are  rendered  daily  by  this  department,  not  "almost  daily"  as  Dr.  Allen  claims. 
This  has  been  corroborated  by  a  careful  and  thorough  investigation  of  the  actual  work  of  the 
department  for  every  working  day  from  the  first  of  July  to  the  first  of  November,  1914. 

An  "efficiency  system,  including  cost  accounting"  is  not  lacking,  but  was  instituted  over 
two  years  ago  and  is  proving  very  satisfactory.  Professor  R.  S.  Butler,  head  of  the  depart- 
ment of  business  administration,  took  some  time  to  go  over  the  system  in  vogue  and  reports 
as  follows: 

770 


Exhibit  29 

"1.  The  department  of  debating  and  pulilir  discussion  maintains  a  cost  finding 
system  designed  to  show  the  charges,  incurred  directly  by  that  department,  attributable 
to  the  various  kinds  of  activities  engaged  in  by  the  dejjartment. 

"2.  No  attempt  is  made  in  the  figures  to'include  any  part  of  the  general  overhead 
charges  of  the  extension  division.  , 

"3.  The  department  also  maintains  a  cost  record  showing  the  cost  of  all  consumable 
supplies  and  of  printing  used  by  the  department,  exclusively,  during  the  year." 

It  is  certainly  true  that  the  annual  reports  are  indicative  of  the  status  of  public  opinion  in 
this  state.  A  few  illustrations  will  serve  as  evidence  for  this  conclusion.  The  department  has 
been  called  upon  by  the  demand  of  the  people  of  this  state  to  publish  bulletins  on  topics  of 
growing  interest  and  to  revise  and  rei)ublish  those  bulletins  so  long  as  the  public  sentiment 
demanded.  After  the  issue  becomes  settled  there  is  little  demand  for  either  the  bulletins  or 
the  package  libraries,  which  are  ]>reparod  on  demand  in  a  manner  similar  to  the  bulletins.  A 
careful  study  of  the  change  in  the  demand  for  package  libraries  on  such  subjects  as:  "Postal 
Savings  Banks,"  "Parcel  Post,"  "Commission  (iovernmcnl,"  "Income  Tax,"  etc.,  seems  to 
prove  conclusively  that  the  demand  for  package  libraries,  as  indicated  in  the  annual  reports, 
is  "almost  a  photograph  of  the  progress  of  public  sentiment  in  the  slate." 


Allen   Exhibit — 

"First  Aid  to  the  Doctor" 

The  first  article,  August  24,  was  entitled  "First  Aid  to  the  Doctor."  It  likewise  was  an  ad- 
mirable, impressionistic  picture,  such  as  it  is  the  ambition  of  magazine  writers  to  be  able  to 
draw  and  to  sell.  Emanating  from  a  newspaper,  it  must  be  called  "good  work."  Emanating 
from  the  university  which  had  tlifc  facts,  there  are  again  several  statements  which  must  be 
questioned : 

1.  It  is  said  that  "an  extensive  investigation  of  the  "waters  used  on  trains"  had  been  made, 
whereas  the  laboratory  reported  to  the  survey  "69  examinations,"  the  results  of  which  "have 
never  been  published." 

2.  It  is  said  that  "nearly  2,000  doctors  and  health  officers  and  nearly  (>()()  communities 
make  frequent  use"  of  the  laboratory.  What  the  laboratory  says  is:  "We  have  1,881  names 
on  our  correspondence  list  in  581  communities.  It  is  impossible  for  us  to  tell  for  a  long  period 
of  time  whether  a  physician  has  discontinued  the  use  of  the  laboratory  or  not." 

3.  An  impression  is  given  of  use  by  the  State  Board  of  Health  and  by  local  health  officers 
which  is  not  supported  by  the  records  of  the  laboratory. 

4.  An  impression  is  given  of  investigations  into  community  conditions  that  is  not  war- 
ranted by  the  facts. 

5.  An  impression  is  given  of  educational  work  for  both  health  officers  and  medical  students 
not  supported  by  the  facts. 

6.  It  is  stated:  "At  the  present  time  the  work  of  the  laboratory  includes  the  examination 
of  nearlj'  1,000  specimens  a  month,  and  the  state  board  of  health  is  thinking  of  establishing 
one  or  more  branches  in  parts  of  the  state  not  easily  accessible";  the  total  number  of  exami- 
nations in  August,  1914,  was  669,  in  July  694,  in  .lune  774.  in  May  803,  in  February  .')80, 
January  682,  December,  1913,  599,  November  640,  October  5.52;  in  only  two  months,  ?llarch 
and  April,  1914,  has  the  number  exceeded  900,  being  906  in  April  and  927  in  March. 

Comment — 

In  regard  to  the  Dr.  Allen's  criticisms  of  the  si)ecial  article  on  "First  Aid  to  the  Doctor," 
Dr.  C.  R.  Bardeen,  dean  of  the  medical  school,  writes  as  follows: 

"The  article  above  criticised  seems  to  me  to  have  achieved  its  purpose  of  giving  an 
admirable  impressionistic  picture  of  the  work  and  ideals'  of  the  Hygienic  Laboratory. 
In  the  reports  of  the  state  board  of  health  and  in  the  reports  of  the  laboratory  to  the 
president,  exact  figures  are  aimed  at.  In  a  jiopular  article  round  numbers  are  used  to 
convey  an  idea  of  the  general  scope  of  the  work.  Criticisms  3,  I.  and  5  of  the  Allen  report 
do  not  seem  to  be  fair  statements.  If  the  work  of  the  laboratory  increases  as  much  this 
year  as  it  did  last  year  over  the  year  before,  11,785  examinations  will  be  made  by  .luly  1, 
1915.  The  summer  months  are  light  months  as  a  rule." 

Allen   Exhibit — 

Again,  if  this  were  the  work  of  a  special  writer  for  a  newspaper  or  magazine,  it  would  be  ad- 
mitted that  the  articles  were  more  nearly  accurate  in  imjiression  and  in  detail  than  may  rea- 
sonably be  expected  of  a  magazine  work. 

Comment —  ^ 

As  Dr.  Allen  admits,  "The  articles  were  more  nearly  accurate  in  impression  and  detail  than 
may  reasonably  be  expected  of  a  magazine  work."  Inasmuch  as  they  were  intended  for  news- 
paper publication  under  the  conditions  set  forth  in  the  letter  of  Mr.  Richard  Lloyd  .Jones, 
editor  of  the  Wisconsin  State  Journal,  quoted  above,  Dr.  Allen's  statement  that  they  were 
"good"  for  newspaper  purposes  nuHifies  the  criticism  that  Dr.  Allen  passes  on  them. 

771 


University  Survey  Report 

Allen   Exhibit — 

The  press  bureau  itself  has  neither  files  of  the  articles  as  they  appeared  in  the  papers  nor 
manuscript  of  articles  furnished  to  the  newspapers. 

Comment —  i 

The  statement  of  the  Allen  exhibit  to  the  effect  that  the  "press  bureau  itself  has  neither 
files  of  the  articles  as  they  appeared  in  the  paper  nor  manuscript  articles  furnished  to  the 
newspaper"  is  refuted  by  "the  statement  of  Mr.  C.  \V.  Holman,  editor  of  the  Press  Bureau, 
given  above. 

(Signed)     L.  E.  REBER, 

W.  G.  BLEYER. 


772 


EXHIBIT  30. 

QUESTIONS  PROMPTED  BY  READING  THE  BY-LAWS  AND 
LAWS  OF  THE  REGENTS 

P'or  help  in  understanding  university  organization  and  government  the  survey  read  a 
volume  of  167  pages,  the  1914  edition  of  the  by-laws  and  laws  of  the  regents  with  extracts 
from  the  federal  and  state  laws  relating  to  the  university. 

Of  the  contents,  23  pages,  or  about  one-seventh,  are  given  to  the  federal  laws  and  rulings; 
73  pages,  or  nearly  one-half,  to  state  laws;  35  pages,  or  more  than  one-fourth,  to  laws  of  the 
regents;  and  23  pages,  or  about  one-seventh,  to  faculty  rules  for  government  and  discipline 
of  students. 

A  double  column  index  of  nine  pages  and  a  table  of  contents  complete  the  volume. 

State  legislation  which  is  biennially  revised,  laws  of  regents  subject  to  revision  at  any 
monthly  meeting,  and  faculty  regulations  subject  to  revision  at  any  monthly  meeting  are 
thus  found  in  the  same  volume  with  federal  laws  and  state  laws  that  are  not  changed  from 
year  to  year  or  biennially  although  both  might,  of  course,  be  changed. 

For  two  reasons  it  is  suggested  that  the  presumptively  permanent  portions  of  the  volume 
be  separately  printed  from  those  sections  which  it  is  known  or  expected  will  change  from  year 
to  year,  or  from  biennium  to  biennium. 

Apart  from  reduction  in  the  printing  bill,  which  would  result  from  following  this  sugges- 
tion, there  is  another  important  advantage;  namely,  that  for  working  purposes  at  meetings  of 
regents  and  committees,  a  smaller  volume  would  be  more  frequently  used  than  a  volume  of 
the  present  size. 

At  a  meeting  of  the  Board  of  Regents  where  the  right  of  the  executive  committee  to  take 
certain  action  was  without  progress  repeatedly  affirmed  and  challenged,  no  member  of  the 
board  referred  to  the  regents'  laws  until  after  a  sentence  from  the  volume  was  pointed  out 
by  the  survey  representative. 

Would  two,  or  three,  or  even  four  volumes  be  more  useful  than  one? 

A  series  of  volumes  might  contain  different  kinds  of  matter,  such  as  (1)  permanent  or 
presumptively  permanent  matter,  such  as  constitutional  provisions,  copies  of  federal  land 
grants,  legislation  and  rulings,  fundamental  statutes,  and  fundamental  laws  and  by-laws  of 
the  regents;  (2)  the  budgetary  provisions  for  the  biennium,  which  matter  must  change  and 
must  be  frequently  consulted;  (3)  the  laws  of  the  regents  which  are  infrequenlly  changed 
and  need  not  be  continually  used  for  reference,  and  (I)  the  by-laws  of  regents  and  faculty 
regulations  which  are  frequently  consulted  and  should  be  easily  changed. 

Divisions  3  and  4  may  easily  be  combined  if  the  number  of  volumes  seems  too  many. 

The  main  reason  for  Ihis  suggestion  is  not  the  saving  of  money,  but  the  probable  increase 
in  use  of  the  material  for  reference — what  is  easy  to  consult  is  more  apt  to  be  consulted. 

Questions  prompted  by  a  page  by  page  reading. 

Certain  changes  of  legislation  are  suggested  in  Part  IV  of  the  survey  report.  If  questions 
that  appear  here  do  not  reappear  among  formal  recommendations,  it  is  because  the  survey  is 
passing  on  questions  prompted  by  a  page  by  page  reading  although  in  many  instances  the 
definite  answer  to  those  questions  has  not  been  sought  by  the  survey.  [At  the  time  this 
section  was  written  the  survey  hoped  to  have  a  conference  with  the  Board  of  Regents  to 
discuss  in  detail  the  suggestions  that  follow.  The  survey  regrets  that  such  conference  was 
never  held.] 

Page  4,  section  4,  line  6:  Does  the  phrase,  "including  military  tactics"  mean  necessarily 
military  drill,  or  may  it  mean  the  science  of  military  tactics  as  taught  now  in  certain  classes 
without  drill;  does  it  mean  compulsory  drill  for  all  freshmen  and  sojihomores  in  the  entire 
university;  does  it  mean  compulsory  drill  for  freshmen  and  sophomores  in  the  College  of 
Agriculture?  Is  the  university  free,  if  it  wishes,  to  act  on  the  assumption  that  the  phrase, 
"including  military  tactics"  does  not  bind  the  university  to  make  drill  compulsory?  If  it 
is  compulsory,  does  the  compulsion  extend  beyond  the  agricultural  college? 

Page  35,  section  6,  line  4  of  the  constitutional  provisions:  Might  the  university,  if  it 
washed,  arrange  with  high  schools  (as  junior  colleges)  or  private  colleges  to  do  work  for  the 
university  and  in  its  name  for  the  freshman  and  sophomore  years  undei^^the  provision  for 
connecting  with  the  university  "from  time  to  lime,  such  colleges  in  different  parts  of  the 
state  as  the  interests  of  education  may  require?" 

Article  X,  section  1  of  the  state  constitution  begins:  "The  supervision  of  public  instruc- 
tion shall  be  vested  in  a  state  superintendent  and  such  other  officers  as  the  legislature  shall 
direct;  and  their  qualifications,  powers,  duties  and  compensation  shall  be  prescribed  h\-  law." 

773 


University  Survey  Report 

Under  this  provision  may  the  superintendent  of  public  instruction  call  upon  the  state 
university  for  information  and  in  his  ofTicial  capacity  visit    classes,  examine  accounts,  etc.? 

Page  36,  section  170-8  of  the  statutes  of  Wisconsin:  Will  it  help  to  have  the  concluding 
sentence  changed  so  as  to  add  in  effect  the  following  underscored  words:  "All  such  salaries, 
compensations,  and  expenses  shall  be  charged  to  the  proper  legislative  appropriation  for  the 
Board  of  Regents  of  the  university  and  to  the  i>roi>er  Imdgetary  aecount  set  up  hy  the 
regents  in  the  annual  hudget? 

Page  16,  line  5  is  the  first  place  where  reports  of  "receipts  and  disbursements  in  full  and 
detail"  are  mentioned.  The  term  appears  in  several  other  connections,  as  for  example  page 
112,  line  7  from  the  bottom,  and  page  113,  line  2. 

There  is  apt  to  be  a  considerable  difference  between  expenditures  or  money  paid  out,  and 
expenses  or  total  obligations  incurred,  including  money  paid  out  and  money  due  but  not  yet 
paid.  On  the  other  hand,  amounts  due  the  university  but  not  yet  paid  are  as  important  a 
part  of  transactions  as  are  receipts  of  moneys  actually  received  (Exhibit  33). 

For  example,  in  1912  receipts  from  the  three-eighths  mill  tax  were  reported  as  .'S810,{)()U, 
whereas  the  amount  due  the  university  that  year  from  the  mill  tax  was  $206,000  more  than 
the  amount  reported,  this  item  of  $206,000  remaining  in  the  comparative  tables  as  a  1913 
receipt. 

Would  it  help  for  the  university  to  ask  for  a  change  in  legislation  and  to  make  a  change  in 
its  own  regulations  which  will  either  substitute  "revenues  and  expenses"  (i.  e.,  including 
accruals)  for  "receipts  and  disbursements,"  or  will  call  for  revenues  and  expenses  (i.  e., 
including  accruals)  in  addition  to  receipts  and  expenditures? 

Page  56,  section  377:  The  state  superintendent  of  public  instruction  is  ex  officio  member 
of  the  Board  of  Regents.  Question  is  raised  in  Part  IV  whether  both  the  state  department  and 
the  university  lose  by  this  arrangement  certain  advantages  that  might  come  from  an  en- 
tirely independent  state  department  to  be  kept  informed  of  university  proceedings  and 
standards  and  to  have  power  to  secure  information,  but  to  retain  throughout  the  objective 
and  impersonal  relation  with  the  university  which  is  difhcult  when  the  superintendent  is 
also  a  regent. 

Part  IV  also  suggests  that  the  president  of  the  university  be  discontinued  as  ex  officio 
member.  The  legal  advisers  of  the  State  Board  of  Public  Affairs  say  that  the  evident  intent 
of  the  present  law  is  that  the  president  shall  vote  only  in  case  of  a  tie,  in  spite  of  the  indefinite 
reading  which  seems  to  refer  only  to  vote  as  member  of  standing  committees.  The  survey 
is  informed  that  the  president  does  not  vote  even  in  case  of  a  tie.  If  the  president  is  not 
legally  entitled  to  vote  when  there  is  not  a  tie  and  prefers  not  to  vote  when  there  is  a  tie, 
there  is  in  effect  now  an  ex  officio  membership  without  right  to  vote. 

Would  not  the  president  be  in  stronger  position  if  not  himself  a  member  of  the  Board  of 
Regents,  but  with  right  and  obligation  to  attend  all  meetings,  the  right  to  submit  and  dis- 
cuss proposals  and  to  secure  information  sent  to  regents? 

Page  56,  section  379,  line  4  from  the  bottom,  has  to  do  with  minutes.  The  law  reads: 
"The  secretary  [of  the  Board  of  Regents]  shall  keep  a  faithful  record  of  all  the  transactions 
of  the  board  and  of  the  executive  committee  thereof." 

As  construed  in  practice  and  as  w^ould  probably  be  construed  by  the  courts,  the  term 
"faithful  record"  means  a  record  of  resolutions  passed  and  exhibits  submitted. 

Would  it  help  to  have  the  term  "faithful  record"  defined  so  as  to  include  motions  made 
plus  names  of  movers,  and  a  digest  of  important  discussions? 

Page  58,  section  382:  There  is  a  provision  here  for  the  kind  of  connection  contemplated  in 

the  cQnstitutional  provision  re  other  colleges — " if  they  deem  it  expedient  (the  Board 

of  Regents)  may  receive  in  connection  with  the  university  any  college  in  this  state  upon  aopli- 
cation  of  its  board  of  trustees;  and  such  college  so  received  shall  become  a  branch  of  the 
university  and  be  subject  to  the  visitation  of  the  regents." 

In  view  of  the  growing  demand  for  junior  colleges  and  for  the  separation  of  freshman  and 
sophomore,  or  so-called  "secondary  work,"  from  junior  and  senior  work,  will  it  help  the 
regents  to  have  a  special  investigation  and  report,  perha[)s  by  the  president  and  deans,  or 
by  a  regents' committee,  as  to  the  feasibility  of  establishing  branches  of  the  university  in 
connection  (a)  with  existing  colleges,  and  (b)  with  high  schools  in  communities  large  enough 
to  make  the  addition  of  freshman  and  sophomore  work  financially  practicable? 

Page  58,  section  382a,  paragraph  1  calls  for  construction  "in  order  of  the  greatest  need 
therefor  as  determined  by  the  regents." 

Would  it  be  well  to  add  to  this  provision  the  phrase,  "as  determined  by  the  regents  and 
explained  in  writing  to  the  governor?" 

Paragraph  2  requires  that  no  plan  shall  be  adopted  or  contracts  entered  into  until  complete 
estimates  have  been  submitted  to  the  governor  and  approved  by  him,  after  being  satisfied 
by  personal  examination,  etc.,  that  such  building  is  required  and  that  it  will  be  completed 
for  the  sum  proposed. 

Would  it  be  well  to  add  the  provision  that  "no  amendment  of  the  contract  which 
adds  to  the  cost  of  the  plan  originally  approved  by  the  governor  shall  be  made 
until  after  the  governor's  approval  of  such  amendment?" 

774 


Exhibit  30 

Pages  58,  59,  section  383  has  a  number  of  provisions  relating  to  the  Ijiennial  report.  Several 
of  these  provisions  have  heretofore  not  been  completely  complied  with — notablv,  course  of 
study  in  each  college;  "nature,  cost  and  result  of  all  important  investigations' and  experi- 
ments;" interim  reports  which  are  not  mandatory  but  which  are  called  for  "as  often  as  mav 
seem  desirable"  as  to  the  important  results  of  investigations  "by  other  investigators  connected 
with  the  university,  and  also  the  results  of  such  experiments  therein  relating  to  agriculture 
or  the  mechanic  arts  as  said  board  may  deem  to  be  of  special  value  to  the  agricultural  and 
mechanical  interests  of  the  state." 

Has  not  the  time  come  to  include  in  the  law  itself  a  statement  that  together  with  the 
number  of  instructors  and  students  there  i)e  published  a  statement  showing  the  cost  per 
credit  per  student  hour  at  least  for  each  department,  if  not  for  each  student  and  class  in 
each  department?  At  the  suggestion  of  the  survey  the  business  office  took  steps  to  have  this 
material  currently  available.  After  a  considerable  amount  of  time  and  monev  had  been 
spent  the  work  was  stopped,  whether  permanently  or  temporarily,  or  for  what  reason,  the 
survey  has  not  been  able  to  learn  (Exhibit  ?>\). 

Page  59,  line  2:  Should  the  phrase  "the  number  of  instructors  and  students"  be  amended 
to  read  "the  number  of  instruetors  of  each  grade  and  of  students  of  each  of  the 
three  groups — lower  class,  upper  class  and  graduates  in  each  department  and 
college?" 

Would  it  help  to  have  a  clause  added  to  the  effect  that  the  regents'  report  be  audited  as  to 
accuracy  and  adequateness  of  statistics  by  the  business  manager? 

Page  61,  section  383m,  1,  provides  for  an  outside  audit  of  financial  transactions  and 
accounts.  To  insure  significance  as  well  as  accuracy  of  financial  transactions  would  it  help 
to  have  included  among  subjects  to  be  audited  records  of  operation,  educational  summaries 
and  statistics  including  the  per  credit  hour  cost  of  instruction? 

Page  61,  section  384:  Regents  are  empowered  to  confer  upon  the  faculty  by  by-law  the 
power  to  suspend  or  expel  students  for  misconduct,  etc.  Does  this  provision  leave  the  regents 
free  if  they  wish  not  to  delegate  the  power  to  the  faculty  but  to  hold  it  for  the  regents  and  to 
delegate  to  selected  members  of  the  faculty,  or  to  faculty  members  to  be  aj)pointed  by  the 
general  faculty,  the  power  to  investigate  disciplinary  cases  and  to  take  action  subject  to 
confirmation  by  the  regents? 

Page  62,  section  387,  provides  that  all  colleges,  schools,  departments  and  class  exercises 
"shall  be  open  without  distinction  to  students  of  both  sexes."  This  has  been  construed  to 
mean  that  segregation  of  sexes  in  English,  for  example,  is  against  the  law. 

If  this  means  merely  that  the  university  is  prohibited  from  excluding  women  from  any 
class  attended  by  men,  but  not  that  the  university  is  prohibited  from  establishing  a  class  of 
men  without  including  in  it  any  women  except  when  women  may  ask  admission,  is  it  legal 
for  the  university  to  make  an  experiment  with  classes  for  men  only  or  for  women  only,  in 
such  subjects  as  for  example,  English,  which  it  is  now  maintained  by  many  that  men  will 
not  elect,  and  in  economics  which  some  believe  women  decreasingly  elect  because  of  the  |)re- 
dominance  of  rnen? 

Page  62,  section  387,  line  5:  The  phrase  regarding  instruction  in  military  tactics  reads 
that  "able  bodied  male  students  in  whatever  colleges  therein  may  receive  instruction  and 
discipline  in  military  tactics."  This  would  mean  that  even  if  the  university  decided  to  reduce 
the  amount  of  required  instruction  in  military  tactics  it  would  be  compelled  to  give  such 
instruction  to  all  who  might  elect  it.  The  question  is  still  open  as  to  what  constitutes  "in- 
struction and  discipline  in  military  tactics." 

Even  if  it  should  be  decided  later  to  reduce  the  amount  of  drill  and  to  remove  the  com- 
pulsion, would  it  not  be  well  to  ask  for  an  amendment  of  this  section  by  omitting  lines  5,  6 
and  7  of  section  387?  Students  ntnv  who  have  flat  foot,  or  other  physical  defects  may  not 
receive  instruction  in  military  drill. 

Page  62,  section  387,  line  81T  provides  for  an  unlimited  state  teaching  certificate  upon 
condition  that  a  university  graduate  "shall  furnish  evidence  to  the  stale  superintendent  of 
good  moral  character  and  of  successful  teaching  for  one  school  year  in  a  public  school  of 
this  state." 

The  university  itself  has  not  been  satisfied  with  the  teaching  efliciency  of  its  graduates. 
Would  it  help  to  insert  after  the  words  "shall  furnish"  the  words  "upon  l)lanks  to  be  provided 
by  the  State  Department  of  Public  Instruction  written  evidence  from  the  school  or  schools 
in  which  the  student  has  taught,  of  good  moral  character  and  of  successful  teaching?" 

The  legal  advisers  of  the  Slate  Board  of  Public  .MTairs  have  informed  the  survey  that  this 
section  387  has  been  superseded  by  section  458b-'i.  page  69  of  the  regents'  laws. 

Page  62,  section  388  provides  for  tuition  for  nonresident  students,  ".\ttendance  at  the 
university  shall  not  of  itself  be  sullicient  to  elTecl  a  residence."  This  does  not  seem  to  be 
specific  enough.  Practically  any  adult  may  easily  show  now  that  his  residence  in  Wisconsin 
has  been  elTecled  in  another  way  than  by  mere  attendance  at  the  university. 

Would  it  help  to  amend  this  law  to  indicate  what  evidence  of  residence  shall  be  furnished 
by  the  claimant  with  respect  to  other  portiiuis  of  the  year  than  the  university  year?  Would  it 
help  to  have  a  penalty  attached  to  misrepresentation  or  false  claim  of  residence?  Should  the 
challenged  student  be  required  by  law  to  make  an  aflidavil?    Should  a  distinction  be  made 


University  Survey  Report 

between  minors  and  persons  of  age?  Would  it  help  to  have  the  law  regarding  the  establish- 
ment of  residence  in  case  of  matriculation  at  the  university  read  two  years  or  four  years 
instead  of  one  year  and  to  have  the  time  date  back  from  matriculation  day? 

The  tuition  is  now  "one  hundred  dollars  per  school  year."  Would  it  be  well  to  ask  that  this 
be  specific  to  show  whether  the  legislature  means  for  nine  months  or  for  nine  months  plus  the 
summer  session? 

Page  63,  section  389:  The  legal  advisers  of  the  State  Board  of  Public  Affairs  inform  the 
survey  that  under  the  ruling  of  this  law,  line  28ff,  the  regents  are  not  free  to  refuse  gifts 
tendered  or  to  reappropriate  funds  when  no  longer  needed  for  the  specific  purposes  mentioned 
in  the  original  gift  or  grant. 

Moreover  the  legal  advisers  have  given  the  opinion  that  the  donor's  wish  must  be  observed 
as  to  classes  or  persons  to  be  benefited,  method  of  control,  etc. 

Should  amendments  be  asked  for  so  that  it  will  not  be  possible  to  create  in  perpetuity  any 
chairs  or  faculties,  or  gifts  for  persons  within  faculties,  so  that  all  gifts  will  be  conditioned 
upon  approval  by  the  regents? 

Should  not  the  provision  be  stricken  out  which  would  make  it  possible  for  a  private  fund 
"to  provide  for  the  voluntary  retirement  of  any  of  its  faculty?" 

Should  an  amendment  be  sought  requiring  regents  to  include  in  their  biennial  report  a 
statement  of  the  use  made  of  all  funds  and  properties  received  from  individuals? 

Apart  from  protecting  the  university,  such  provisions  might  lead  to  greater  interest  on  the 
part  of  private  citizens  and  alumni  in  promoting  university  service  desired  by  the  regents 
but  not  yet  provided  for  by  the  legislature. 

Page  66,  section  392em-8a,  subsection  5  requires  in  the  annual  report  as  to  work  of  the 
soils  laboratory,  in  addition  to  other  facts  specified  in  the  first  four  subsections,  "such 
other  facts  as  may  be  necessary  in  judging  of  the  value  of  the  work  done  by  the  laboratory." 

Would  it  help  to  have  a  complete  revision  of  all  reference  in  the  laws  and  by-laws  to  re- 
ports so  as  to  include  the  minimum  points  necessary  to  judge  the  value  of  work  done  by  the 
respective  divisions  reporting? 

Page  72,  section  605:  Provisions  for  condemning  land  do  not  now  contain  any  prescription 
as  to  purchase  by  private  agreement  without  condemnation  proceedings.  In  view  of  the 
question  almost  certain  to  arise  as  to  the  price  paid  by  a  public  body  for  private  land,  would 
it  be  well  to  amend  this  section  so  as  to  require  at  least  three  competent  outside  independent 
appraisals  for  all  land  before  option  is  taken  or  purchase  made;  also  a  public  advertisement 
of  intention  to  purchase  at  price  agreed  upon;  offer  of  public  hearing;  finally  the  requirement 
that  condemnation  proceedings  be  instituted  in  cases  where  there  is  a  difference  of  per- 
centage to  be  graduated  according  to  the  amount  involved,  where  the  lowest  appraisal  is 
below  the  price  which  the  seller  is  willing  to  take  at  private  sale.  Failure  to  institute  such 
proceeding  gives  color  to  the  criticism  which  has  been  made  to  the  survey  that  the  university 
through  prices  paid  for  property  purchased  is  in  effect  bidding  against  itself  and  raising  the 
cost  of  living  for  its  own  students  and  its  own  townspeople. 

At  present  the  university  may  not  take  possession  of  property  until  after  condemnation 
proceedings  have  been  completed.  One  reason  for  securing  property  at  private  sale  is  to 
avoid  the  delays  and  annoyances  of  condemnation  proceedings.  The  Wisconsin  high  school 
building,  which  is  avowedly  incomplete,  and  which  is  said  to  be  able  to  live  up  to  less  than 
half  its  program  in  its  present  building  (Exhibit  23),  can  be  extended  as  planned  in  1913 
only  by  securing  property  which  does  not  yet  belong  to  the  university  and  upon  which  it  has 
no  option. 

Would  it  help  to  add  a  section  to  chapter  33  after  section  607  on  page  73,  providing,  in 
return  for  proper  financial  compensation,  for  immediate  possession  (if  desired)  of  property 
with  regard  to  which  the  university  starts  condemnation  proceedings? 

Page  75,  section  1406m,  deals  with  the  State  Laboratory  of  Hygiene.  Question  is  raised  in 
Part  IV  of  the  survey  report  as  to  whether  the  work  of  this  laboratory  would  not  be  more 
eflective  to  the  state  at  large  if  the  relations  of  the  university  and  State  Board  of  Health 
were  reversed. 

Now  the  laboratory  is  at  the  university  to  be  used  by  the  State  Board  of  Health  under 
conditions  jointly  determined.  Would  it  not  be  better  for  health  administration  if  the 
laboratory  belonged  to  the  State  Board  of  Health  to  be  used  by  the  university  according  to 
joint  agreement?  Whatever  final  action  is  taken  with  regard  to  the  principal  jurisdiction 
over  this  laboratory,  should  not  a  specific  provision  require  that  the  laboratory  be  used 
for  teaching  purposes  by  the  university  medical  school,  laboratory  classes  in  bacteriology, 
chemistry,  etc.? 

Should  the  transfer  of  the  hygiene  laboratory  to  the  department  of  health  not  be  recom- 
mended by  the  State  Board  of  Public  Affairs  or  not  voted  by  the  legislature,  should  not 
paragraph  7  re  appropriations,  page  76,  be  amended  to  strike  out  the  phrase  "so  far  as  prac- 
ticable," which  seems  to  make  it  a  residual  claimant  and  not  a  preferred  claimant;  i.  e.,  de- 
pendent not  upon  state  health  needs  but  upon  within-university  competition  for  funds? 

By-laws  of  the  regents. 

The  by-laws  of  the  regents  may  be  added  to  or  amended  at  any  meeting  of  the  board  by  an 
affirmative  vote  of  the  majority  of  the  members  of  the  board.  No  advance  notice  is  required 
of  intention  to  amend  or  add. 

776 


Exhibit  M) 

The  same  is  true  of  amendment  to  the  laws  of  regents,  page  144.  Should  not  advance 
written  notice  of  at  least  one  week,  if  not  a  notice  of  one  month,  be  required  for  amendments 
to  by-laws  or  laws? 

Page  109,  section  1 :  The  annual  meeting  of  the  regents  is  held  on  Tuesday  before  the 
annual  commencement.  This  is  too  early  to"  receive  reports  of  the  current  year,  or  at  least 
reports  have  not  heretofore  been  available  for  the  current  year.  It  is  neither  the  beginning 
nor  the  end  of  an  administrative  period.  Regents'  terms  expire  in  February,  not  in  .June. 
Moreover  the  Tuesday  before  commencement  is  the  Tuesday  in  the  year  when  it  is  most 
difficult  for  regents  to  give  undivided  attention  to  past  or  future  of"  their  administrative 
problems.  Everything  in  the  atmos[)here  at  the  university  invites  enthusiasm  and  unbounded 
endorsement;  nothing  invites  analysis,  critical  comparison  or  careful  i)lanning. 

Would  it  help  to  have  the  annual  meeting  in  September  when  all  plans  for  the  next  year 
are  available  and  all  records  for  the  last  year  should  be  available?  This  is  also  the  Lime  when 
the  first  steps  are  taken  every  other  year  toward  the  preparation  of  the  biennial  budget  esti- 
mates. 

Page  109,  section  2:  The  six  stated  meetings  of  the  board  are  now  held  in  October,  De- 
cember, January,  March,  April  and  August,  besides  the  annual  meeting  in  June.  If  the  date 
of  the  annual  meeting  is  not  changed  it  is  suggested  that  one  of  the  six  meetings  be  held  in 
September  so  that  the  regents  may  begin  the  new  school  year  with  the  university  informed 
both  as  to  plans  for  the  new  year  and  results  of  the  preceding  year.  The  August  meeting 
might  be  omitted  as  it  comes  too  soon  for  a  summary  of  the  preceding  year's  work,  and  the 
executive  committee  might  be  counted  upon  to  meet  all  requirements  during  the  period, 
June  to  September. 

Would  it  help  also  to  have  a  meeting  in  November  rather  than  in  December,  thus  having 
two  months  intervene  between  the  November  and  the  January'  meetings  rather  than  be- 
tween the  October  and  December  meetings?  Meetings  in  September,  October  and  November 
would  give  the  regents  a  "running  jump"  in  study  and  understanding  of  the  year's  work. 

Page  109,  section  3:  Should  the  requirement  be  inserted  that  the  request  for  a  special 
meeting  state  the  purpose  or  purposes  for  which  the  meeting  is  called  and  the  subject 
or  subjects  to  be  considered,  together  with  a  digest  of  the  important  facts  which 
make  the  meeting  seem  necessary? 

Page  110,  section  6:  Should  the  by-laws  provide  at  this  point  that  the  order  of  business 
for  meetings  be  sent  in  advance  to  the  regents,  (1)  with  a  list  of  points  which  the  president, 
standing  and  special  committees,  business  manager  and  secretary  know  will  be  submitted; 
(2)  with  a  list  of  matters  which  should  come  up  under  the  heading  of  unfinished  business? 

Should  the  by-laws  here  also  specify  the  character  of  report  which  shall  be  received  either 
in  writing  or  orally  from  the  various  officers  and  committees,  to  insure  statement  of  ground 
covered,  study  made,  number  attending  meetings,  length  of  meetings,  sources  of  informa- 
tion, etc.? 

Pages  110,  111,  section  3:  It  is  declared  to  be  the  duty  of  the  regents  "to  keep  in  touch 
with  and  informed  as  to  the  work  of  the  university,  in  its  several  departments  ...  so  far 
as  each  regent's  time  will  permit."  Should  this  qualifying  phrase  be  omitted,  and  another 
qualifying  phrase  added  so  that  the  section  will  read:  "It  is  hereby  declared  to  be  each  re- 
gent's duty  to  keep  in  touch  with  and  informed  as  to  the  work  of  the  university,  in  its  several 

departments ,  and  in  the  performance  of  such  duty  each  regent  shall  read 

the  official  reports  transmitted  by  the  secretary  of  the  board,  and  when  unable 
to  read  such  official  reports  shall  inform  the  president  of  the  board  and  the  gov- 
ernor, shall  make  reasonably  frequent  visits  to  Madison ?" 

Page  111,  section  4:  Should  this  section  which  now  recjuires  the  president  to  sign  all  con- 
tracts and  instruments  authorized  by  the  board  contain  the  jiliraso  used  in  the  statutes  re- 
garding the  governor's  approval  of  construction  plans?  Would  it  not  help  to  have  it  implied 
in  this  section  that  the  president  shall  not  merely  sign  contracts  and  instruments,  but  thaf 
he  shall  know  what  he  is  signing,  at  the  same  time  making  it  clear  that  this  necessitates  a 
great  deal  of  personal  attention  not  required  of  other  members  of  the  board? 

Page  111,  section  7:  Should  not  the  business  manager  be  bonded?  .Mthoiigh  provision  is 
made  for  protecting  funds  through  bonding  the  bursar  and  the  secretary,  the  business  manager 
is  the  superior  of  these  two  ollicers  and  is  primarily  responsible  for  the  origin  and  conclusion 
of  important  financial  transactions  and  records  of  transactions. 

At  present  the  business  manager  is  held  respiMisible  to  the  Board  of  Regents  "through  the 
Executive  Committee  and  the  President  of  the  University  and  shall  report  directly  to  the 
board  at  each  meeting."  Now  that  a  new  business  manager  is  to  be  elected  would  it  help  to 
revoke  the  provision  that  the  business  manager  is  responsible  to  the  president  of  the  uni- 
versity? It  is  important  that  the  business  manager  shall  feel  direct  and  primary  responsi- 
bility to  the  Board  of  Regents.  The  position  is  by  definition  and  by  salary'a  iiosition  of  great 
importance.  The  usefufness  of  the  business  manager  depends  in  large  measure  upon  his 
ability  to  study  impersonally  and  without  feeling  of  subordination  the  requests  for  funds, 
buildings,  etc.,  and  the  reports  upon  operations  that  come  to  the  regents  from  the  educational 
officers  through  the  president. 


University  Survey  Report 

Will  iiol  the  position  of  both  president  and  business  manager  be  strengthened  by  definitely 
recognizing  a  coordinate  relation? 

By  instruction  of  the  State  Board  of  Public  Affairs  a  letter  was  written  by  the  survey  to 
the  Board  of  Regents  making  certain  suggestions  as  to  method  of  securing  a  successor  to  the 
first  business  manager,  Dr.  Bumpus,  resigned.  Of  those  suggestions,  several  are  repeated 
here;  namely,  that  the  by-laws  define  more  specifically  than  is  now  done  the  duties  and  powers 
of  the  business  manager.  In  addition,  would  it  not  help  to  add  a  paragraph  to  section  7  to 
the  effect  "that  all  reports  of  operation  from  the  educational  ofTicers  and  committees 
of  regents  be  audited  as  to  accuracy  and  completeness  by  the  business  manager; 
that  the  current  clerical  .work  of  all  university  officers  and  employees  including 
those  attached  to  the  instructional  staff  be  audited  by  the  business  manager;  that 
forms  for  reporting  lime  spent  upon  different  kinds  of  work  be  prescribed  by  the 
business  manager  with  the  board's  approval;  that  in  the  office  of  the  business  man- 
ager there  be  established  a  division  of  reference  and  research  for  the  study  of  current 
and  special  problems  confronting  university  administration,  more  particularly 
for  correlating  educational  and  business  facts."  i.  e.,  for  extending  such  work  as  is 
represented  by  the  bulletin  on  enrollment  of  students,  studies  begun  but  discontinued 
before  completion   of  per  credit  hour  cost  of  instruction,  etc. 

Page  112,  paragraph  2  provides  now  that  the  secretary  shall  keep  a  record  of  proceedings 
of  the  board,  executive  committee  and  all  standing  committees  whensoever  requested  by  the 
chairman.  Should  the  qualifying  phrase  "whensoever  requested"  be  stricken  out  and  the 
secretary  through  a  representative  be  required  to  keep  record  of  the  proceedings  of  all 
standing  committees?  Should  the  Board  of  Visitors  be  added  to  the  committees?  Should 
"record  of  proceedings"  be  defined  as  suggested  in  connection  with  section  379,  page  56,  so 
as  to  include  motions  made  plus  names  of  movers  and  a  digest  of  important  discussion? 

Page  112,  second  paragraph,  and  page  113,  third  paragraph:  Should  "receipts  and  dis- 
bursements" be  changed  to  "revenues  and  expenses,"  or  at  least  supplemented  by  the  re- 
quirement that  accruals  be  included  in  the  quarterly  statements  and  in  current  records? 

Page  113,  paragraph  1 :  The  quarterly  statement  which  heretofore  has  not  been  regularly 
prepared  by  the  secretary  has  not  heretofore  included  the  balance  remaining  at  the  end  of 
each  quarter  for  each  appropriation  account.  It  is  the  appropriation  account  which  the 
regents  use  for  administrative  purposes  and  not  the  fund  account  appropriated  as  per  legis- 
lative appropriation.  If  the  balance  for  each  appropriation  account  be  added  the  regents  will 
know  where,  if  at  all,  departments  are  spending  at  a  rate  above  or  below  their  respective 
allowances. 

Page  113,  paragraph  3 :  It  is  not  stated  by  whom  in  the  absence  of  the  business  manager  the 
secretary  may  be  "otherwise  instructed."  If  it  is  meant  that  the  president  of  the  university 
or  the  business  manager  may  "otherwise  instruct,"  should  the  by-law  state  the  fact  definitely? 
If  it  is  meant  that  the  president  of  the  Board  of  Regents  or  the  executive  committee  may 
"otherwise  instruct,"  should  that  fact  be  stated? 

Would  it  not  be  better  to  drop  the  expression  "and  unless  otherwise  instructed."  so  that 
the  duties  of  the  business  manager  will  fall  to  the  secretary  in  the  former's  absence?  Or,  if  it  is 
not  intended  to  give  the  secretary  automatically  such  power  in  the  absence  of  the  business 
manager,  would  the  by-laws  better  read:  "and  unless  other  deputy  is  appointed  by 
action  of  the  board  or  executive  committee?" 

Page  114,  paragraph  Ir  If  it  is  necessary,  as  earlier  required,  that  the  sc(Tetary  deposit 
receipts  once  a  day,  should  the  by-laws  require  that  the  bursar  make  deposits  more  often 
than  once  a  week?  If  this  is  too  often  for  periods  when  little  money  is  being  received,  would  it 
be  desirable  to  state  a  minimum — for  example,  "shall  deposit  sums  daily  unless  sums 
in  hand  are  less  than  one  hundred  dollars?" 

Page  114,  paragraph  2:  The  accountant  is  held  responsible  for  keeping  "time  sheets," 
jDut  no  one  is  held  responsible  for  prescribing  adequate  time  sheets  which  give  information 
necessary  to  cost  accounting.  It  has  been  recommended  above,  under  section  7,  page  111, 
that  the  business  manager  prescribe  such  time  records. 

Would  it  help  to  have  the  duties  of  the  accountant  rewritten  to  prescribe  generally  the 
content  and  form  of  an  adequate  cost  accounting  system? 

Should  the  accountant  be  responsible  for  auditing  directly  or  through  a  representative 
the  accounts  and  informal  memoranda  and  statements  in  the  offices  of  the  purchasing  agent, 
requisition  clerk,  laboratories,  dormitories,  commons,  athletic  council  and  such  student 
organization  accounts  as  the  universitv  supervises? 

Would  the  requirement  that  expenditures  be  "charged  against  the  proper  university 
divisions"  be  more  effective  if  the  phrase  were  changed  to  "charged  against  the  proper 
budget  allowance  for  work  in  each  university  division  and  department?" 

Page  114,  paragraph  3:  Instead  of  requiring  the  purchasing  agent  to  "keep  well  informed 
in  regard  to  current  prices"  would  it  be  w^ell  to  require  that  the  purchasing  agent  keep  an  up- 
to-date  price  list  through  a  combination  of  card  index  and  current  publications  of  prices? 

Page  115,  paragraph  9:  Should  not  the  grounds  "under  the  immediate  control  of  the  Dean 
of  the  College  of  "^Agriculture"  be  defined,  and  the  superintendent  of  buildings  and  grounds 

778 


Exhibit  30 

held  responsible  for  all  grounds  and  buildings  used  by  the  agricultural  college  at  Madison 
which  are  not  used  for  scientific  experiment  and  instruction  that  require  technical  knowledge 
not  reasonably  expected  of  a  superintendent  of  buildings  and  grounds? 

Page  117,  section  1:  Since  many  of  the  most  important  committees  have  onlv  three 
members,  would  it  be  well  to  drop  the  number  of  regents  from  five  to  three  in  the  following 
committees:  finance,  letters  and  science,  agriculture,  universitv  extension,  constructional 
development?  Even  if  the  members  who  might  be  dropped  are"  already  giving  time  to  the 
work  of  these  committees,  would  they  not  leel  able  to  give  more  time  to  other  committee 
appointments,  and  would  not  the  three  remaining  members  of  each  c(jmmittee  thus  reduced 
in  size  feel  additional  responsibility?  The  advisability  of  reducing  the  size  of  the  Hoard  of 
Regents  is  discussed  in  Part  IV. 

Page  118,  section  3:  The  estimates  prepared  i)y  the  iJiesident  of  the  university  are  re- 
ferred to  as  the  "annual  budget."  Should  the  line  read  "the  annual  budget  estimates 
submitted  by.      .      .    ?" 

The  finance  committee  is  instructed  to  revise  the  estimates.  Would  it  help  to  change  this 
provision  so  as  to  read:  "This  committee  .shall  examine  and  revi.se  llie  annual  budget 
estimates  submitted  by  the  president  <»f  the  university,  and  .submit  to  the  board 
its  recommendations  in  the  form  of  a  tentative  budget,  and  direct.    .    .  ?" 

The  section  provides  that  the  budget  recommendations  of  the  finance  committee  shall  be 
sent  to  each  regent  at  least  ten  days  before  the  April  meeting.  It  does  not  provide  that  the 
president's  estimates  shall  be  submitted  to  the  finance  committee  ait  least  ten  davs  before 
(after  study)  they  meet  to  revise.    Would  it  not  help  to  have  such  provision? 

Exhibit  33  of  the  survey  report  deals  with  the  present  budget  methods  and  suggests  a 
number  of  steps  which  if  favorably  considered  by  the  regents  might  well  be  included  in  this 
section  of  the  by-laws  as  prescriptions  of  i)rocedure. 

This  section  of  the  by-laws  is  silent  as  to  the  procedure  of  the  finance  committee  and  the 
board  with  regard  to  the  university's  recjuests  for  legislative  api^ropriations.  Should  it  be 
amended  to  include  steps  such  as  are  recommended  in  Exhibit  33  of  the  survey  report? 

Page  119.  section  8:  The  by-laws  committee  is  required  to  "consider  all  i)roposed  amend- 
ments to  the  by-laws  and  laws  of  the  Regents."  Would  it  be  well  to  have  this  committee  on 
the  look-out  for  needed  revision  of  by-laws  as  disclosed  at  regents'  meetings  and  difficulties 
between  meetings,  as  well  as  by  study  of  university  operations? 

Page  119,  section  10:  When  standing  committees  are  required  to  "make  a  full  report  in 
writing"  should  the  content  of  the  rei)ort  be  specified  to  include  number  of  meetings  held, 
investigations  conducted,  members  present,  unfinished  business  pending,  etc.? 

Page  120,  section  2,  paragraph  3:  Would  it  help  to  have  added  "No  change  shall  be  made 
upon  a  budget  allowance  for  a  purpose  not  clearly  included  in  the  title  of  such 
allowance?"  For  example,  one  case  has  been  noted  by  the  survey  where  traveling  expenses 
incurred  in  interviewing  candidates  for  teaching  positions  have  been  charged  against  the 
budget  allowance  for  attending  educational  conferences. 

Page  120,  section  2,  paragraph  4:  If  an  adequate  accounting  is  required  should  the  approval 
of  both  the  president  of  the  university  and  the  chairman  of  the  executive  committee  be  re- 
quired before  requisitions  for  more  than  $'200  may  be  executed  by  the  business  manager? 
Should  the  president  of  the  university  be  required  to  approve  items  falling  in  the  field  of  the 
business  manager,  such  as  building  construction,  conduct  of  commons,  etc.? 

If  the  requisition  comes  clearly  within  a  budget  allowance  or  special  appropriation  what 
need  is  there  for  approval  of  either  the  president  of  the  university  or  chairman  of  the  execu- 
tive committee  before  execution  of  the  requisition  by  the  business  manager?  Would  it  help 
to  repeal  this  section  and  to  hold  the  business  manager  responsible  for  doing  what  he  is  hired 
to  do,  subject  only  to  adequate  and  prompt  accounting  for  the  discharge  of  his  duties,  thus 
making  it  impossible  for  him  to  shift  res[)onsibility  from  himself  to  the  president  and  chair- 
man of  the  executive  committee? 

Page  121,  section  3,  paragraph  3:  The  agricultural  college  fund  income  is  divided  equally 
among  agriculture,  engineering  and  letters  and  science.  The  wording  in  the  preceding  para- 
graph carries  the  implication  that  hhiglish  and  the  various  branches  of  mathenuitical  and 
economic  sciences  are  extensively  taught  and  at  a  cost  equivalent  to  one-fifth  of  the  Morrill 
fund  and  one-third  of  the  agricultural  college  fund. 

Should  allotment  not  bear  definite  proportion  to  register  or  credit  hours?  .\s  a  matter  of 
bookkeeping  would  it  not  be  even  better  to  credit  the  agricultural  college  with  appropriations 
and  to  charge  against  it  its  proportion  of  overhead  and  also  the  cost  of  work  done  by  letters 
and  science  or  engineering  for  students  in  the  College  of  .\griciilture? 

If  the  cost  to  the  College  of  Letters  and  Science  each  year  is  more  than  one-fifth  of  the 
Morrill  fund  and  one-third  of  the  agricultural  college  fund,  should  not  letters  and  science  be 
reimbursed  for  such  cost;  if  less  than  one-fifth  and  one-third  respectively,  should  not  that 
be  the  subject  of  definite  accounting? 

Page  121.  section  1 :  Under  the  heading  of  salaries  there  is  at  lu-esent  no  it'tpiirement  that  a 
distinction  be  made  between  that  i)ortion  of  a  salary  which  is  for  instruction,  that  for  re- 
search, or  that  for  administration.  A  blank  has  been  prepared  by  Business  Manager  Bum]->us 
to  show  once  a  month  not  only  the  division  of  time  among  the  various  kinds  of  work  lione  by 
the  university,  but  the  number  of  students  of  each  grade  in  each  class  taught. 

779 


University  Survey  Report 

Would  it  be  well  in  this  section  of  the  by-laws  to  stipulate  a  definite  minimum  number  of 
hours  for  lecture  or  recitation  and  of  an  equivalent  number  of  hours  of  laboratory  or  mixed 
laboratory  and  classroom  work,  and  that  all  estimates  of  classroom  or  laboratory  service  be 
definitely  charged  to  the  proper  account,  whether  to  instruction,  to  research,  or  to  adminis- 
tration? 

Would  it  also  help  administrative  officers  and  the  business  office  to  have  the  above  men- 
tioned blank  for  reporting  the  number  of  hours  of  work  of  each  kind  and  the  number  of 
students  benefiting  from  classroom  or  laboratory,  or  supervision  of  research,  etc.,  part  of  the 
regular  receipt  which  is  to  be  signed  by  each  member  of  the  instructional  staiT  when  receiving 
his  monthly  salary? 

Would  it  be  well  to  include  in  the  by-laws  the  requirement  that  salaries  which  are  divided 
among  different  activities  be  charged  not  according  to  arbitrary  distribution  but  according  to 
distribution  of  time  as  actually  reported. 

Page  121,  last  paragraph:  The  present  provision  calls  for  a  full  year's  time  for  all  officers 
and  employees  except  those  engaged  in  instruction  or  investigation,  "with  the  exception  of 
such  reasonable  vacations  as  may  be  arranged  for." 

In  view  of  the  increasing  volume  of  university  business  and  the  increasing  need  for  atten- 
tion by  all  officers  and  employees,  more  particularly  during  the  summer  months  when  there 
is  time  to  study  the  last  year's  difficulties  and  the  next  year's  opportunities,  would  it  not  help 
to  make  more  specific  what  exceptions  there  may  be  to  the  above  rule?  Would  it  help  to 
have  the  exception  read  "with  the  exception  of  such  vacations  as  may  be  formally 
approved  by  action  of  the  regents  each  year?" 

Laws  of  regents. 

The  laws  of  regents  may  now  be  amended  at  any  meeting  without  previous  notice. 

The  laws  differ  from  the  by-laws  in  that  the  by-laws  relate  almost  entirely  to  the  conduct 
of  the  Board  of  Regents  as  a  board,  and  its  officers.  The  laws  describe  the  relation  of  the  Board 
of  Regents  to  the  officers  of  the  university,  more  particularly  to  educational  officers — also 
to  the  Board  of  Visitors  and  students.    Some  matters  are  found  in  both  laws  and  by-laws. 

Page  127:  The  Board  of  Visitors  is  now  created  by  the  Board  of  Regents.  Would  it  help 
both  visitors  and  regents  in  dealing  one  with  the  other  if  a  statute  were  enacted  by  the  legis- 
lature creating  the  Board  of  Visitors  as  a  state  agency  representative  of  the  general  public 
rather  than  as  a  university-created  agency?  It  would  still  be  possible  to  have  nominations 
and  in  effect  appointment  as  at  present — four  by  the  alumni  association,  four  by  the  Board  of 
Regents  and  four  by  the  governor. 

Even  if  the  method  of  nomination  and  appointment  be  unchanged,  would  it  not  help  to 
have  a  statute  enacted  defining  the  qualifications  of  visitors  and  their  powers  and  duties,  thus 
establishing  them  as  representatives  of  the  general  public? 

In  Exhibit  31  the  survey  has  suggested  a  number  of  steps  that  are  proper  subject  for  specifi- 
cation in  the  regents'  laws,  if  it  is  decided  that  they  would  foster  increased  efficiency  on  the 
part  of  visitors. 

Page  129,  section  8,  9 :  Should  the  request  for  a  special  joint  meeting  of  visitors  and  regents 
be  required  to  state  not  merely  that  the  meeting  is  called  but  the  purpose  or  purposes  for 
which  the  meeting  is  called  and  the  subject  or  subjects  to  be  considered,  together 
with  a  digest  of  the  important  facts  which  make  the  meeting  seem  necessary? 

Section  9  provides  for  requiring  the  attendance  of  officer,  employee,  student  or  professor 
as  a  witness.  Would  it  help  to  have  it  specifically  authorize  visitors  to  require  the  submission 
of  educational  or  financial  records? 

Page  129,  chapter  II,  section  1 :  The  enumeration  of  the  officers  of  the  university  does  not 
include  specific  mention  of  such  officers  as  the  business  manager,  secretary  of  the  Board  of 
Regents,  registrar.  Since  this  chapter  deals  primarily  with  educational  officers  would  it  be 
well  to  have  the  chapter  heading  and  first  line  of  section  1  read  "educational  oflicers?" 

Page  130,  section  3,  paragraph  2  says  the  president  of  the  university  "shall  have  authority 
....  to  give  directions  as  to  the  instructional  affairs  and  scientific  investigations  of  the  several 
colleges."  Would  this  not  better  state  the  responsibility  of  the  president  if  the  words  "have 
authority"  were  struck  out  and  the  passage  were  to  read:  "Fie  shall,  subject  to  the  regula- 
tions,   give  directions  as  to  the  instructional  affairs  and  scientific  investigations ?" 

The  third  paragraph  gives  the  president  "full  control  of  the  use  of  buildings."  It  does  not 
hold  him  responsible  for  the  use  of  the  buildings  or  for  knowledge  as  to  where  there  is  over- 
use, efficient  use,  or  under-use  of  different  portions  of  different  buildings. 

Would  it  help  to  have  this  i)aragraph  begin:  "The  president  has  full  responsibility  for 
the  use  of  buildings  and  grounds  .  .  .  .?"  Now  a  faculty  committee  or  several  faculty  com- 
mittees have  responsibility,  and  in  fact  have  control  of  the  use  of  buildings.  These  committees 
are  responsible  to  the  faculty  and  not  to  the  president.  Would  it  be  well  for  the  laws  of  re- 
gents at  this  point  not  only  to  state  the  president's  responsibility  but  to  require  that  he  secure 
information  regarding  the  use  of  rooms  through  the  business  manager  rather  than  through  a 
faculty  committee  (Exhibit  27). 

The  fourth  paragraph  authorizes  the  president  to  call  upon  the  business  manager,  secre- 
tary, bursar,  purchasing  agent,  architect,  various  superintendents  and  other  business  officers 

780 


Exhibit  30 

"for  reports  at  any  tirne."  Would  it  be  well  to  eliminate  all  names  but  the  business  manager 
and  to  require  the  president  to  call  upon  the  business  manager  for  reports  covering  the  work 
of  those  for'whom  the  business  manager  is  responsible? 

In  the  fifth  paragraph  the  president  is  required  to  communicate  to  the  regents  when  in  his 
opinion  it  is  desirable  to  make  any  change  in  the  university  force.  "A|)propriate  recommenda- 
tions" are  required.  Would  it  help  to  have  the  additional  requirement  that  the  president 
submit  facts  upon  which  recommendations  are  based?  This  would  more  nearly  describe 
the  present  facilities. 

The  president  is  required  to  report  any  inefTiciency  "that  may  come  to  his  knowledge." 
Would  it  be  well  to  add  that  "the  president  shall  make  the  necessary  investi»rations  to 
ascertain  where  if  at  all  there  is  inefficiency?" 

Page  131,  paragraph  1:  Would  it  help  to  have  this  provision  as  to  the  preparation  of  the 
budget  by  the  president  of  the  university  with  the  assistance  of  the  deans  and  other  oflicers, 
changed  to  contain  specific  suggestions  made  earlier  in  this  section  and  in  Exhibit  'S.'j  on 
budget  procedure?  Should  "budget"  be  changed  to  read  "budget  estimates?"  Is  there  any 
advantage  in  repeating  in  the  laws  of  regents  this  |)rovision  in  the  statutes?  If  it  is  retained 
should  there  be  inserted  an  additional  provision  as  to  the  method  of  preparing  and  date  of 
submitting  estimates  or  requests  for  appropriations  to  be  addressed  to  the  legislature  by  the 
regents? 

Paragraph  2  requires  that  the  president  give  to  the  board  brief  reports  upon  the  state 
university  "from  time  to  time  as  may  seem  desirable."  Would  it  be  well  to  change  it  so  as  to 
read,  "also  from  time  to  time  as  he  may  deem  advisable  or  as  the  board  or  executive 
committee  may  request?" 

Would  it  be  well  to  add  a  provision  as  suggested  earlier  among  the  proposed  duties  of  the 
business  manager,  that  the  biennial  report  be  audited  by  the  business  manager  as  to  ade- 
quateness,  accuracy  and  correlation  of  statistical  matter? 

Finally  would  it  be  well  to  include  a  provision  specifically  stating  the  board's  power  to 
prescribe  the  form  of  biennial,  annual  and  monthly  reports  from  the  president  of  the  universi- 
ty, to  include  such  facts  as  size  of  class,  cost  per  credit  hour,  increase  and  decrease  in  register 
and  cost,  etc.? 

Page  131,  section  6:  Among  the  duties  of  deans  does  not  appear  the  duty  (1)  either  to 
teach  or  to  observe  teaching  in  classroom  and  laboratory;  (2)  to  secure  information  with 
regard  to  efficiency  of  teaching;  (3)  to  supervise  investigations  by  faculty  or  students;  or 
(4)  to  require  specific  reports  with  regard  to  plans  for  such  investigation  and  research  or  as 
to  progress,  cost  and  results. 

Would  it  be  well  to  specify  each  of  these  duties  among  the  duties  of  deans? 

Would  it  help  to  have  the  deans  elected  for  a  specified  term?  Other  aspects  of  these  ques- 
tions are  taken  up  in  Exhibit  24  and  in  Part  IV. 

At  present  the  "ordinary  routine  of  the  business  of  each  college,  school,  or  division,  is 
through  the  dean,  but  any  officer  or  employe  of  the  University  may  bring  directly  to  the 
attention  of  the  President  any  matter  which  he  deems  of  such  importance  as  to  render  this 
desirable."  Would  it  be  well  to  add  that  communications  involving  expenditure  of  funds, 
extension  of  service,  etc.,  shall  not  receive  formal  consideration  by  the  president  or  be  sub- 
mitted to  the  regents  until  they  have  been  communicated  through  the  deans  or  direr-tors? 

Would  it  help  to  have  a  provision  here  that  whenever  it  is  understood  that  a  particular 
department  shall  report  directly  to  the  president  rather  than  through  its  dean,  and  that  the 
president  shall  be  held  responsible  for  the  department,  record  of  the  fact  be  made  with 
the  regents,  as  in  the  case  of  the  Department  of  Hellenistic  Cireek  and  Semitic  Languages? 

This  section  gives  the  deans  immediate  supervision  of  colleges,  etc..  but  does  not  equire 
that  the  president  receive  current  adequate  rej^orts  of  operation.  Would  it  be  well  in  this 
section  to  make  it  clear  that  the  president  is  held  responsible  for  the  method  and  adequate- 
ness  of  supervision  by  the  deans? 

Page  132,  section  7,  in  enumerating  the  directors  of  courses,  reads  that  these  directors 
shall  be  the  "executive  officers"  of  the  respective  courses.  Just  what  the  duties  and  powers 
of  the  executives  of  these  courses  are,  is  not  stated  here  or  elsewhere. 

Is  there  not  immediate  need  for  revision  of  this  section  so  that  their  powers  and  duties  will 
be  known  to  the  directors  themselves  and  to  the  departments  and  faculty  members  whose 
work  they  in  part  direct  and  whose  work  in  particular  directions  they  correlate? 

Page  132,  section  8:  Departmental  action  is  vested  in  a  departmental  committee  which 
consists  of  all  members  of  professorial  rank.  Questions  of  budget,  appointments,  dismissals, 
promotions  and  salaries,  however,  are  decided  not  by  the  whole  departmental  committee 
but  by  the  full  professors  and  associate  professors.  Since  assistant  professors  who  are  no- 
yet  permanent  appointees  may  not  participate  in  recommendations  as  to  budget,  appointt 
ments,  dismissals,  promotions  and  salaries,  would  it  be  well  to  eliminate  them  from  the  de- 
partmental committee?  They  now  have  power  to  vole  policies  which  involve  budgetary  in- 
crease when  they  are  not  given  power  to  participate  in  budget  recommeiuialions. 

Would  it  be  well  to  require  that  with  recommendations  from  dopartipental  committees 
and  the  full  and  associate  professors  who  may  pass  upon  budget,  promotions,  etc.,  and  rec- 
ommendations of  chairmen  to  the  deans,  be  submitted  minutes  of  meetings  of  these  respective 
groups  stating  when  subjects  were  acted  upon  and  which  members  of  each  department  par- 
ticipated in  such  action?  As  it  is  now  the  regents  have  no  assurance  that  the  laws  are  being 
complied  with. 

781 


UXIVERSITV    SlRVF.V    HePCIRT 

Would  it  be  well  to  specify  in  the  first  paragrajili,  i)age  1.'^).'),  that  full  professors  and  asso- 
ciate professors  should  hold  at  least  one  meeting  to  consider  budget,  appointments,  dis- 
missals, promotions  and  salaries,  not  later  than  February  1st  of  each  year,  to  insure  adequate 
departmental  consideration  before  estimates  are  sui)mitted  to  the  president  of  the  university? 
(Exhibit  24.) 

Page  133,  section  8,  paragraph  3  defines  the  duties  of  department  chairmen.  Subsection 
4  gives  the  chairman  "oversight  of  all  lectures  in  the  department  delivered  by  anyone  not  a 
member  of  the  department."  Would  it  be  well  to  define  what  is  meant  by  "oversight" — 
whether  the  chairman  may  give  or  withhold  consent,  what  notice  he  is  to  receive,  whether  he 
is  to  be  present  or  have  a  representative  present,  whether  record  of  attendance  -shall  be 
kept,  etc.? 

Subsection  5  requires  that  the  chairman  shall  "see  that  all  necessary  records  of  teaching 
and  research  of  the  department  are  properly  kept  and  are  always  accessible  to  the  proper 
authorities."  Would  it  hel])  to  add  the  requirement  ""and  that  summary  semester 
reports  of  teaching  and  research  be  submitted  first  to  the  department,  thereafter 
to   dean,    president,    and    regents?" 

Would  it  be  well  to  substitute  for  the  term  "all  necessary  records"  the  term  "records  of 
teaching  and  research  as  prescribed  by  the  board  through  the  president  of  the 
university?" 

Subsection  6  makes  it  the  duty  of  the  chairman  to  submit  annually  a  report  "of  all  the 
activities  and  needs  of  the  department  to  the  dean  for  transmission  to  the  President." 
Would  it  help  to  change  this  to  read:  "to  transmit  annually  the  statement  of  the  de- 
partmental committee  as  to  all  the  activities  and  needs  of  the  department   .    .    .    .?" 

Subsection  9  gives  the  chairman  power,  pending  a  meeting  of  the  departmental  committee, 
to  act  "in  case  of  any  emergency."  Would  it  help  to  add  the  requirement  that  "report  of 
such  action  be  submitted  to  the  departmental  committee  at  its  next  meeting?" 

Page  133,  paragraph  4  requires  that  a  new  course  of  study  must,  before  announcement ' 
receive  the  approval  of  the  chairman  of  the  department  and  the  deans  of  the  college,  etc.,  in 
which  the  course  is  given.  As  several  divisions  and  schools  have  directors  rather  than  deans 
w^ould  it  be  well  to  have  this  section. read  "receive  the  approval  of  the  chairman  of  the 
department,  dean  of  the  college  or  division,  and  director  of  the  school  or  course?" 

At  present  the  university  through  its  central  administration  is  not  represented  in  the  pro- 
vision that  when  a  "proposed  new  course  lies  in  a  field  which  is  also  covered  .  .  .  by  a  depart- 
ment of  another  college,  school,  or  division,  it  shall  be  referred  for  approval  to  a  committee 
consisting  of  the  deans  of  the  colleges,  schools,  or  divisions,  and  the  chairman  of  the  de- 
partments concerned."  Should  not  the  laws  of  regents  hold  the  president  of  the  university- 
responsible  for  preventing  duplication  and  securing  correlation?  Would  it  help  to  have  the 
additional  requirement  here  that  the  minutes  of  all  such  conferences  with  recommendations 
and  the  president's  decisions  be  transmitted  promptly  to  the  regents  through  the  president? 

Nowhere  does  there  seem  to  be  a  statement  of  what  shall  constitute  a  department  or  what 
number  of  departments  there  shall  be.  Would  it  help  for  the  laws  of  regents  to  limit  the 
number  of  departments  either  according  to  the  number  of  students  involved  or  the  number 
of  the  instructional  staff?  Now  we  have  departments  whose  members  number  1,  2,  3,  4,  5,  6, 
etc.,  and  each  of  these  departments  has  its  own  chairman. 

Page  134,  section  11 :  The  registrar  is  given  "general  charge  of  the  registration  and  records 
of  students."  He  is  not  held  responsible  for  studying  the  records,  for  attempting  to  see  their 
meaning,  to  learn  tendencies,  to  correlate  registration  records  with  financial  records,  etc. 
Has  the  time  come  to  expect  the  clerical  work  in  the  registrar's  office  to  be  done  by  clerical 
help  and  to  expect  the  registrar  to  be  the  annalist  of  the  invaluable  information  contained  in 
student  records? 

At  present  the  registrar  is  directly  responsible  to  the  president.  Would  his  work  be  more 
serviceable  to  the  president  if  it  were  under  the  supervision  of  the  business  manager  and 
kept  continually  correlated  with  the  other  side  of  the  story  of  student  records  told  by  financial 
records,  for  which  the  business  manager  is  now  responsible? 

Page  134,  section  15:  Discrimination  against  either  men  or  women  is  prohibited.  Would  a 
statement  help  to  the  effect  that  this  section  is  not  to  be  construed  as  prohibiting  experiments 
in  reserving  certain  classes  for  men  only  and  other  classes  for  women  only,  except  that  such 
tentative  segregation  shall  not  be  regarded  as  a  prohibition  wherever  a  student  of  either 
sex  wishes  to  attend  a  class  specially  designed  for  the  other  sex? 

Page  135,  section  16,  declares  that  members  of  the  instructional  force  shall  not  impair 
service  due  the  university  by  devoting  "to  private  purposes  any  portion  of  the  time  due 
to  the  University."  At  present  there  is  no  record  to  show  whether  time  for  which  the  uni- 
versity pays  is  deflected  to  private  purposes. 

Would  it  help  to  add  to  this  section  a  provision  such  as  the  regents  of  the  University  of 
Minnesota  passed  last  spring  to  the  effect  that  notice  of  outside  work  should  be  recorded  with 
the  president  and  deans?  This  section  also  suggests  the  need  for  a  method  of  supervision 
which  tests  w^ork  given  to  the  university,  not  by  time  given  to  outside  work  but  by  definite 
knowledge  of  quantity  and  quality  of  work  given  to  the  university  as  discussed  in  Exhibits 
2  and  3  on  supervision  and  efficiency  of  instruction. 

782 


Exhibit  30 

Page  135,  section  17,  requires  report  In-  the  president  of  leaves  of  absence  granted.  It 
does  not  require  either  a  reason  for  the  absence  which  will  be  understood  by  the  regents  or 
others  reading  the  record,  or  any  report  of  benefits  resulting  to  the  university  because  of 
such  absence. 

Would  it  be  well  to  amend  this  section  so  as  to  call  for  reasons  for  absence  and  benefits 
resulting  to  the  university,  including  formal  reports  in  such  cases  as  attendance  upon  educa- 
tional conferences,  etc.? 

Page  136,  section  21 :  At  present  the  salary  for  summer  session  work  bears  no  direct  rela- 
tion to  the  number  of  students  enrolled.  A  [)rofessor  whom  .oO  students  seek  will  receive  the 
same  salary  as  one  whom  20  students  seek,  or  200.  Would  it  be  well  to  test  putting  a  prem- 
ium upon  the  drawing  power  of  the  instructional  stalT  while  still  guaranteeing  efficiency, 
by  including  in  this  section  an  amendment  of  the  salary  rates? 

At  present  the  cost  of  the  deferred  leaves  of  absence  during  the  summer  is  borne  not  by  the 
summer  session  but  by  the  various  dei)artments  and  is  charged  to  the  budget  of  the  regular 
school  year  when  the  leave  is  taken.  Would  it  be  well  to  insert  in  this  section  the  provision 
that  leaves  of  absence,  as  well  as  the  direct  cash  payments  when  made,  shall  be  charged  against 
the  budget  provided  for  the  summer  session,  and  that  for  si.\  weeks  of  work  only  six  weeks  of 
leave  be  given? 

Pages  137, 138:  The  provisions  regarding  the  university  faculty  do  not  require  some  of  the 
steps  suggested  in  Exhibit  24  of  the  survey  report.  If  these  are  considered  helpful,  would  it 
be  well  to  incorporate  them  in  the  laws  of  regents? 

Page  138,  subsection  7:  The  regents  here  exercise  the  authority  given  them  by  state  law 
and  delegate  the  administration  of  discipline  to  the  university  faculty.  The  faculty  gives  a 
great  deal  of  time  to  hearing  details  of  discipline  cases.  Heretofore  it  has  been  felt  necessary. 
Would  it  be  well  for  the  regents,  instead  of  delegating  this  power  to  the  university  faculty, 
to  ask  the  university  faculty  to  name  a  committee  which  may  investigate  for  the  regents 
and  for  the  faculty?  So  far  as  reports  are  submitted  to  the  faculty  would  it  be  well  to  specify 
in  the  laws  that  the  reports  be  in  mimeograph  digest  form  so  that  it  will  not  be  necessary 
to  take  the  time  of  the  faculty  to  hear  details  which  for  the  most  part  are  of  closed  cases 
(Exhibit  24)? 

Since  faculty  action  leads  to  proposals  for  action  and  action  by  regents,  would  it  be  well  to 
provide  specifically  in  the  laws  for  an  audit  by  the  business  manager  of  the  findings  of  fact, 
scope  and  method  of  investigation  b>  the  various  committees  and  faculties  for  all  matters 
which  require  regent  action? 

In  the  survey  report  on  faculty  government  and  organization,  Exhibit  21,  a  number  of 
questions  are  raised  covering  both  the  university  and  college  faculties  in  their  relation  to  the 
regents. 

Page  141,  section  2,  paragraph  3  leaves  with  the  registrar  the  determination  of  the  "lia- 
bility of  students  to  pay  tuition  charges,  as  distinguished  from  incidental  fees."  Would  it  be 
well  to  modify  this  section  by  adding  a  clause  to  describe  the  present  procedure — that  cases  of 
appeal  shall  be  decided  by  the  regents,  preferably  through  the  business  manager  and  subject 
to  confirmation  by  the  executive  committee  which  shall  promptly  report  to  the  Board  of 
Regents? 

Paragraph  4:  Fellows  and  graduate  scholars  are  exempted  from  the  nonresident  tuition 
fee  and  honorary  fellows  and  honorary  scholars  are  exempted  from  both  nonresident  and 
incidental  fees.  Would  it  help  to  have  a  provision  here  that  in  the  budget  shall  be  appro- 
priated the  amount  necessary  to  cover  such  remissions  and  that  said  amounts  be  charged  to 
fellowships  and  scholarships  in  the  Graduate  School? 

Pages  142,  143:  As  it  has  been  some  time  since  the  incidental  fee  of  SI 2  for  regular  full 
term  students  and  $6.50  for  short  term  students  was  computed,  would  it  be  well  first  to 
ascertain  from  accurate  computations  what  the  actual  cost  for  incidentals  is,  secondly,  to 
publish  the  elements  that  make  up  the  incidental  fee,  and  thirdly,  to  charge  wherever  possible, 
fees  against  the  service  that  causes  the  cost  rather  than  distributing  incidental  fees  ecjually 
over  services  of  unequal  cost? 

Page  143:  For  summer  session  of  six  weeks  no  incidental  fee  is  charged. 

The  summer  session  fees  are  $15  for  six  weeks,  and  $25  for  ten  weeks.  Since  the  law  re- 
quires a  nonresident  tuition  fee  of  $100  for  the  "school  year."  would  it  be  well  on  pages  142 
and  143  to  make  it  clear  that  a  nonresident  student  may  or  may  not  attend  two  semesters 
plus  a  summer  session  upon  the  payment  of  $100,  or  that  for  $50  a  nonresident  student  may 
or  may  not  attend  one  semester  and  a  summer  session? 

Page  144, section:  9  Laboratory  and  special  fees  are  to  be  fixed  by  various  departments  in 
consultation  with  the  dean  or  president.  Would  it  help  to  have  the  business  manager  sub- 
stituted for  "dean  or  president,"  with  the  requirement  that  when  cost  is  fixed,  it  shall  be  not 
on  the  basis  of  estimates  but  on  the  basis  of  "records  of  all  services,  supplies  ....  ?"  Would 
it  also  help  to  have  the  business  manager  certify  to  the  estimated  depreciation  on  permanent 
apparatus? 

Instructors  and  assistants  are  exempt  from  special  and  laboratory  fees.  The  cost  of  some 
experiments  and  studies  is  very  great.   Would  it  help  to  require  here  that  even  if  instructors 

783 


University  Survey  Report 

and  assistants  are  exempt  from  paying  such  fees  there  shall  be  a  careful  record  kept  of  cost 
to  show  the  amount  of  fees  thus  remitted,  and  secondly,  to  estimate  in  the  budget  the  amount 
of  such  remissions  so  as  to  make  specific  appropriation  to  cover  them? 

Page  14  i,  chapter  5:  Should  the  provision  for  the  amendment  of  laws  of  regents  be  supple- 
mented by  the  provision  that  written  notice  of  at  least  a  week,  preferably  formal  notice  at  a 
board  meeting  at  least  a  month  before  action  by  the  board,  shall  be  required  for  adding  to  or 
amending  the  laws? 


UNIVERSITY  COMMENT  UPON  ALLEN  EXHIBIT  30,  ENTITLED  "QUESTIONS 

PROMPTED  BY  READING  THE  BY-LAWS  AND 

LAWS  OF  THE  REGENTS" 

An  examination  of  this  exhiliit  shows  that  it  consists  of  a  series  of  questions  witli  numer- 
ous accompanying  suggestions  regarding  modifications  of  the  laws  of  the  state  relating  to  the 
university,  the  by-laws  of  the  regents,  and  the  laws  of  the  regents,  ranging  from  those  of  a 
trival  character  to  those  which  involve  radical  changes. 

Forty  questions  are  raised  in  regard  to  the  laws  of  the  state;  fifty-one  in  regard  to  the  by- 
laws of  the  regents;  and  fifty-five  in  regard  to  the  laws  of  the  regents;  one  hundred  forty-six 
in  all. 

These  questions  usually  begin  with  "Would  it  help"  or  "Would  it  be  well?"  Each  question 
implies  that  a  change  is  desirable  and  many  are  accompanied  by  concrete  suggestions. 

What  profit  is  there  to  the  university  in  asking  more  than  a  hundred  questions  in  regard  to 
the  statutes,  the  by-laws,  and  laws,  without  adequately  discussing  the  merits  of  any  one  of 
them  and  giving  reasons  which  wall  lead  to  the  belief  that  the  proposed  changes  will  result 
in  improvement? 

A  man  of  average  intelligence  could  take  any  legal  or  other  code  in  existence  and  in  a  short 
time  ask  a  hundred  questions  and  make  a  hundred  suggestions;  but  what  profit  would  it  be 
to  anyone? 

If  the  many  pages  of  this  exhibit  had  been  devoted  to  a  serious  discussion  of  a  few  questions 
so  as  to  make  at  least  a  plausible  case  in  favor  of  a  change,  this  might  have  been  helpful  to 
the  university;  but  when  several  scores  of  questions  are  asked,  and  none  of  them  adequately 
discussed,  nothing  results  but  a  feeling  of  unrest. 

It  is  safe  to  say  that  if  the  by-laws  and  laws  of  the  regents  had  been  in  such  a  form  as  to 
agree  with  the  suggestions  that  Dr.  Allen  has  made,  he  would  have  raised  just  as  many 
questions — in  a  different  sense. 

In  short,  the  spirit  that  permeates  exhibit  30  is  that  of  a  mere  frenzy  for  change. 

The  by-laws  and  laws  of  the  regents  of  the  university  are  the  growth  of  more  than  fifty 
years.  From  time  to  time  they  have  been  added  to  and  modified  as  the  institution  has  ex- 
panded from  a  small  college  to  a  university.  Until  there  is  some  evidence  to  the  contrary,  it 
may  be  safely  assumed  that  they  are  in  some  measure  adapted  to  the  institution  in  which 
they  have  developed. 

As  the  university  still  further  grows  and  develops,  further  modifications  and  additions  will 
be  made  to  the  by-laws  and  laws,  precisely  as  they  have  in  the  past. 

The  process  of  evolution  will  go  on;  but  the  governing  authorities  will  not  consider  a 
revolution,  simply  because  one  man  suggests  that  this  is  advisable. 

(Signed)     CHARLES  R.  VAN  HISE. 


784 


EXHIBIT  31. 


THE  OFFICIAL  BOARD  OF  VISITORS 

By  action  of  the  Board  of  Regents  there  exists  a  Board  of  Visitors  consisting  of  12  persons, 
four  nominated  by  the  governor,  four  by  the  alumni  association,  and  four  by  the  Board 
of  Regents.     At  least  one  of  each  group  must  be  a  woman. 

As  the  name  implies,  the  purpose  of  this  board  is  to  visit  and  examine,  not  to  govern. 
It  may  make  suggestions  and  may  report  its  findings  to  the  regents.  Technically,  the 
board  is  not  at  liberty  to  make  report  to  any  other  officer  or  person  than  the  Board  of  Re- 
gents. All  reports  sent  to  the  regents,  however,  must  be  transmitted  ty  the  president  of 
the  Board  of  Regents  to  the  governor  and  to  the  secretary  of  the  alumni  association. 

The  regents'  rules  do  not  state  the  number  of  visitors'  meetings  to  be  held  each  year 
or  the  month  of  meetings  except  that  one  regular  joint  meeting  of  regents  and  visitors  shall 
be  held  each  year  on  the  first  Wednesday  of  March. 

Whatever  powers  the  regents  or  the  governor  or  the  legislature  have  to  secure  information 
regarding  any  or  all  phases  of  the  university's  work  are  also  possessed  by  the  Board  of  Visi- 
tors, except  the  power  to  enforce  penalties  for  refusal  to  answer  questions. 

Whatever  restrictions  there  are  upon  giving  publicity  to  information  secured  by  visitors 
are  nominal  rather  than  real  because  their  reports  to  the  regents  are  public  records  and  may, 
whenever  the  board  wishes,  easily  be  placed  before  the  public. 

Whatever  powers  the  State  Board  of  Public  AfTairs  has  exercised  in  conducting  the  uni- 
versity survey  may  be  at  any  time  exercised  by  the  Board  of  Visitors  with  one  proviso — 
that  it  obtain  the  money  necessary  to  make  its  questioning  extensive. 

No  funds  are  provided  in  the  laws  of  regents  for  visitors  except  traveling  and  hotel  ex- 
penses necessarily  incurred  in  the  performance  of  their  duties.  Secretarial  help,  however, 
is  furnished  by  the  secretary'  of  the  regents  upon  request,  and  at  the  October  1914  meeting 
of  the  Board  of  Regents  the  secretary  was  instructed  to  provide  the  clerical  assistance 
necessary  to  issuing  a  questionnaire  to  university  students  in  the  name  of  the  Board  of 
Visitors. 

Experience  shows  that  when  power  and  responsibility  are  lodged  in  visitors,  they  promptly 
lose  the  impersonal,  objective  point  of  vie\v,  which  it  is  hoped  that  their  visiting  will  bring 
to  institutional  management. 

Visitors'  annual  report^for  1914. 

Certain  difTicullies  which  seem  to  the  survey  to  be  inherent  in  the  present  position  of 
the  Board  of  Visitors  are  suggested  by  the  way  the  regents  received  the  first  annual  report 
of  the  Board  of  Visitors  dated  June  16,  1914. 

"A  report  of  their  proceedings  since  the  last  prior  report"  which  is  called  for  in  section 
5,  chapter  I  of  regents'  laws  is  not  contained  in  this  annual  report.  The  report  does  not 
describe  the  work  done  by  visitors,  questions  asked,  character  and  scope  of  information 
obtained,  or  method  by  which  they  arrive  at  conclusions. 

So  far  as  the  report's  subordination  of  information  to  recommendation  represents  a  belief 
on  the  part  of  visitors  that  their  principal  service  will  depend  more  upon  recommendation 
than  upon  information,  the  survey  suggests  that  visitors  have  misconceived  the  secret  of 
their  power. 

The  treatment  accorded  the  visitor's  report  by  the  regents,  as  stated  below,  strengthens 
the  conviction  that  visitors  will  help  not  so  much  by  recommending  as  by  asking  for,  se- 
curing,   and    imparting   information. 

The  report  submitted  in  .June  came  before  the  regents  for  action  not  at  the  June  meeting 
three  months  before  the  opening  of  a  new  school  year,  not  at  the  August  meeting  one  month 
before  the  opening  of  a  new  school  year,  but  at  the  October  meeting,  the  fourth  week  after 
the  new  year  was  under  way;  and  this  in  spite  of  the  fact  that  the  report  with  its  several 
valuable  suggestions  was  before  the  regents  at  their  June  meeting  and  in  the  hands  of  in- 
dividual regents. 

A  casual  reading  of  the  report  by  the  regents  conmiittce  upon  the  Board  of  Visitors' 
annual  report  would  give  the  impression  that  many  advance  steps  were  taken  by  the  regents 
when  the  Board  of  Regents  adopted  its  committee's  recommendations: 

1.  Recommended  that  the  faculty  appoint  a    SUITABLE  committ-ee  to  investigate 
and  report  upon  difTerent  questions  relating  to  high  schools: 

(a)  To  what  extent  and  how  is  it  feasible  to  cooperate  with  the  state  depart- 
ment of  education  and  with  school  principals  and  officers,  for  the  purpose 
of  stimulating  and  aiding  the  development  of  our  entire  public  school 
system? 

785 

Sub.— 60 


University  Survey  Report 

(b)  What  plan  other  than,  or  in  addition  to,  our  present  system,  is  hkely  to 
prove  practicable  for  the  purpose  of  carrying  out  the  recommendations 
contained  in  the  visitors'  report  of  June  16,  1914,  under  the  heading 
"Relation  of  High  Schools  to  University?" 

2.  Recommended  that  the  subject  of  advisers  be  referred  to  the  deans  of  the  several 

colleges  with  instruction  to  give  the  subject  further  careful  investigation  and 
thoughtful  consideration. 

3.  Recommended  that  practice  of  having  adviser  communicate  with  parents  of  stu- 

dents assigned  to  his  charge  at  the  beginning  of  the  year  be  extended  to  all  the 
colleges. 

4.  General  observations  of  visitors  regarding  force  of  character  in  instruction  were 

approved. 

5.  Visitors'  suggestions  as  to  fraternity  rushing  and  extension  of  athletics  to  larger 

number  reported   as   already   attended   to. 

6.  Recomrnendations  of  visitors  as  to  discipline  referred  to  the  faculty  committee  on 

discipline. 

7.  Visitors'  suggestions  as  "to  a  course  of  practice  in  law"  reported  as  already  con- 

sidered by  j6int  committee  of  regents  and  visitors  and  recommended  for  further 
consideration. 

8.  Visitors  congratulated  "upon  their  diligent  work  and  upon  the  earnestness  of  the 

report  presented  and  upon  the  faithfulness  of  their  service." 

Upon  further  analysis,  however,  not  so  much  seems  to  have  been  accomplished. 

The  question  of  the  university's  relation  with  high  schools  was  one  which  regents  were 
competent  to  investigate  without  reference  to  a  faculty  committee;  the  reference  itself 
was  without  definite  question  or  definite  time  limit.  By  the  time  the  faculty  committee 
is  able  to  report,  it  will  be  too  late  to  affect  the  greater  part  of  this  year's  relations  between 
university  and  high  schools,  whereas  if  action  had  been  taken  in  .fune  and  administrative 
officers  called  upon  for  a  report,  at  least  a  report  of  progress  might  have  been  available 
at  the  October  meeting. 

The  term  "student  advisers"  used  in  the  regents'  committee  report  relates  to  an  entirely 
different  kind  of  service  from  that  referred  to  in  the  visitors'  report.  In  the  paragraphs 
cited,  the  latter  has  to  do  with  students  advising  other  students;  the  former  reports  upon 
faculty  members  who  advise  students. 

Ins1,ead  of  making  merely  "some  general  observations"  upon  force  of  character  in  in- 
struction, the  visitors  conclude:  "In  considering  faculty  appointments,  character  and  the 
inspirational  force  of  a  teacher  should  weigh  fully  as  much  as  scholarship."  Whether 
in  practice  character  and  inspirational  force  do  weigh  fully  as  much  as  scholarship,  and 
what  if  any  efforts  are  made  to  ascertain  character  and  inspirational  force  as  well  as  scholar- 
ship is  not  mentioned  by  the  regents'  report. 

Regarding  fraternity  rushing,  the  visitors  definitely  recommended  initiation  not  before 
the  second  semester,  which  implied  recommendation  of  initiation  by  the  second  semester. 
The  regents'  rules  make  initiation  impossible  until  the  second  year.  The  discrepancy 
between  visitors'  recommendation  and  regents'  rule  was  not  noted  in  the  report  which  stated 
that  the  visitors  and  Board  of  Regents  were  in  accord. 

As  to  athletics,  a  definite  recommendation  of  the  visitors  that  a  particular  tract  of  land 
be  given  over  temporarily  for  athletic  uses  was  not  referred  to  in  the  regents'  report;  the 
claim  by  the  visitors  that  a  comparatively  small  number  of  students  come  in  direct  or  fre- 
quent contact  with  the  Department  of  Physical  Education  is  indirectly  met  by  justifying 
a  course  for  training  teachers  to  conduct  games  and  sports  by  pupils  in  the  public  schools. 

The  yisitors'  specific  recommendations  on  discipline  were  referred  to  the  faculty  committee 
on  discipline,  not  for  action,  not  for  immediate  report  back  to  the  Board  of  Regents,  but 
for  "special  attention." 

The  action  which  was  cited  as  in  line  with  the  visitors'  recommendation  re  course  of  [irac- 
tice  in  law  has  no  immediate  relation  to  such  course  and  does  not  call  for  kinds  of  experience 
specifically  mentioned  in  the  visitors'  report;  the  time  of  meeting  for  the  joint  committee 
of  regents  and  visitors  was  not  set  nor  had  the  visitors'  committee  been  appointed  by  Octo- 
ber 31. 

On  three  other  points  the  regents  failed  to  meet  the  criticisms  of  the  visitors: 

1.  W'here  the  visitors  state  "the  creation  of  a  faculty  committee  on  student  life  and 
interests,  in  the  opinion  of  this  Board,  is  hardly  a  suitable  substitute  for  the  office 
of  dean  of  men,"  the  regents  answered  that  although  they  found  "no  difficulty 

in  deciding  that  a  Dean  of  Men  should  be  appointed",  the  delay  of 

years  in  naming  a  dean  of  men  has  been  due  to  "the  difficulty  in  finding 

the  right  man  for  the  position."  They  further  stated  that  "the  Chairman  of 
the  Faculty  Committee  on  Student  Life  and  Interests  has  duties  very  similar 
to  the  duties  ordinarily  required  of  the  Dean  of  Men."  They  do  not  make  it 
clear  that  the  regular  salary  already  mentioned  for  this  student  life  and  interests 
committee's  chairman  is  for  part  time  service  and  that  the  duties  must  primarily 
be  the  direction  of  several  committees  rather  than  "advising,  helping  and  en- 
couraging young  men  in  their  university  work." 

786 


Exhibit  31 

2.  The  visitors  report  that  they  "hear  quite  general  complaint  that  the  students  do 

not  come  in  personal  touch  with  the  faculty  as  much  as  they  should."  This 
statement  and  a  later  one  that  "only  about  thirty  per  cent,  certainly  not  over 
forty  per  cent,  of  the  instructors  and  professors  have  more  than  a  mere  nominal 
influence  aside  from  the  specific  lessons  taught,  in  moulding  character  and  in 
making  substantial  citizenship",  are  dismissed  without  recommendation  for  fur- 
ther investigation.  Reports  by  faculty  members  to  the  survey  show  that  they 
themselves  very  generally  voice  the  complaint  mentioned  by  the  visitors.  If  it 
be  conceded  that  the  regents  were  right  in  maintaining  that  the  Board  of  Visitors 
might  have  used  their  "power  to  make  special  investigations  on  a  subject  like 
that  of  the  relation  of  students  to  faculty"  it  is  also  true  that  the  Board  of  Re- 
gents might  have  used  their  own  power  of  special  investigation  when  visitors 
report  a  "quite  general  complaint." 

3.  The  visitors'  statement  that  "few  thinkers"  are  being  turned  out  by  the  university 

is  met  by  the  general  assertion  of  regents:  "If  there  is  any  one  thing  in  which 
our  university  excels,  it  is  in  developing  independent  thinkers  and  workers." 
Although  this  was  one  of  the  most  imi)ortant  questions  raised  bj'  visitors,  no 
further  investigation  was  recommended. 

Iff  In  reviewing  the  regents'  reception  of  the  Board  of  Visitors'  rejiort,  the  survey  has  in 
mind  to  emphasize  the  following  results  of  experience: 

1.  Recommendations  unsupported  by  specific  information  will  as  a  rule  be  dealt  with 

either  by  general  explanation  or  by  general  reference  for  indefinite  future  con- 
sideration. 

2.  To  gather  specific  information  requires  time  and  more  time  than  visitors  single 

handed,  without  clerical  assistance,  can  give  and  more  time  for  supervision  of 
clerical  assistance  than  unpaid  visitors  can  give. 

3.  To  set  in  motion  investigation  by  constituted  authorities  who  are  either  paid  for 

securing  information  or  are  in  position  to  direct  others  who  are  paid  for  securing 
information,  does  not  require  more  time  than  volunteer  visitors  can  give. 

4.  To  read  letters  of  suggestion  or  complaint,  or  to  read  reports  showing  the  essential 

facts  about  the  university,  more  especially  facts  about  conditions  and  work  that 
need  attention,  does  not  require  more  time  than  unpaid  visitors  can  give. 

5.  To  follow  up  questions  by  visits  to  different  activities  of  the  university,  or  to  visit 

sample  classes  and  laboratories  and  administrative  officers  and  instructors,  does 
not  require  more  time  than  visitors  can  give. 

6.  In  the  long  run  visitors  will  have  influence  because  of  the  questions  they  ask  and 

require  to  be  answered,  rather  than  because  of  the  information  they  present  or 
the  recommendations  they  submit. 

7.  At  present  the  conditions  necessary  to  utilizing  fully  the  volunteer  services  of  a 

Board  of  Visitors  are  not  present,  for  two  reasons:  (a)  because  the  essential  facts 
about  the  university,  such  as  are  discussed  in  exhibits  21,  33,  34  are  not  now  sub- 
mitted to  them,  and  (b)  because  where  opportunities  to  help  should  be  presented 
to  them  they  now  must  look  for  opportunities. 

Recommendations  regarding  board  of  visitors. 

1.  That  the  regents'  laws,  chapter  1,  section  1,  be  amended  so  as  to  specify  both  the 

kinds  of  previous  experience  and  present  ability  that  shall  be  sought  for  when 
selecting  12  visitors,  and  the  general  lines  of  work  that  need  be  done;  that  instead 
of  12  persons  selected  without  reference  to  their  special  and  differing  fitness  for 
differing  selected  tasks,  the  regents  define  12  functional  divisions  of  university 
work  certain  to  present  important  problems  for  which  they  wish  12  persons  to 
be  selected  who  are  able  to  ask  the  kind  of  question  which  the  outside  world  asks 
about  university  resulls^-as  for  example,  one  woman  to  represent  women's  social 
interest,  one  woman  to  represent  women  teachers,  another  woman  to  represent 
women's  interest  in  curriculum;  one  person  to  represent  agriculture;  another  to 
represent  wage  earners;  another  to  represent  school  administrators;  another  to 
represent  business  management;  another  to  represent  the  professional  group; 
and  if  you  will,  the  four  "alumni  members  to  represent  four  aspects  of  university 
management  of  special  interest  to  the  alumni  association,  such  as  finance,  organ- 
ization, relations  with  alumni,  student  life. 

2.  That  the  regents  have  prepared  a  list  of  questions  which  they  would  like  to  have 

visitors  keep  in  mind;  and  that  this  list  of  questions  be  added  to  as  questions  arise 
and  are  answered  and  be  kept  as  a  cumulative  index  to  earmarks  of  efficiency 
and  of  inefficiencv,  needs  met  and  needs  not  met. 

3.  That  the  injunction  of  section  5,  chapter  1,  laws  of  regents,  be  strictly  adhered-to; 

i.  e.,  that  the  visitors  report  their  proceedings  in  detail  to  include  the  essence  of 
questions  asked,  method  of  questioning,  number  of  persons  interviewed,  work 
visited,  etc. 

4.  That  consideration  of  the  report  of  visitors  be  not  postponed,  as  was  done  in  1914, 

but  be  made  a  special  order  for  the  meeting  when  received. 

787 


University  Survey  Report 

5.  That  all  references  of  visitors'  recommendations  or  criticisms  to  committees  within 

or  without  the  regents  be  made  for  return  at  the  next  meeting  of  the  Board  of 
Regents. 

6.  That  the  law  be  specific  that  the  visitors  shall  visit  the  university  during  at  least 

nine  of  the  12  months  of  the  year  and  that  no  person  be  named  a  visitor  who, 
so  far  as  can  be  foreseen,  will  be  unable  to  visit  the  university  at  least  once  during 
each  of  nine  months. 

7.  That  no  person  be  named  a  visitor  whose  experience  and  abilities  are  not  such  that 

he  or  she  can  see  significant  relations  and  conditions  shown  in  current  reports 
regarding  the  university  to  be  needing  attention. 

8.  That  copies  of  the  minutes  of  the  university  and  college  faculties  and  of  the  regents 

be  sent  regularly  to  the  Board  of  Visitors. 

9.  That  the  same  advanced  copies  of  annual  reports  or  special  bulletins  which  go  to 

regents  before  approval  go  also  to  the  Board  of  Visitors. 

10.  That  for  each  year  a  calendar  be  adopted  of  a  limited  number  of  larger  problems 

to  which  greater  part  of  attention  shall  be  given;  that  a  cumulative  calendar  of 
problems  needing  future  attention  be  kept;  that  a  help-your-university  question 
and  suggestion  box  be  conducted  with  an  open  and  complete  invitation  to  stu- 
dents, faculty,  and  citizens  to  contribute. 

11.  That  the  regents  ask  the  educational  officers  to  work  out  a  plan  which  will  at  one 

time  help  the  visitors  secure  investigators  and  expert  direction  of  investigation 
and  help  the  various  departments  secure  current  important  problems  for  investi- 
gation through  cooperation  between  visitors  and  departments  in  the  study  of 
university  problems. 

12.  That  the  term  of  service  for  visitors  be  changed  from  four  years  with  possibility 

(and  presumption)  of  reappointment  to  three  years  without  possibility  of  re- 
appointment. The  visitor's  lack  of  intimate  knowledge  is  more  helpful  because 
more  responsive,  than  an  acquaintance  which  explains  before  it  questions.  The 
new  visitor  not  yet  understood  and  catalogued  by  university  officers  will  stimu- 
late self-analysis  and  effort.  If  four  are  appointed  each  year  a  three  year  service 
will  insure  in  effect  a  three  year  memory  span  for  the  board.  Every  visitor  retired 
would  be  leaven  in  the  state  to  promote  understanding  between  university  and 
public. 

13.  That  the  duties  and  powers  of  the  Board  of  Visitors  be  established  by  legislative 

action  so  that  the  board  will  be  state-created,  not  merely  regent-created,  and 
that  the  annual  report  be  filed  directly  with  the  governor  instead  of  indirectly 
with  the  governor  through  the  regents. 

14.  That  the  visitors  adopt  the  principle  of  neither  praising  nor  criticising  the  university 

in  general  terms. 

The  last  recommendation  is  made  tentatively,  but  with  some  confidence  in  its  significance, 
and  the  more  readily  because  as  yet  the  present  Board  of  Visitors  has  made  but  one  annual 
report.  The  visitors  represent  not  the  university,  not  the  alumni  association,  but  the 
general  public.  For  the  same  reason  that  criticism  when  not  specific  and  not  supported 
by  detail  will  be  met  with  general  statements,  as  was  done  in  the  case  of  this  first  report, 
so  approbation  that  is  not  specific  and  not  supported  by  detail  will  be  regarded  by  the 
public   as  perfunctory  generalization. 

If  the  next  few  annual  reports  begin  and  end  as  did  the  first  report,  it  will  become  increas- 
ingly difficult  if  not  practically  impossible  for  succeeding  Boards  of  Visitors  not  to  follow 
the  example.  Similarly,  it  will  become  practically  impossible  for  the  general  public  not 
to  discount  either  the  praise  that  is  generally  stated  or  the  criticism  that  is  sandwiched 
in  between  the  beginning  and  the  conclusion  of  praise. 

To  commend  the  "conspicuously  good  work  done  in  all  branches  of  this  university" 
and  to  express  "extreme  pride  in  the  high  efficiency"  of  the  university  will  always  help 
when  concrete  evidence  of  high  efficiency  and  conspicuously  good  work  is  given.  In  this 
first  report  the  advisers  call  attention  to  10  alleged  deficiencies: 

1.  Deficient  quality  of  students  coming  to  the  university  from  schools  accredited  by 

the  university. 

2.  Lack  of  a  plan  for  students  to  advise  students. 

3.  Lack  of  a  dean  of  men  apart  from  the  committee  on  student  life  and  interests. 

4.  Failure  to  include  force  of  character  and  inspiring  force  as  well  as  scholarship  when 

considering  faculty  appointments. 

5.  Failure  to  develop  ability  to  think. 

6.  Over-emphasis  of  athletics  and  physical  education  for  the  few. 

7.  Failure  of  the  faculty  to  adopt  minority  report  regarding  discipline  cases  with  its 

three  specific  recommendations. 

8.  Lack  of  course  of  practice  in  the  college  of  law. 

9.  Failure  of  from  60%  to  70%  of  the  instructional  staff  to  have  more  than  a  mere 

nominal  influence  aside  from  the  specific  lessons  taught,  in  moulding  character 
and  making  substantial  citizenship. 

10.  Wide  variance  in  character  of  work  and  spirit  of  the  class  advisers. 

788 


Exhibit  31 

Year  in  and  year  out,  it  is  suggested,  for  a  Board  of  Visitors  to  report  deficiencies  as 
serious  as  the  list  of  10  just  mentioned,  together  with  a  iieginning  and  a  conclusion  of  un- 
stinted praise,  will  lead  regents  and  pubHc  alike  to  give  a  perfunctory  attention  to  visitors' 
reports.  Not  less  praise,  but  more  specific  praise,  and  not  necessarily  less  criticism  but 
specific  statement  wherever  criticism  is  given,  are  suggested  as  two  substitutes  for  general 
criticism   and   general   praise. 


UNIVERSITY  COMMENT  ON  EXHIBIT  31,  ENTITLED  "THE  OFFICIAL  BOARD 

OF  VISITORS." 

It  was  not  judged  proper  to  appoint  any  faculty  committee  to  comment  upon  exhibit 
31.  The  absence  of  comment,  therefore,  must  not  be  interpreted  as  admitting  the  correct- 
ness of  the  facts  or  the  wisdom  of  the  conclusions  of  this  exhibit. 

(Signed:)     G.  C.  SELLERY. 


789 


EXHIBIT  32 

PROVISION  FOR  PENSIONING  PROFESSORS 

At  one  of  the  first  meetings  of  the  university  survey,  the  president  of  the  university  Board 
of  Regents  asked  that  the  survey  inquire  "whether  Wisconsin  is  paying  too  dearly 
for  the  suzerainty  of  the  Carnefiic  Foun«lation." 

What  Wisconsin  receives  from  the  Carnegie  pension  fund  for  college  professors;  what  it 
receives  from  the  Carnegie  Foundation's  efficiency  studies,  educational  leadership  and  co- 
operation; how  much  and  in  what  diii'erent  ways  it  pays  for  such  benefits  is  here  briefly  stated 
so  far  as  the  survey  is  able  to  report.  EfTort  is  made  ro  indicate  clearly  the  dividing  line  be- 
tween record  and  question,  or  record  and  ooinion,  or  record  and  recommendation. 

In  this  section  "Carnegie  pension  fund"  is  used  to  denote  the  retirement  allowance  plan 
inaugurated  and  maintained  by  the  Carnegie  Foundation  for  Advancement  of  Teaching, 
founded  by  Andrew  Carnegie  in  190.'),  now  holding  an  endowment  fund  of  $14,325,000  for  all 
purposes. 

Uniyersity  of  Wisconsin  annuities 

During  the  year  ending  June  30,  1914,  the  Carnegie  pension  fund  bore  the  entire  cost  of 
annuities  to  six  Wisconsin  professors  and  to  the  widow  of  a  seventh  Wisconsin  professor. 
These  seven  annuities  totaled  $9,351.i")l. 

In  money  the  state  of  Wisconsin  paid  nothing  toward  these  annuities.  It  has  supplemented 
one  annuity  <  f  $1,741.64  by  .^1,100,  which  amount  is  paid  in  exchange  for  continued  research 
services  rendered,  to  be  assigned  by  the  president. 

During  the  five  years  ending  June  30,  1914,  the  Carnegie  pension  fund  has  met  annuities 
to  nine  different  persons  in  Wisconsin,  including  the  widows  of  two  professors,  totaling 
$42,582.58. 

In  money  the  state  of  Wisconsin  paid  nothing  toward  this  nearly  S43,000  of  annuities  for 
seven  of  its  professors  and  two  orofessors'  widows. 

If  only  the  financial  and  the  receipt  sides  of  annuities  be  considered,  it  is  clear  that  the 
Carnegie  pension  fund  has  been  as  inexpensive  as  a  free  gift  of  S43,000  distributed  over  five 
years,  or  a  conditional  endowment  of  $170,000  at  5  per  cent  interest,  yielding  .$8,500  a  year. 

Future  annuities  from  the  Carnegie  pension  fund  will  cost  nothing  directly.  These  future 
annuities  wall  probably  be  larger  (unless  the  rate  is  decreased)  each  succeeding  year  and  de- 
cade, partly  because  the  teaching  stalT  at  the  university  has  been  growing  rapidly  and  partly 
because  at  present  14  instructors  are  within  five  years  of  their  service  minimum  (25  years), 
17  others  have  already  passed  the  age  limit,  and  one  has  already  reached  it,  while  five  are 
within  five  years  of  eligibility  on  account  of  both  the  minimum  age  (65)  and  service  limit. 

This  condition  was  recognized  by  the  Board  of  Regents  on  October  11,  1914.  when  it  ap- 
pointed a  committee  to  outline  a  general  policy  for  retiring  professors  eligible  to  retirement 
on  the  Carnegie  pension  fund,  so  that  as  individual  cases  arise  they  may  be  dealt  with  on 
general  principles  defined  in  advance. 

One  other  consideration  on  the  financial  side  should  be  made  clear.  The  Carnegie  pension 
fund  is  allotted  to  instructors  who  are  at  least  65  years  old,  in  recognition  of  at  least  25  years 
of  educational  service  in  approved  colleges  or  universities,  regardless  of  the  length  of  service 
in  any  particular  institution.  If  Wisconsin's  taxpayers  were  themselves  to  take  the  place  of 
the  Carnegie  pension  fund  for  retiring  university  instructors  at  65  without  requiring  at  least 
25  years  of  service  in  their  own  university,  the  annual  rate  of  salary,  plus  pension,  would  be 
higher  than  the  present  rate.  Again,  if  pensions  were  given  only  after  25  years  of  service  in 
Wisconsin's  own  university,  anj'  instructors  over  40  years  of  age  who  might  be  invited  to 
come  from  other  institutions  would  naturally  require  current  pay  large  enough  to  compen- 
sate them  for  not  securing  retirement  at  65  as  they  would  if  they  refused  to  come  to  Wis- 
consin. 

The  above  double-headed  consideration  accentuates  the  direct  financial  advantage  to 
Wisconsin  of  letting  the  Carnegie  pension  fund  retire  Wisconsin's  superannuated  professors. 

Wisconsin  without  control 

Wisconsin's  interest  in  the  Carnegie  pension  fund  difTers  in  several  respeKs,  however,  from 
a  cash  gift  or  conditional  endowment  yielding  the  same  amount  as  the  pension  fund's  annual 
contribution: 

1.  A  gift  or  a  conditional  endowment  would  belong  to  the  stale:  no  ]>art  of  the  Carnegie 
pension  fund  belongs  to  Wisconsin. 

791 


University  Survey  Report 

2.  A  conditional  endowment  would  not  change  in  respect  to  its  conditions  or  its  capital, 
although  its  income  might  change  even  if  wisely  invested;  the  Carnegie  pension  fund  may 
at  any  time  change  as  to  conditions,  capital,  and  income  available  to  new  applicants  in 
Wisconsin. 

3.  The  control  of  an  endowment  fund  would  vest  in  the  state's  representatives  and  agents; 
the  control  of  Wisconsin's  "expectancy"  in  the  Carnegie  pension  fund  is  with  a  self-perpetuat- 
ing, nonrepresentative,  private  body,  which  acts  without  delegated  powers,  so  far  as  Wis- 
consin is  concerned  (although  the  president  of  the  University  of  Wisconsin  is,  in  his  private 
capacity,  a  member  of  the  board  which  controls  the  Carnegie  pension  fund). 

4.  In  disposing  of  an  endowment  fund  Wisconsin  agents  alone  would  debate  who  is  to  be 
pensioned  or  retired,  when,  on  what  annuities,  and  on  what  conditions;  in  disposing  of  the 
proportion  of  the  Carnegie  pension  fund  which  is  made  available  for  Wisconsin,  this  state 
must  act  within  limits,  however  acceptable,  defuied  by  a  distant,  private  governing  body. 

5.  If  for  "endowment  fund"  be  substituted  "legislative  appropriation"  or  "constitutional 
provision,"  the  foregoing  propositions  would  be  equally  applicable;  that  is  to  say,  Wisconsin 
would  have  local  complete  control  over  legislative  appropriations  or  constitutional  provi- 
sions for  retiring  teachers  of  whatever  rank,  and  would  exercise  its  control  through  repre- 
sentatives of  Wisconsin's  voters  and  taxpayers. 

6.  A  fmal  difference  exists  between  a  state  controlled  appropriation  or  endowment  and  a 
privately  controlled  pension  fund;  i.  e.,  the  "gratitude  which  is  a  lively  sense  of  favors  to 
come"  proceeds  from  a  state  controlled  appropriation  to  the  same  people  who  feel  the  grati- 
tude, while  gratitude  for  a  Carnegie  annuity  goes  to  a  distant,  outside,  small,  private  agency, 
which  would  not  be  free  to  consider  Wisconsin's  special  needs,  if  ever  these  differed  from  other 
states'  needs. 

None  of  these  six  differences  affects  directly  the  dollar  and  cent  net  gain,  or  the  direct 
dollar  and  cent  side  of  annuities  already  paid  to  and  in  behalf  of  Wisconsin  professors  and 
their  widows  by  the  Carnegie  pension  fund. 

Three  indirect  financial  aspects  of  the  Carnegie  pension  plan  as  they  concern  Wis- 
consin. 

Nonfmancial  relations  reflect  themselves  less  or  more  remotely  in  financial  results.  The 
fact  that  the  results  come  indirectly  merely  makes  them  harder  to  see.  The  Carnegie  Founda- 
tion itself  frankly  expects  its  nonfmancial  contributions  and  indirect  financial  contributions 
to  be  vastly  more  helpful  than  its  direct  financial  contributions  through  pensions.  The  state 
of  Wisconsin  should  likewise  recognize  that  the  present  nonfinancial  and  indirect  results  of 
its  receiving  Carnegie  pensions  are  vastly  more  important  than  the  considerable  item  of 
$8,500  a  year. 

Among  the  indirect  financial  aspects  are  three: 

1.  The  agricultural  college  is  not  included  in  the  Carnegie  pension  plan.  Individual  i)ro- 
fessors  may  be  included  if  the  Carnegie  Foundation  so  decides,  when  applications  for  them 
are  received.  Two  emeritus  professors  from  the  agricultural  college  are  now  receiving  Carne- 
gie pension  fund  annuities.  They  are,  however,  exceptions  to  provisions  which  thus  far  do 
not  include  agricultural  colleges.  Whether  rightly  or  wrongly,  the  members  of  the  agricul- 
tural faculty  feel,  as  stated  to  the  survey,  that  the  presumption  is  against  their  receiving  an 
annuity  when  the  time  comes  for  them  to  be  retired. 

Of  the  present  discrimination  against  the  agricultural  college  which  in  effect  nieans  non- 
inclusion  rather  than  exclusion,  five  professors,  one  associate  professor  and  one  assistant  pro- 
fessor protest — two  against  shifting  the  responsibility  of  the  state  to  the  Carnegie  Founda- 
tion. Four  quotations  follow: 

To  my  mind  this  is  an  unjust  discrimination.  No  criticism  is  placed  against  the  Foun- 
dation, which  certainly  has  a  right  to  do  as  its  executives  think  wise,  but  for  the  presi- 
dent and  regents  to  accept  for  a  portion  of  the  university  the  offer  of  the  Foundation 
and  to  make  no  provision  for  the  remainder  is  certainly  unjust.  The  regents  should 
either  not  have  accepted  the  offer  or  else  should  have  made  provision  along  similar  lines 
for  this  college. 

The  present  [discrimination]  is  not  only  an  injustice  but  a  humiliation  as  well.  It 
makes  a  distinction  which  is  not  only  odious,  but  unfair. 

If  our  work  is  not  of  as  "high  order"  as  the  rest  of  the  university  we  want  to  know  why 
it  is  not  so  we  can  correct  the  trouble. 

I  believe  it  has  been  stated  that  this  [discrimination]  is  due  to  the  large  amount  of  ex- 
tension service  prevailing  in  the  College  of  Agriculture  and  that  high  grade  teaching 
does  not  prevail.  Isn't  extension  service  a  part  of  all  the  colleges  on  the  campus?  It  cer- 
tainly remains  to  be  shown  that  the  teaching  to  long  course  students  in  the  College  of 
Agriculture  is  on  a  lower  plane  than  the  teaching  to  other  students  on  the  campus,  and 
candidates  for  an  A.B.  degree. 

2.  Noninstructional  members  of  the  university  force  are  not  included  in  the  Carnegie 
pension  plan.  In  this  group  are  the  positions  of  business  manager,  registrar,  (although  Wis- 
consin's present  incunibent  is  included),  secretary  of  the  board  of  regents,  architect,  super- 
intendent of  grounds,  all  extension  instructors  who  are  not  on  the  resident  faculty,  mistresses 
of  girls'  halls  when  not  also  instructing,  numerous  divisions  heads,  clerical  and  labor  posi- 
tions. 

792 


Exhibit  ij2 

So  far  as  public  and  educational  policy  would  make  it  advisable  for  a  complete  pension 
plan  to  include  the  agriculture  instructional  stall,  and  any  of  the  noninstructional  servants 
above  mentioned,  the  university  is  obviously  at  a  disadvantage  without  such  provision  un- 
less it  decides  to  supplement  the  Carnegie  provisions. 

Again,  so  far  as  local  self-interest  would  make  it  desirable  to  have  a  disability  pension  plan 
either  the  university  would  suffer  financially  and  educationally  if  it  postponed  retiring  dis- 
abled instructors,  or  else  disabled  instructors  would  suffer  if  retired  without  financial  pro- 
vision, unless  again  Wisconsin  decides  to  supplement  the  Carnegie  provisions. 

If  ever  occasion  arises  when  instructors  who  have  served  so  long  that  thev  may  not  be  re- 
tired without  financial  provision,  lack  one  or  live  years  of  the  (Carnegie  minimum  age  and 
service  limits,  Wisconsin  will  either  sufTer  financially  and  educationally  for  having  to  wait  for 
the  Carnegie  conditions  to  be  complied  with,  or  must  vote  its  own  funds. 

It  should  be  clearly  understood  that  there  is  nothing  whatever  in  the  Carnegie  pension 

f)lan  which  per  sr  prohibits  Wisconsin  from  retiring  any  employee  at  any  time  or  on  any  al- 
owance  it  chooses.  On  the  contrary,  the  Carnegie^Fomulation  had  in  mmd  in  the  beginning 
not  to  do  all  the  retiring  itself,  but  "to  make  the  retiring  allowance  system  a  part  of  the 

American  system  of  education  "     In  his  1911  report,  page  32,  the  president  of  the 

Foundation  wrote:  "In  every  report  of  the  Foundation  attention  has  been  called  to  the  fact 
that  the  income  that  it  is  likely  to  have  can  provide  at  most  for  only  a  small  minority  of  the 
college  teachers  of  the  country.  All  that  the  trustees  can  hope  to  do  is  to  establish  the  prin- 
ciple of  a  generous  and  fair  retiring  allowance  system  as  part  of  the  regime  of  higher  educa- 
tion in  the  United  States."  It  expected  such  general  establishment  of  the  retiring  allowance 
system  "that  any  college  or  university  which  cannot  for  one  reason  or  another  be  admitted 
to  the  system  of  retiring  allowances  established  by  the  Carnegie  F'oundation  must,  to  retain 
good  teachers,  establish  its  own  system  of  retiring  allowances  upon  a  similar  plan."  In  its 
eighth  annual  report  (1913)  the  Foundation  devotes  three  pages  to  supplementary  pension 
systems  maintained  by  accredited  colleges — California,  Columbia,  Cornell,  Harvard,  SicGill, 
Toronto,  Williams  and  Yale. 

3.  A  third  indirect  financial  aspect  has  to  do  with  the  net  financial  benefits  or  losses  to 
Wisconsin,  arising  from  the  educational  benefits  and  losses  which  result  from  the  present  re- 
lations of  Wisconsin  with  the  Carnegie  P'oundation  for  Advancement  of  Teaching. 

Nonfiiiancial  results   upon  the  University  of  Wisconsin  of  its  present  relations  with 
the  Carnegie  Foundation 

No  one  has  studied  this  question  long  enough  or  broadly  enough  to  justify  sweeping  state- 
ments. Perhaps  there  is  no  more  significant  fact  in  this  connection  than  that,  with  all  its 
publicly  supported  research,  Wisconsin  has  made  no  effort  to  learn  wherein  the  people  of 
Wisconsin  have  benefited  or  suffered  because  a  private  foundation  is  pensioning  and  is  ex- 
pected to  pension  its  university  professors,  and  because  that  foundation  is  reporting  upon 
higher  education. 

Results  not  discoverable  by  survey 

No  evidence  has  been  found  by  the  survey  that  among  the  benefits  to  Wisconsin,  from  its 
present  relation  with  the  Carnegie  Foundation,  there  are  these: 

1.  That  Wisconsin's  university  has  been  stimulated  to  study  educational  problems  in  gen- 
eral or  its  own  educational  problems. 

2.  That  the  university  challenges  and  analyzes  pronouncements  by  the  Carnegie  Founda- 
tion or  its  employees  speaking  through  Foundation  publications,  or  its  methocls  of  study, 
even  when  such  pronouncements  and  methods  relate  to  Wisconsin's  own  work.  For  exam- 
ple, the  Foundation's  report  on  medical  schools  (1910)  was  allowed  to  pass  without  challenge 
although  it  laid  down  propositions  alleged  to  be  axiomatic  and  established  by  experience, 
which  are  contrary  to  Wisconsin's  belief  and  practice. 

Before  there  was  a  university  the  makers  of  Wisconsin's  state  constitution  provided  not 
only  for  branches  of  the  university  in  different  parts  of  the  state  but  for  working  connection 
betW'Cen  the  university  and  other  colleges  in  the  state.  Through  the  Extension  Division  and 
the  College  of  Agriculture,  particularly  both  the  spirit  and  the  letter  of  the  constitutional 
provisions  have  been  carried  out. 

The  Foundation's  report  declared  that  a  divided  medical  school,  even  under  a  unified  ad- 
ministration, could  not  be  eflicient.  It  went  so  far  as  to  say:  "When  the  time  comes  for  the 
completion  of  the  department  (i.  e.,  W'isconsin's  Medical  School)  it  must  be  completed  at 
Madison." 

W'hatever  the  Foundation's  report  may  have  shown  as  to  the  existing  defects  of  divided 
schools,  it  did  not  show  that  the  defects  were  due  to  geographical  division — \yhich  proposi- 
tion is  as  unsound  when  speaking  of  a  great  university  as  when  speaking  of  the  steel  trust,  or 
of  Massachusetts'  administration  of  its  normal  schools,  or  the  United  States'  administration 
of  its  experiment  stations. 

Again.  W'isconsin  in  1914  quotes  a  ranking  of  its  medical  school  by  the  Carnegie  Founda- 
tion which  included  an  opinion  based  upon  a  partial  study  of  a  part  of  the  students  who  went 
from  Wisconsin  to  one  or  two  other  medical  colleges,  and  upon  a  local  examination  of  pro- 
fessors and  equipment  without  an  examination  of  actual  work  done. 

793 


University  Survey  Report 

3.  That  the  university  has  gone  beyond,  or  lived  up  to  the  Foundation's  minimum  sug- 
gestion as  to  educational  reporting.  For  example,  the  1913  report's  criticisms  of  catalogues 
including  specific  criticism  of  Wisconsin's  catalogue,  is  disregarded  in  the  university's  1913-14 
catalo'gue.  Again,  in  May  14,  1909,  the  president  of  the  Carnegie  Foundation,  writing  to  the 
president  of  the  University  of  Wisconsin,  as  mentioned  in  the  section  on  the  university  bud- 
get (Exhibit  33),  criticised  the  universit^i's  method  of  reporting  students: 

in  reckoning  your  students,  a  man  in  a  short  course  or  in  the  dairy  course 

counts  "a  student"  quite  as  much  as  a  man  in  the  college  of  engineering  or  arts 

In  other  words,  the  term  "student"  has  no  exact  significance  when  applied  to  your  reg- 
istration. The  classification  is  a  little  like  that  of  the  Kansas  farmer,  who  sold  his  place 
along  with  "30  head  of  stock."  When  inventoried,  the  stock  consisted  of  2  horses,  1 
cow,  a  pig  and  26  hens! 

Yet  before  the  legislature  of  1911  (page  7  syllabus)  and  again  in  1913  (page  11  syllabus) 
the  university  asked  for  increase  of  funds  in  proportion  to  percentage  of  increase  of  students 
where  six  w-eek  students  count  the  same  as  nine  month  students. 

4.  That  the  university  or  the  state  has  concerned  itself  (until  October  14,  1914,  in  part) 
with  retirement  problems  affecting  university  instructors  which  lie  outside  the  Carnegie  plan 

5.  That  educational  use  is  made  of  Foundation  studies  to  familiarize  the  university  fac- 
ulty, officers  and  regents,  or  Wisconsin's  other  officers  and  educators  with  the  results  of  those 
studies  and  their  significance  to  Wisconsin 

One  condition  attached  to  Carnegie  pensions 

In  order  to  participate  in  the  Carnegie  pension  fund,  the  University  of  Wisconsin  must 
require  14  standard  units  (which  standard  existed  before  the  Carnegie  Foundation)  for  ad- 
mission of  students  of  whatever  age  to  candidacy  for  a  bachelor's  degree.  Wisconsin  may  not 
if  it  wishes,  generally  admit  even  adult  students  on  the  sole  condition  that  they  do  its  work 
satisfactorily  to  itself,  and  at  the  same  time  share  in  the  Carnegie  pension  fund.  It  may 
in  exceptional  cases  after  demonstration  of  ability  has  been  given  at  the  university,  grant 
bachelor's  degrees  to  such  students. 

It  may  be  that  Wisconsin  does  not  wish  its  university  to  "relax"  its  present  educational 
requirements  of  14  "Carnegie  units";  or  that  it  never  will  or  never  ought  to  wish  such  relax- 
ing even  for  adult  students.  That  is  not  the  point  here.  The  point  is  that  Wisconsin  is  not 
free  to  consider  solely  on  their  merits  recjuests  for  recognition  from  Wisconsin  students  wish- 
ing a  chance  to  show  that  they  can  carry  university  history,  or  medicine,  with  entire  satis- 
faction to  the  university,  even  if  deficient  in  a  subject  like  high  school  algebra  or  any 
other  subject  needed  to  make  up  the  standard  total  of  14  "Carnegie  units." 

To  every  such  request  for  departure  from  the  Carnegie  Foundation  standard,  the  Carnegie 
conditions  act  as  a  "non-conductor."  The  transmission  of  the  electric  current  of  reiterated 
appeal  is  prevented.  Instead  of  being  studied  on  their  merits  such  appeals  strike  first  a  dead 
wall  set  up  by  the  pension  paying  private  P'oundation  which  is  no  less  a  wall  because  in 
exceptional  instances  the  university  might  surmount  it. 

There  are  many  instances  of  students  whose  work  as  adult  specials  is  not  merely  satisfac- 
tory but  highly  satisfactory.  One  case  is  specially  worthy  of  mention — a  student  who  not 
only  did  undergraduate  work  satisfactorily,  but  did  graduate  work  so  satisfactorily  that  his 
major  professor  has  employed  him  on  important  scientific  research  and  has  announced  him 
as  collaborator  with  himself.  That  student  was  in  1914  unanimously  refused  even  considera- 
tion of  his  application  for  a  bachelor's  degree,  by  the  faculties  involved.  Regarding  this  case 
and  its  kind,  the  Carnegie  Foundation  wrote  to  the  survey  in  answer  to  a  question  as  to  the 
Foundation's  policy: 

In  reference  to  your  inquiry  I  may  say  that  the  Foundation  has  never  to  my  knowledge 
attempted  to  prescribe  specifically  a  solution  in  kind  of  such  cases  as  you  describe.  The 
Foundation  has,  however,  steadily  maintained  the  position  that  such  relations  should 
subsist  between  the  college  and  the  preparatory  school  as  to  make  absurdities  of  this 
sort  impossible.  This  has  been  the  ground  of  its  campaign  against  the  conditioned  stu- 
dent, a  campaign  that  has  in  many  quarters  produced  the  most  gratifying  results. 

Another  condition  attached  to  Carnegie  pensions 

If  the  University  of  Wisconsin  were  to  conduct  a  preparatory  school  for  college  it  would 
probably  lose  its  status  with  the  Carnegie  Foundation.  This  is,  at  least,  the  university's 
understanding.   In  answer  to  a  question  on  this  point,  the  university  wrote  the  survey: 

Probably  such  action  upon  the  part  of'the  university  would  endanger  the  status  of 
the  university  with  the  Carnegie  Foundation. 

It  may  do  as  it  is  now  doing — maintain  a  high  school  to  which  it  will  admit  graduates  and 
nongraduates'  of  accredited  and  nonaccredited  schools  who  are  deficient  in  quantity  or 
quality  of  preparation,  provided  that  the  aim  and  purpose  of  receiving  them  is  to  demonstrate 
how  high  school  work  should  be  done  and  to  give  university  students  "directed  teaching" 
and  "observation"  work.  It  might  not  definitely  recognize  the  need  for  a  university  pre- 
paratory school  in  the  state  of  Wisconsin,  and  call  it  a  preparatory  school,  even  though  con- 
vinced that  such  a  need  existed  for  the  several  hundred  communities  which  have  no  high 
school.  (To  what  extent  the  university  high  school  is  now  being  used  and  advertised — and 
has  been  since  its  estal)lishment — as  a  preparatory  school  is  noted  in  (Exhibit  23). 

794 


Exhibit  32 

Whether  the  university  should  want  to  conduct  a  preparatory  school  or  whether  it  will  ever 
want  to  consider  it  is  not  the  point  here.  It  may  not  do  this  if  it  so  wishes,  and  at  the  same 
time  continue  to  share  in  the  Carnegie  pension  fund. 

What  relief  from  responsibility  for  paying  pensions  costs  Wisconsin 

What  it  costs  Wisconsin  to  be  relieved  of  responsibility  for  thinking  out  and  solving  jts 
own  retirement  problems  no  one  can  state  definitely.  That  it  has  heretofore  shifted  that  re- 
sponsibility to  a  distant,  private  corporation  beyond  its  control  is  true;  that  it  loses  the  in- 
centive of  necessity  and  the  benefit  of  information  incident  to  discussion  is  also  indisputable. 
This  particular  loss  affects  normal  schools  and  other  educational  activities  as  well  as  the  uni- 
versity, and  affects  them  even  more  because  they  arc  not  included  in  the  Carnegie  pension 
plan. 

What  deference  to  control  of  pensions  might  cost 

What  it  might  cost  Wisconsin  to  have  deference  to  educational  opinion  inextricably  in- 
termingled with  deference  to  control  of  pensions,  is  indicated  by  the  following  incident  which 
came  to  the  survey's  attention  during  its  study  of  university  records.  In  1912  the  regents  of 
Wisconsin's  university  answered  certain  inquiries  from  Milwaukee  regarding  the  possible 
extension  of  university  medical  work  to  the  effect  that  "in  developing  the  clinical  work,  use 
will  probably  be  made  of  such  clinical  facilities  as  might  be  available  in  Milwaukee." 

The  plan  contemplated  extending  the  course  to  four  years,  and  the  university  field  of 
practical  instruction  from  Madison  to  the  hospitals  and  clinics  of  Milwaukee,  Superior,  Osh- 
kosh,  and  various  state  institutions  for  the  insane,  feeble-minded,  criminal,  etc. 

Whether  this  should  have  been  proposed  or  should  ever  be  proposed  is  not  the  question 
here.  The  point  is  in  the  correspondence  that  followed. 

A  few  days  after  the  newspapers  quoted  the  university  regents,  a  letter  came  to  the  dean 
of  the  Medical  School  on  the  letter-head  of  the  General  Education  Board  of  New  York  City 
signed  by  the  investigator  who  had  reported  upon  medical  colleges,  including  the  Univer- 
sity of  Wisconsin  Medical  School,  for  the  Carnegie  Foundation.    This  letter  read: 

I  have  clipped  the  inclosed  from  the  current  Science.  Does  it  foreshadow  a  divided 
school?     I  do  hope  not.     Will  you  please  let  me  know  how  matters  stand? 

The  university  ofTicer's  reply  explained  how  the  question  arose,  how  the  university  had 
been  asked  whether  it  was  likely  to  take  up  work  in  Milwaukee,  etc.,  and  included  an  expres- 
sion of 'Opinion  as  follows: 

it  seems  probable  that  a  considerable  part  of  the  clinical  work,  such  as  training 

in  the  specialties,  in  ear,  nose,  throat,  skin,  obstetrics,  etc.,  might  be  better  carried  out 
in  a  city  like  Milwaukee  than  in  Madison,  after  these  students  have  had  a  thorough  train- 
ing in  the  basal  work  at  Madison,  and,  furthermore,  that  the  fifth  or  clinical  year,  which 
seems  to  be  coming  in  medical  education,  might  well  need  the  hospital  facilities  of  a  city 
like  Milwaukee. 

The  university  officer's  letter  invoked  the  following  reply  from  the  former  expert  of  the 
Carnegie  Foundation: 

Thank  you  very  much  for  your  letter  of  December  .31st.  It  seems  to  me  a  little  dis- 
quieting: the  specialties  that  you  mentioned  as  likely  to  be  given  in  Milwaukee  are  neces- 
sarily scattered  through  the  third  and  fourth  years.  If  the  student  has  to  be  in  Mil- 
waukee for  them,  how  is  he  to  be  in  Madison  for  other  things  in  the  same  years?  I  have 
doubts  as  to  the  sort  of  hospital  you  have  in  mind,  also;  if,  as  you  say.  it  is  to  be  iilanned 
along  the  lines  of  the  Rockefeller  Hospital  it  will  be  a  research  hospital,  not  the  com- 
bined teaching  and  research  hospital,  that  the  medical  school  needs.  A  research  hospi- 
tal in  Madison  would  require  the  medical  student  to  go  to  Milwaukee  for  his  teaching. 
Both  your  propositions,  therefore,  look  towards  Milwaukee  for  teaching,  if  I  understand 
them  aright. 

After  these  papers  came  to  the  attention  of  the  survey,  we  wrote  to  the  Carnegie  Founda- 
tion and  asked: 

Are  you  today  advising  medical  schools  not  to  extend  their  clinical  work  beyond  the 
limits  of  the  conimunity  in  which  the  medical  school  proper  is  located?  Mere,  the  ques- 
tion whether  the  University  of  Wisconsin  shall  have  a  four  year  medical  school  seems  to 
many  officials  to  be  dependent  ui^on  the  university's  establishing,  the  last  two  years 
especially,  the  practical  work  in  Milwaukee  with  branches  for  certain  kinds  of  work  in 
state  inslitutions  in  other  cities  than  Milwaukee. 

From  the  Carnegie  Foundation  came  first  a  letter  stating  that  the  question  was  being  re- 
ferred to  the  former  investigator  of  the  Foundation,  now  with  the' General  Education  Board 
"who  will  advise  you  on  that  matter."  A  few  days  later  came  a  second  letter  from  the  Foun- 
dation referring  the  survey  to  Chapters  VI  and  Vll  of  the  Foundation's  bulletin  on  medical 
education,  with  this  conclusion:  "As  this  suggestion  is  made  at  [our  former  investi- 
gator's] advice,  you  will  understand  that  it  represents  the  attitude  of  the  Foundation  at  the 
present  time." 

795 


University  Survey  Report 

The  issue  is  still  confined  to  correspondence.  If,  however,  the  university  should  propose  to 
carry  out  the  plan  referred  to  in  the  above  correspondence  it  may  be  expected  from  past  ex- 
perience; first,  that  the  heretofore  unchallenged  judgment  of  the  Carnegie  Foundation  would 
be  quoted  in  opposition;  and  secondly,  that  active  opposition  would  proceed  from  the 
Carnegie  Foundation  to  such  a  step  on  the  part  of  one  of  its  most  important  accredited  insti- 
tutions. 

Foundation  itself  under  limitation 

If  the  legislature  of  Wisconsin  should  petition  the  Carnegie  Foundation  to  report  upon 
the  work  of  the  university  at  the  expense  of  Wisconsin,  what  could  the  Foundation  do?  The 
university  is  one  of  its  accredited  colleges.  The  president  of  the  university  is  one  of  its  gov- 
erning board.  It  would  not  be  free  to  report  in  complete  frankness.  It  is  under  moral, 
although  not  legal  duress,  not  to  report  to  the  people  of  the  state  of  Wisconsin  even 
such  facts  as  may  become  known  to  it  regarding  specific  points  where  Wisconsin  either 
needs  correction,  or  merits  emulation,  until  such  time  as  the  Foundation  may  include  in  the 
report  comparisons  of  all  institutions  of  the  same  grade.  Until  that  time  comes  the  moral 
effect  of  the  university's  relation  with  the  Carnegie  Foundation  is  to  give  the  impression 
of  endorsement  by  the  Foundation  with  respect  to  matters  where  it  has  no  information, 
therefore   no   judgment. 

Indirect  effect  illustrated  from  survey  itself 

Perhaps  a  timely,  even  if  personal,  illustration  of  the  indirect  effect  of  Wisconsin's  relation 
with  the  Carnegie  pension  fund  is  furnished  by  the  situation  which  confronts  the  university 
survey. 

If  we  suggest  that  the  state  of  Wisconsin  work  out  a  plan  for  assuming  independent  re- 
sponsibility for  retiring  its  university  teachers,  officers  and  employees,  we  shall  be  charged 
with  wanting  to  add  from  $8,000  to  $10,000  to  $15,000  a  year  during  the  next  decade  to  the 
direct  expenditures  of  the  university.   There  is  a  temptation  not  to  invite  the  criticism. 

Again,  if  the  directors  of  the  university  survey  recommend  this  step  for  Wisconsin  they 
will  become  the  target  for  private  and  public  criticism  on  the  part  of  educators  and  of  lay 
and  educational  journals  influenced  by  prominent  educators  throughout  the  United  States. 
There  is  a  temptation  not  to  become  this  target. 

Thirdly,  whoever  might  propose  to  the  legislature  of  Wisconsin  the  withdrawal  of  the 
University  of  Wisconsin  from  the  Carnegie  pension  plan  would  bring  down  upon  'himself 
criticism  and  attack  in  and  outside  the  legislature,  and  would  commit  an  offense  even  more 
serious  than  that  which  is  suggested  by  the  term  '"lese-majeste."  Faculty  members  and  their 
friends  would  in  good  faith  plead  that  in  accepting  the  relations  with  the  Carnegie  pension 
fund  the  state  morally  bound  itself  to  all  those  who  were  then  in  the  university  and  who  have 
since  come,  to  continue  that  relation. 

Carnegie  pensions  for  Wisconsin  professors  equal  one-third  cent  a  year  for  each 
person  in  Wisconsin 

Yet  Wisconsin's  share  of  the  Carnegie  pension  fund  during  the  last  five  years  has  been  but 
a  trifle  more  than  a  third  of  a  cent  per  person  in  Wisconsin  each  year.  Again,  if  $8,500  were 
to  be  raised  in  taxes  instead  of  from  the  Carnegie  pension  fund,  it  would  add  in  1914  a  trifle 
over  a  fourth  of  a  cent  to  the  tax  on  a  property  assessed  at  $1,000;  that  is,  no  one  paying 
taxes  on  less  than  a  $4,000  assessment  would  pay  even  one  cent  a  year  toward  this  addi- 
tional cost. 

If  Wisconsin  decides  to  pay  its  own  pensions  and  to  assume  responsibility  for  studying  its 
own  problems,  it  would  need  to  bring  about  but  a  slight  increase  in  efficiency  in  order  to 
offset  the  money  it  would  lose  by  giving  up  the  Carnegie  pensions. 

Complete  freedom  in  spending  $.3,000,000  a  year  and  complete  responsibility  for  spending 
$3,000,000  in  the  best  possible  way  would  pay  dollar  and  cent  dividends  vastly  greater  than 
the  amount  the  state  would  sacrifice  by  giving  up  financial  relations  with  the  Carnegie 
Foundation. 

Ten  recommendations 

1.  That  the  legislature  be  advised  to  repeal  the  joint  resolution,  number  10,  laws  of  1909, 
which  constitutes  the  present  legal  authority  for  Wisconsin's  relation  with  the  Carnegie 
Foundation. 

2.  That  the  legislature  be  asked  to  introduce  its  repealing  clause  with  a  preamble  express- 
ing the  appreciation  of  the  state  of  Wisconsin  for  the  interest  taken  by  the  Carnegie  Founda- 
tion in  establishing  "the  principle  of  a  generous  and  fair  retiring  allowance  system  as  a  part 
of  the  regime  of  higher  education  in  the  United  States";  and  for  the  Foundation's  generous 
efforts  to  raise  the  standard  of  higher  education  in  the  United  States. 

796 


Exhibit  32 

3.  That  this  preamble  further  express  the  willingness  of  the  state  of  Wisconsin,  from  an 
equal  footing,  to  cooperate  to  its  utmost  with  scientific  studies  by  the  Carnegie  Foundation 
into  education  of  whatever  grade  in  the  state  of  Wisconsin,  and  also  the  conviction  that 
$8,500  spent  upon  studying  educational  problems  in  this  state  will  prove  of  greater  sers-ice 
to  the  state  as  a  whole  than  the  same  amount  spent  in  relieving  the  people  of  Xvisconsin  of  a 
definite  obligation  toward  their  own  university  professors. 

4.  That  the  Board  of  Regents  be  requested  to  report  not  merely  a  general  policy  of  retiring' 
as  w-as  ordered  at  the  October  11,  1914,  meeting  of  the  Board  of  Regents,  but  also  a  plan  for 
the  assumption  by  the  university  and  perhaps  by  the  university  and  its  professors  together 
of  complete  and  sole  responsibility  for  retiring  allowances. 

5.  That  the  Board  of  Normal  Regents  be  invited  to  collaborate  with  the  university  re- 
gents in  making  the  study  necessary  to  determine  the  proper  basis  for  retiring  allowances  to 
normal  school  instructors,  both  separately  or  in  conjunction  with  a  fund  to  include  both  nor- 
mal and  university  instructors. 

6.  That  the  State  Department  of  Public  Instruction  be  asked  to  report  tentatively  upon 
the  alterations,  if  any,  that  would  be  necessary  in  the  present  pension  plan  for  secondary 
and  elementary  teachers,  if  a  central  plan  for"  all  public  teachers  in  the  state  were  to  be 
adopted. 

7.  That  the  State  Board  of  Public  Affairs  itself,  or  the  governor,  undertake  to  learn  from 
other  state  universities  and  legislatures  whether  a  proposal  for  a  plan  in  which  a  number  of 
states  would  participate  for  the  purpose  of  increasing  the  actuarial  basis,  and  thus  reducing 
the  cost  of  retirement  allowances,  would  be  considered. 

8.  That  in  each  case  the  advantages  and  disadvantages  of  combining  "disability"  with 
"age"  and  "service"  retirement  allowances  be  included. 

9.  That  pending  final  reports  and  final  settlement,  the  legislature  vote  the  funds  neces- 
sary to  continue  annuities  already  allowed  by  the  Carnegie  pension  fund;  to  provide  for  the 
retirement  of  those  who  have  already  passed,  or  during  the  next  biennium  will  have  passed, 
their  65th  year  of  age,  and  their  25th  year  of  teaching  in  the  University  of  Wisconsin. 

10.  That  for  conducting  investigations  necessary  to  intelligent  future  action  the  univer- 
sity's present  instructional  staff  and  graduate  fellows  and  students  be  used,  partly  as  a  con- 
tribution to  the  university  and  the  state,  but  chielly  for  the  educational  benefits  that  would 
result  to  the  university  and  to  the  investigator  from  such  participation. 


UNIVERSITY  COMMENT  ON  ALLEN  EXHIBIT  32,  ENTITLED  "PROVISION 
.      FOR  PENSIONING  PROFESSORS" 

The  comment  upon  this  exhibit  will  be  brief,  since  there  seems  to  be  no  necessity  for  dis- 
cussing in  detail  the  numerous  points  presented  by  Dr.  Allen. 

Under  the  heading  "University  of  Wisconsin  Annuities"  the  statement  of  facts,  with  one 
or  two  marked  exceptions,  is  correct. 

Under  the  heading  "Wisconsin  without  Control"  the  obvious  fact  is  shown  that  the  Uni- 
versity of  Wisconsin  does  not  have  direct  control  over  the  P'oundation  which  furnishes  the 
funds. 

The  fact  of  the  matter  is  that  the  Carnegie  Foundation  turns  over  to  the  university  au- 
thorities the  funds  that  are  necessary  for  the  retiring  allowance  system.  The  university  dis- 
tributes these  funds  in  accordance  with  the  principle  under  which  allowances  are  made;  and 
as  a  matter  of  course  any  individual  must  have  the  certification  of  the  university  in  regard 
to  service  before  an  allowance  is  granted. 

The  larger  part  of  the  exhibit,  under  the  headings  "Three  indirect  financial  aspects  of  the 
Carnegie  pension  plan  as  they  concern  Wisconsin,"  "Non-financial  results  upon  the  Univer- 
sity of  Wisconsin  of  its  present  relation  with  the  Carnegie  Foundation,"  "Results  not  dis- 
coverable by  the  survey,"  "One  condition  attached  to  Carnegie  pensions,"  "Another  con- 
dition attached  to  Carnegie  pensions,"  "What  relief  from  responsibility  for  paying  pensions 
costs  Wisconsin,"  "What  deference  to  control  of  pensions  might  cost,"  "Foundation  itself 
under  limitations,"  "Indirect  efTect  illustrated  from  survey  itself."  is  a  labored  attempt  to 
give  a  sinister  aspect  to  the  simple  fact  that  the  University  of  Wisconsin  receives  from  the 
Carnegie  Foundation  about  $8,500  a  year  which  it  turns  over  to  the  men  who  have  retired 
from  active  service  and  therefore  have  no  voice  in  the  government  of  the  university. 

To  illustrate :  Dr.  Allen  says  that  if  the  University  of  Wisconsin  were  to  return  to  a  lower 
admission  requirement  than  fourteen  five-hour  units — that  of  a  full  high  school  course,  or 
if  it  ran  a  preparatory  school,  this  would  endanger  the  position  of  the  University  of  Wisconsin 
upon  the  accepted  list  of  the  Carnegie  Foundation. 

ThisTdmission  requirement,  instead  of  being  called  a  four  year  high  school  course,  is  given 
a  wicked  aspect  by  being  dubbed  fourteen  "Carnegie  units." 

797 


University  Survey  Report 

All  the  educational  world  knows  that  no  high  grade  college  or  university  accepts  students 
for  admission  who  have  not  a  four  year  high  school  course;  nor  does  any  high  grade  institu- 
tion maintain  a  preparatory  school  as  such. 

As  a  matter  of  fact  the  University  of  Wisconsin  has  required  fourteen  units  for  admission 
since  1892,  and  discontinued  its  preparatory  department  in  1876.  Since  the  university  was 
not  placed  on  the  accepted  list  of  the  institutions  on  the  Carnegie  Foundation  for  the  Ad- 
vancement of  Teaching  until  1909,  it  is  evident  that  any  attempt  to  show  that  the  univer- 
sity has  been  influenced  in  its  entrance  requirements  or  in  the  matter  of  a  preparatory  school 
by  the  Carnegie  Foundation  has  no  basis  except  as  a  reaction  in  the  brain  of  Dr.  Allen. 

The  suggestion  that  the  University  of  Wisconsin  may  wish  again  to  lower  its  requirements 
for  admission  below  fourteen  units,  or  introduce  a  preparatory  school  and  be  restrained  from 
such  action  because  of  the  relations  with  the  Carnegie  Foundation,  is  purely  fanciful. 

The  ten  recommendations  closing  the  exhibit,  made  by  Dr.  Allen,  regarding  the  discon- 
tinuance of  relations  with  the  Carnegie  Foundation  will  not  be  discussed,  since  it  is  futile  to 
do  so  until  such  time  as  the  state  of  Wisconsin  is  ready  to  consider  a  general  pension  system 
for  those  in  its  employ. 

(Signed)     CHARLES  R.  VAN  HISE. 


798 


EXHIBIT  33 


THE  UNIVEP.SITY  BUDGET 


For  the  annual  cost  of  the  university  many  different  totals  are  given  by  different  people 
within  and  without  the  university. 

Naturally,  too,  the  annual  per  capita  cost  per  student,  like  the  annual  cost  oi  different 
departments,  colleges  and  branches  of  work,  is  given  difTerently  by  different  people. 

Instead  of  cost  figures  being  the  starting  point  for  agreement  regarding  university  policy, 
they  are  the  starting  point  for  disagreement  regarding  policy  and  everything  else  because  the 
cost  figures  cited  by  one  person  are  said  by  another  person  to  be  the  wrong  figures. 

This  disagreement  about  ccjst  figures  is  due  to  the  fact  that  different  people  have  different 
things  in  mind  when  they  use  the  term  universiiy  cost. 

Whenever  one  word  like  cost  has  several  dilTerent  meanings  it  is  practically  impossible  to 
prevent  misunderstanding  and  even  misrepresentation. 

Yet  much  as  the  word  cost  has  been  used  it  still  has  different  meanings  to  different  people 
"when  talking  about  the  university. 

Other  words  used  in  discussing  university  cost  are,  like  the  word  cost  used  by  different 
people  to  mean  different  things.  Expense,  expenditures,  receipts,  revenues,  income, 
and  finally  budget  are  all  causes  a»d  victims  of  misunderstanding. 

Until  these  words — cost,  expense,  expenditure,  income,  receipts,  revenues  and 
budget  are  used  by  the  university  itself,  each  one  only  for  what  it  is  intended  to  mean,  each 
word  will  inevitably  be  misused  by  part  of  the  public  when  considering  university  finances. 

How  the  words  have  been  misused  even  in  the  university's  latest  bulletin,  <)66,  has  been 
shown  in  another  portion  of  the  survey  report  on  university  publicity,  exhibit  29. 

An  illustration  directly  from  the  university's  own  discussion  of  its  budget  is  furnished  by 
the  language  with  which  the  university  explained  to  the  legislature  of  1913  its  request  for 
funds  for  the  succeeding  biennium.  Income  was  used  when  receipts  was  meant;  "'amount 
to  be  spent  at  Madison"  for  1914-15  was  given  as  $2,034,000,  but  was  reached  after 
$722,000  from  various  fees  had  first  been  subtracted.  This  subtracted  sum,  S722,000  was 
also  to  be  spent  at  Madison  and  was  no  less  spent,  or  expense,  or  cost,  because  it  comes 
from  students,  investments,  donors,  federal  government,  etc.,  rather  than  from  the  tax  levy. 
In  learning  what  it  costs  him  to  run  a  farm  or  a  factory  the  Wisconsin  taxpayer  does  not 
subtract  sales  from  expense.  On  the  contrary  he  includes  all  his  running  expenses  in  the 
statement  of  what  it  costs  to  carry  on  his  business.  Clearness  and  understanding  require  the 
same  kind  of  statement  from  the  university. 

Obviously,  whether  $722,000  be  included  or  excluded  from  the  total  makes  a  great  differ- 
ence in  the  per  capita  cost  obtained  by  dividing  the  total  amount  which  is  used  to  describe 
the  university  cost  by  the  number  of  students  at  the  university. 

Obviously  also  whether  university  cost  means  all  it  costs  or  part  of  what  it  costs  makes  an 
essential  difference  to  universitv  and  taxpayer  alike. 

So  of  other  words.  It  has  become  clear  that  confusion  of  words  results  in  confusion  of  ideas 
and  needless  disagreement  about  facts  which  should  be  clear. 

Because  such  misunderstanding  and  confusion  involve  loss  of  energy  even  when  they  do 
not  involve  loss  of  money,  the  need  is  clear  for  giving  to  each  word  its  own  meaning  and  no 
othei. 


For  each  word  only  its  own  meaning. 

Receipts  means  only  cash  already  received.  There  is  no  objection  at  all  to  using  the  word 
receipts  when  nothing  else  is  meant  but  cash  received. 

Expenditures  refers  only  to  cash  already  paid  out.  There  is  no  objection  at  all  to  using 
the  word  expenditure  when  nothing  else  is  meant  but  cash  paid  out.  __ 

■  The  trouble  with  the  present  use  of  the  two  terms  receipts  and  expenditures  by  the  uni- 
versity, and  others,  is  that  they  become  confused  with  the  words  revenues  and  expenses. 
Also,  the  present  use  of  the  first  two  words  contribute  to  a  confused  use  of  the  word  cost. 

Revenues  should  be  used  where  the  university  now  uses  the  word  receipts. 

Expenses  should  be  used  where  the  university  now  uses  the  word  expenditures.       ^^^_ 

Revenues  and  expenses  should  be  used  where  the  university  now  uses  tlie  terms  receipts 
and  expenditures. 

In  his  own  affairs  the  taxpayer  must  be  quite  as  concerned  about  what  he  owes  as  about 
what  he  has  paid  out  in  cash;  as  a  rule  he  is  quite  as  concerned  about  what  others  still  owe 
him  as  about  what  they  have  already  paid  him. 

799 


University  Survey  Report 

In  thinking  of  the  university  the  taxpayer  and  the  legislature  are  not  interested  in  the  cash 
that  has  come  in  and  gone  out.  On  the  contrary  they  want  to  know  what  the  university  owes 
as  well  as  what  it  has  paid,  and  what  is  due  the  university  as  well  as  what  it  has  already  re- 
ceived. Receipts  (when  used  in  its  correct  meaning)  does  not  show  what  is  due  and  not  yet 
received,  just  as  expenditures  does  not  show  what  he  is  owing  but  not  yet  paid. 

Accruals  is  a  word  which  has  not  yet  appeared  in  university  statements  about  its  finances. 
It  means  what  is  due. 

Accrual  on  the  expense  side  means  indebtedness.  Accrual  on  the  receipt  side  means 
amounts  due  but  outstanding. 

Expenditures  plus  accruals  equals  expenses.  Each  of  the  three  terms  is  necessary  to 
a  correct  statement  of  the  expense  side  of  operating  a  university. 

Accruals  plus  receipts  equals  revenues — which  should  be  kept  separate. 

Expenditures  as  taken  from  the  book  may  be  either  much  greater  or  much  less  than 
expenses;   so  receipts  may  be  either  greater  of  less  than  revenue. 

If  a  non-resident  student  pays  a  tuition  fee  of  SlOO  it  is  entered  as  a  receipt.  At  the  time  it 
is  charged  the  university  believes  that  it  should  be  paid  this  amount  which  is  properly  called 
revenues.  Later  the  student  proves  that  he  is  earning  a  living  and  resides  in  Madison.  The 
university  refunds  the  $100  tuition.  The  $100  has  already  been  entered  on  the  books  as  a 
receipt,  but  after  it  has  been  refunded  to  the  student,  it  will  also  appear  on  the  books  as  an 
expenditure.  The  university  is  no  better  off  or  worse  off  because  of  these  two  entries.  It 
has  added  nothing  to  its  revenue  and  nothing  to  its  expense. 

Until  the  university  reports  what  it  has  spent  for  a  particular  year,  plus  what  it  owes  for 
that  year  (accrual)  under  the  title  of  expense  for  that  year,  and  until  it  reports  what  it  has 
received  for  a  particular  year,  plus  w^hat  is  due  it  for  that  year  (accrual)  but  not  received 
under  the  title  of  revenue  for  that  year,  its  financial  statements  will  cause  misunderstanding. 

Until  the  university's  statement  of  operation  costs  for  a  year  excludes  all  that  was  spent  on 
account  of  other  years  and  includes  all  that  is  already  paid  for  plus  all  that  it  owes  on  account 
of  the  year  in  question,  its  statement  of  cost  will  misrepresent  and  will  prevent  the  univer- 
sity's being  understood. 

Several  present  uses  of  the  term  budget. 

After  correct  usage  is  assured  for  such  words  as  cost,  expense,  etc.,  it  will  still  be  difficult 
to  prevent  the  use  of  the  word  budget  in  several  different  ways  because  there  are  really  two 
university  budgets: 

1.  The  appropriation  bill  voted  by  the  legislature  for  each  of  the  two  years  of  a  biennium 
to  cover 

a.  Operating  expenses. 

b.  Permanent  improvements. 

c.  Special  authorizations  for  each  of  the  two  years  of  the  biennium. 

2.  Allotment  of  appropriations  voted  by  the  regents  each  year  for  the  next  succeeding  year 
to  cover 

a.  Operating  expenses. 

b.  Permanent  improvements. 

c.  Special  authorizations. 

For  the  purposes  of  this  section  of  the  report  no  distinction  is  made  between  these  two  bud- 
gets— by  legislature  and  by  regents — or  between  the  divisions  of  each  budget  voted  sepa- 
rately for  operating  expenses,  permanent  improvements  and  special  authorizations. 

This  section  has  to  do  with  the  information  base  for  considering  each  division  of  each  bud- 
get, and  with  the  kind  of  question  asked  by  those  who  control  the  purse  strings  and  answered 
by  those  responsible  for  university  administration. 

Every  precaution  needed  to  insure  adequate  information  in  the  hands  of  the  legislature 
when  it  is  considering  how  much  to  allow  the  university,  is  also  needed  by  the  regents  when 
they  are  considering  "how  much  to  authorize  administrative  officers  to  spend  for  each  class  of 
work,  division,  department  and  college. 

Amounts  involved  in  the  1914-15  university  budget. 

The  description  oi  budget  procedure  which  follows  relates  to  the  1914-15  budget  and  to  the 
figures  here  given : 

By  legislative  enactment. 

1.  $3,816,801,  the  university  was  authorized  to  spend  for  1914-15.  (This  includes  all 
authorizations  to  spend  and  is  the  real  university  budget.  From  1913  on  all  receipts  from 
whatever  source  were  to  be  paid  directly  to  the  state  and  spent  only  upon  legislative  author- 
ization. Prior  to  1913  the  legislature  appropriated  the  difference  between  the  amount 
estimated  to  be  needed  and  estimated  receipts.) 

800 


Exhibit  33 

2.  $449,635,  amount  appropriated  for  "revolving  funds"  such  as  proceeds  of  sales  of  agri- 
cultural products,  fees  in  payment  for  laboratory  supplies,  room  rent,  board  money  and 
other  items  that  have  to  do  with  work  which  "pays  its  own  pay." 

3.  $3,367,166  is  the  amount  authorized  for  conducting  the  university  after  subtracting 
the  revolving  funds  of  SI  19,635. 

4.  $2,994,851  is  the  amount  (3)  after  subtracting  $372,31.5  from  tuition  fees  paid  by 
students,  gifts,  grants  from  the  United  States  government,  etc. 

5.  $2,687,630  is  the  amount  left  to  be  raised  from  ta.xes  after  subtracting  revolving  funds, 
receipts  from  fees,  etc.,  (4)  and  $307,221  of  cash  balances  appropriated  for  1911-1915  uses. 

6.  $1,246,589  is  the  amount  raised  for  permanent  improvements,  all  raised  from  the  general 
fund  by  general  tax. 

7.  $1,441,041  is  the  net  cost  in  taxes  to  the  state  for  operation  and  maintenance,  not 
including  permanent  improvements,  which  is  $251,171  in  excess  of  the  f  mill  tax  for  the 
university  ($1,189,870). 

By  action  of  regents. 

1.  $3,180,175.11,  the  total  amount  which  administrative  officers  were  authorized  to  spend 
by  action  of  the  regents  at  the  annual  budget  meeting. 

a.  For  operation  and  maintenance ; $2,186,275.11 

b.  For  permanent  improvements 747,900.00 

2.  $246,000  (about)  indefinite  amount  to  cover  business  involved  in  the  "revolving  funds." 

3.  $2,834,178.11,  specific  authorizations  for  operation  and  maintenance  plus  permanent 
improvements,  minus  estimated  revenues  from  investments,  government  grants,  etc. 

The  tax  levy  for  1914-15  on  account  of  the  university  is  $1,441,011  including  $1,189,870 
from  the  f  mill  tax  which  by  law  goes  to  the  university  fund,  thereafter  to  be  spent  for  uni- 
versity purposes  as  specifically  directed  by  the  legislature.  The  $800,000  which  was  author- 
ized by  the  1913  legislature  for  several  permanent  improvements  later  jjostponed  indefi- 
nitely, would  not  have  increased  the  tax  levy,  nor  did  the  postponement  decrease  the  tax 
levy.  The  $800,000  was  appropriated  from  the  state's  general  fund  and  when  finally  spent 
will  be  taken  from  the  general  fund,  without  affecting  the  f  mill  tax  levy  for  the  university 
fund. 

It  is  with  the  information  base  for  deciding  how  the  total  appropriation  for  university 
purposes  will  be  spent  that  the  following  section  on  university  budget  making  deals. 

How  the  university  budget  of  $3,180,000  for  1914-15  was  made. 

Technically  the  university  budget  making  body  is  the  Board  of  Regents. 
Two  general  steps  are  involved  in  the  Board  of  Regents'  budget  making. 

1.  The  board  obtains  funds  from  the  legislature. 

a.  It  makes  a  formal  request  to  the  legislature  in  behalf  of  the  university. 

b.  It  receives  an  allowance  from  the  legislature  which  usually  diflers  in  many  details 

and  in  total  from  the  request  presented  to  the  legislature. 

c.  It  records  the  amount  appropriated  by  the  legislature  as  authorizations  to  spend. 

2.  The  board  distributes  amounts  authorized  by  the  legislature  within  general  limits 
defined  by  the  legislature;  sometimes  the  board  has  complete  discretion,  sometimes  con- 
ditional discretion  as  to  the  use  of  funds. 

a.  The  board  receives  and  reviews  through   ils  finance  conuuittoo  of  [Wv  members. 

requests,  proposals  or  estimates  from  dilTerent  colleges,  tieparlments  and  ofiicers. 

b.  The  board  acts  as  a  board  upon  the  finance  committee's  proposals  which  constitute 

a  tenative  budget. 

c.  The  amounts  allotted  by  the  board  are  recommended  as  authorizations  to  its  officers 

to  spend  up  to  these  amounts;  (unexpended  balances  from  the  first  of  the  biennium 
may  be  spent  the  second  year);  no  department  is  expected  to  spend  more  than  the 
budget  allowance  without  formal  authorization  from  the  board. 

The  fact  base  for  this  section  of  the  survey  report  includes:  original  estimates  submitted 
to  the  finance  committee  by  the  president  of  the  university,  inchuiing  memoranda  from  de- 
partments and  officers  included  in  the  president's  copy;  the  boinui  tentative  budget  of  257 
typewritten  pages,  which  was  recommended  by  the  finance  committee;  notes  made  page  for 
page  as  items  were  discussed  at  the  meeting  when  the  regents  passed  the  budget  for  1914-15; 
the  official  budget  at  the  business  ofiice  which  is  kept  up  to  date  by  the  Secretary  to  show 
transfers  and  changes  made  during  the  year;  syllabi  of  arguments  jiresented  by  the  president 
of  the  university  to  the  finance  committee  of  the  legislature  of  1911  and  1913  for  the  two 
respective  biennial  periods  1911  to  1913  and  1913  to  1915;  other  studies  of  university  organi- 
zation, procedure,  reoorting,  cost,  etc. 

801 

SCB.— 5  1 


University  Survey  Report 

How  the  board  obtains  funds  from  the  legislature. 

The  university's  request  for  funds  is  formally  presented  to  the  legislature  by  the  president 
of  the  university,  frequently  followed  by  members  of  the  faculty  or  other  officers. 

A  syllabus  of  the  president's  statement  is  prepared  in  advance  and  used  as  the  basis  for  a 
verbal  explanation  before  the  legislative  committee.  This  syllabus  for  1911  was  40  type- 
written pages;  for  1913,  36  typewitten  pages. 

Syllabus  of  request  of  funds. 

The  order  of  subject  matter  presented  in  1913  was: 

1.  Management  of  finances,  page  1. 

2.  Financial  situation  estimated  for  each  of  the  two  next  years  separately,  page  2. 

3.  Estimate  of  income  needed  for  each  of  the  two  succeeding  years;  cost  of  work  to  be  done 
for  students  at  Madison  being  separated  from  cost  of  work  to  be  done  for  the  state  at  large, 
pages  3-6. 

4.  Why  increase  of  income  is  necessarv,  pages  6-12. 

a.  Salary  scale. 

b.  Increase  of  students. 

c.  Increased  cost  of  supplies. 

'  d.  Increased  number  of  buildings. 

5.  Method  of  preparing  schedules  submitted  to  the  legislature  described,  pages  12-13: 
(a)  the  budget  begins  with  the  department  and  goes  to  the  dean  and  from  business  manager 
(for  business  side  only)  to  the  president;  (b)  back  again  from  president  to  dean  and  to  de- 
partment for  revision  and  reduction;  (c)  letter  from  president  to  each  dean  and  director 
stating  "that  he  might  be  called  upon  by  finance  committee  to  explain  items  in  his  esti- 
mates;" (d)  still  further  reduction  by  various  departments;  (e)  submission  to  the  finance  com- 
mittee; (f)  to  board  and  to  legislature;  (g)  little  leeway  for  new  departures  since  request  to 
legislature  is  approximately  $40,000  a  year  less  than  minimum  need  for  operation,  the  difTer- 
ence  to  be  met  by  "severe  cutting"  [and  use  of  accruals]. 

6.  Operating  expenses  are  explained  schedule  by  schedule,  as  prepared  by  the  State  Board 
of  Public  AfTairs,  pages  13  to  20. 

7.  Permanent  educational  improvement  fund  calling  for  $250,000  each  year  for  new  con- 
struction and  $50,000  for  books,  apparatus,  furniture  and  equipment  is  explained,  page  21. 

8.  Details  for  14  different  items  of  construction  which  are  said  to  be  needed,  totaling 
$1,083,000,  pages  22-28. 

9.  Need  for  student  buildings — dormitories,  a  commons,  union  for  the  men,  student  in- 
firmary, boat  and  bath  house  equipment,  totaling  $607,500,  pages  28-32. 

10.  Land  needed  $101,800,  page  33. 

11.  Large  sums  from  current  income  used  for  capital  account  are  explained  in  detail, 
page  34. 

12.  Conclusions,  pages  35-36. 

a.  Three-fold  function  of  the  university:  instruction  of  students  at  Madison,  advance- 

ment of  knowledge,  and  application  and  extension  of  knowledge. 

b.  Services  along  these  three  lines  summarized. 

c.  "Aim  of  university  [is]  to  give  many  fold  to  state  for  every  dollar  appropriated  to  it." 

d.  Eager  to  take  advantage  of  any  suggestions  "by  which  funds  may  be  more  efficiently 

administered  so  as  to  give  even  larger  returns." 

e.  "Funds  devoted  to  education  from  the  common  school  to  the  university  [are]  in- 

vestments which  give  returns  more  abundantly  than  any  other  made  by  state." 

The  syllabus  of  the  statement  in  support  of  the  university  bill  before  the  legislature  of  1911 
is  in  practically  the  same  order  as  that  for  1913. 

Method  of  presenting  the  university's  request. 

The  explanation  was  oral  except  for  abbreviated  matter  in  the  syllabus. 

Mimeographed  copies  of  the  svUabus  were  distributed  to  the  joint  committee  of  education 
and  finance  of  the  House  and  Senate  and  to  others  particularly  interested;  copies  were  not 
submitted  to  all  members  of  the  legislature;  the  elaboration  was  oral. 

The  regents  were  given  copies  of  the  syllabus,  as  per  resolution,  February  8,  1913.  On 
March  2nd,  the  Board  of  Regents  moved  that  the  president  read  the  syllabus  at  the  "hear- 
ing to  be  held  on  the  first  day  of  March." 

The  university's  presentation  was  made  not  by  the  body  to  which  the  funds  are  appropri- 
ated and  which  is  held  responsible  for  the  funds  and  not  by  the  president  acting  as  a  member 
of  the  Board  of  Regents,  but  by  him  acting  as  president  of  the  university,  and  by  a  professor 
and  a  dean  authorized  to  follow  the  president  at  the  legislative  hearing  in  support  of  the 
budget. 

802 


Exhibit  33 

28  evidences  of  inadequate  syllabus  statements. 

The  28  illustrations  that  follow  do  not  show  that  the  university  failed  to  answer  questions 
put  to  it  about  its  estimates.  They  do  show  that  in  28  illustrative  respects  it  failed  to  give  the 
legislature  information  that  was  essential  when  appropriating  funds. 

The  fact  that  the  Wisconsin  legislature  or  the  Wisconsin  public  did  not  in  1913  require 
adequate  information  is  beside  the  point.  The  survey  has  not  been  asked  to  report  upon  the 
legislature's  budget  methods.  It  has  been  asked  to  rejjort  upon  the  university's  budget  meth- 
ods. In  doing  so,  it  has  asked  the  same  questions  which  it  would  ask  in  reporting  upon  the 
budget  methods  of  a  county  government  or  a  city  school  system. 

The  university  oilers  courses  that  include  princii)les  of  budget  making.  It  offers  to  teach 
Wisconsin  municipalities  by  correspondence,  by  visit  or  by  survey  proper  budget  making 
methods.  In  the  long  run,  the  university's  ability  to  secure  adequate  financial  and  moral 
support  from  the  legislature  and  the  public  will  depend  upon  its  taking  steps  to  insure  ade- 
quate information  in  the  hands  of  the  legislature  and  the  public,  and  action  based  upon  ade- 
quate information. 

There  seems  justification  therefore  to  expect  a  r.-ady  adoption  by  the  university  of  methods 
which  will  make  impossible  in  the  future  inadequateness  such  as  the  following  28  instances 
illustrate: 

1.  In  giving  the  number  of  the  instructional  stall,  page  9,  with  salaries,  the  assistants 
numbering  over  151,  not  including  student  assistants  and  other  assistants  not  instructing, 
were  not  included. 

2.  The  increased  cost  of  living  was  shown  in  terms  of  39  cities  in  dilTerent  parts  of  the  nation 
instead  of  in  terms  of  Madison  prices,  pages  10,  which  are  the  chief  prices  which  faculty 
members  pay  for  bacon,  milk,  eggs,  steak,  butter  and  the  ten  other  articles  specified  in  the 
1912  annual  report  of  the  Board  of  Regents,  page  32. 

3.  An  increase  of  16.2  per  cent  (or  one-sixth)  in  number  of  students  is  mentioned,  together 
with  expansion  of  work,  as  a  second  important  cause  of  necessary  increase  of  income,  page  11. 
In  this  increase  of  one-sixth,  however,  is  included  the  increase  in  summer  and  short  course 
students,  excluding  which  the  total  increase  would  be  less  than  13  per  cent,  not  16.2  percent. 
The  increase  in  the  number  of  students  from  Wisconsin  in  regular  courses  was  8.7  per  cent. 
Regarding  the  practice  of  combining  short  course  and  long  course,  10  days  and  42  weeks 
students,  in  one  total  of  "students"  the  president  of  the  Carnegie  Foundation  for  Advance- 
ment of  Teaching  wrote  to  the  president  of  the  University  of  Wisconsin  in  1909: 

".  .  .  in  reckoning  your  students,  a  man  in  a  short  course  or  in  the  dairy  course  counts 
'a  student'  quite  as  much  as  a  man  in  the  college  of  engineering  or  arts  ...  In  other 
words,  the  term  'student'  has  no  exact  significance  when  applied  to  your  registra- 
tion. The  classification  is  a  little  like  that  of  the  Kansas  farmer,  who  sold  his  place 
along  with  '30  head  of  stock.'  When  inventoried,  the  stock  consisted  of  2  horses,  1 
cow,  a  pig  and  26  hens.'  " 

4.  The  assertion  on  page  11,  that  "for  efTiciency  [it  is]  necessary  to  increase  [instructional] 
force  in  proportion  to  number  of  students"  could  not  be  supported  even  if  percentage  of  in- 
crease had  included  only  comparable  units.  Much  less  support  was  there  when  the  percentage 
included  six  weeks  students  along  with  42  weeks  students.  To  put  five  more  students  in  a 
class  of  20  does  not  require  an  additional  salary  or  an  additional  instructor. 

5.  The  foregoing  percentage  increase  (16.2  pei  cent)  omitted  reference  to  a  check  in  the 
rate  of  growth,  as  shown  by  a  comparison  of  the  then  current  year  (1912-13)  with  the  two 
years  immediately  preceding — (a)  from  the  preceding  year  (1911-12)  the  gross  increase, 
after  counting  all  students,  was  from  5,748  to  5,970  or  222,  or  less  than  1  per  cent;  (,b)_  com- 
pared with  the  second  year  before  (1910-11)  all  students  counted,  the  growth  had  been  from 
5,539  to  5,970  or  431,  or  less  than  8  per  cent;  (c)  counting  only  regular  students  the  increase 
had  been  from  the  year  before  from  4,022  to  4,099  or  77  students,  or  less  than  2  per  cent; 
(d)  compared  with  the  second  year  before  for  all  regular  students,  the  increase  had  been  from 
3,981  to  4,099  or  118,  or  less  than  3  per  cent;  (e)  the  actual  increase  in  regular  students  in 
all  university  departments  was  77  in  1913  compared  with  11  the  preceding  vear,  410  in 
1911  and  312  in  1910. 

Whether  the  statement  of  net  increase  of  118  lor  the  school  year  1912-13  over  the  school 
year  1910-11  would  have  made  a  difference  to  the  legislature,  is  not  the  point.  The  important 
fact  is  that  an  increase  of  16.2  per  cent  in  the  number  of  instructors  is  said  to  be  necessary 
without  stating  that  the  regular  student  increase  the  preceding  biennium  was  118,  or  less 
than  3  per  cent.  A  plea  is  made  for  an  increase  of  16.2  per  cent  or  one-sixth  for  instructional 
force;  (increased  salaries  plus  additional  teachers,  i)age  15);  16.2  per  cent  of  561  instructional 
faculty  members  would  mean  the  equivalent  of  91  new  instructors.  That  the  regents  knew 
of  the  very  slight  weighted  increase  in  numl)er  of  students  upon  which  a  16.2  per  cent  in- 
crease in  instructionarforce  was  requested,  there  is  no  evidence.  That  the  prt^sident  had  not 
expected  a  16.2  per  cent  increase  in  appropriation  for  salaries,  appears  in  a  statement  made 
by  the  president  six  weeks  before  at  the  university  faculty  meeting  .lanuary  13.  1913,  in  which 
he  states  that  owing  to  decrease  in  income,  "there  could  not  be  any  increase  in  the  number  of 
the  instructional  force  or  new  departments  established."  The  syllabus  reads,  page  15: 
"Since  students  have  not  increased  this  year  as  rapidly  as  usual." 

803 


University  Survey  Report 

That  the  dean  of  the  College  of  Letters  and  Science  had  known  of  the  arrested  increase  in 
students,  appears  from  the  minutes  of  October  14,  1912,  which  read:  "The  dean  stated  that 
the  faculty  was  to  be  congratulated  on  the  fact  that  the  number  of  students  this  year  has  not 
increased.    .    ." 

6.  The  increase  requested  for  the  letters  and  science  salary  budget  was  10|  per  cent  to  pro- 
vide both  for  increases  in  salaries  and  for  increases  in  force;  the  president's  syllabus  reads  that 
the  10^  per  cent  salary  increase  will  do  for  the  next  biennium  instead  of  the  "slightly  less  than 
12  per  cent"  which  the  budget  has  averaged  for  a  series  of  years  "since  students  this  year  have 
not  increased  in  number  quite  so  rapidly  as  heretofore."  The  actual  increase  in  letters  and 
science  students  the  year  when  the  request  for  a  IO2  per  cent  increase  in  salary  total  was  asked 
to  keep  pace  with  the  expected  increase  in  students,  was  16  students.  The  year  before  that, 
there  had  been  a  decrease  of  53.  In  three  years,  (from  1910-13)  there  had  been  a  net  increase 
of  141,  or  6.7  per  cent. 

7.  Of  engineering  it  was  said,  page  17,  "number  of  students  has  not  increased  in  engineer- 
ing. Therefore  estimated  increase  for  this  college  very  small."  It  was  not  stated  that  the 
registration  in  engineering  had  fallen  off  during  the  five  years  since  1908  from  906  to  870,  to 
748,  to  763,  to  702,  to  649,  a  net  drop  in  five  years  of  257,  or  nearly  40  per  cent;  and  that  the 
expense  and  cost  per  student  had  progressively  increased.  In  spite  ol  progressive  decrease  in 
the  number  of  students,  a  net  payroll  increase  of  .$4,200  was  requested — $500  to  increase  the 
dean's  salary  "which  should  have  been  [done]  several  years  ago;"  $1,000  additional  to  re- 
search fund;  and  "other  increases  to  provide  for  normal  increase  in  operation." 

8.  The  actual  increase  in  enrollment  during  the  biennium  referred  to  in  the  syllabus  now 
promises  to  be  larger  than  the  estimate — not  only  for  all  students  but  for  all  students  in  the 
regular  course.  The  increase  for  letters  and  science  now  promises  to  be  nearly  as  large  as  was 
'estimated.  Moreover,  the  decrease  in  the  engineering  school  has  not  only  been  checked  but 
for  the  year  ending  June  1914,  the  College  of  Engineering  showed  a  register  of  738,  or  an 
increase  of  60  over  the  preceding  year. 

These  increases,  however,  do  not  decrease  the  importance  of  having  facts  about  increase 
and  decrease  clearly  presented  to  the  legislature  in  the  university's  budget  syllabus;  nor  do 
these  facts  change  the  other  fundamental  fact  that  there  is  no  reason  for  increasing  the  faculty 
in  proportion  as  the  number  of  students  increases. 

9.  An  increased  unit  cost  for  printing  is  urged  on  pages  11  and  13  as  a  reason  for  an  increase 
in  appropriation  without  statement  to  show  whether  the  volume  of  printing  would  be  in- 
creased, maintained  or  decreased. 

10.  At  no  point  is  the  proportion  of  the  total  increase  given  which  should  go  to  increasing 
the  number  of  instructors  distinct  from  increasing  salaries  of  present  instructors. 

11.  Of  agriculture,  as  of  letters  and  science,  the  statement  is  made  on  page  15  that  the 
"large  increase  of  income  [is]  mainly  for  instructional  force."  In  both  of  these  colleges  there 
were  very  extensive  salary  increases.  With  regard  to  both  it  is  stated  that  there  will  be  in- 
creases of  salaries,  but  never  an  estimate  of  the  amount  or  proportion  to  be  thus  used. 

12.  "Normal  increases"  are  several  times  referred  to  in  connection  with  operation  expenses 
without  specifying  what  should  be  regarded  as  normal.  When  referring  to  normal  salary  in- 
creases, the  normal  rate  of  increase  is  given  on  pages  7  and  8,  but  there,  however,  without  in- 
dicating frequency  or  number  of  exceptions. 

13.  "Salaries  of  administrative  officers  moderate"  mentioned  on  page  13.  The  budget  for 
1914-15  contains  a  number  of  salary  increases  not  hinted  at  in  the  estimate  before  the  legis- 
lature, including  an  increase  of  .$1,000  for  the  business  manager. 

14.  The  summer  session  budget,  page  17,  is  explained  without  reference  to  the  method  of 
paying  for  summer  sessions  through  deferred  leaves  of  absence,  i.  e.,  giving  a  man  nine  weeks 
leave  with  pay  if  he  prefers  that  to  cash  for  six  weeks  work.  This  makes  the  cost  considerably 
greater  than  that  submitted  to  the  legislature  or  that  appearing  in  the  university's  own 
budget. 

15.  The  fact  that  overhead  charges  are  not  included  is  mentioned  when  speaking  of  the 
hygienic  laboratory,  page  19,  but  not  when  speaking  of  various  other  estimates,  of  which  it 
would  be  equally  true. 

16.  For  high  school  inspection,  slight  increases  for  traveling  expenses  ($300),  clerical 
help  ($100)  and  salaries  ($2.50)  are  requested  "to  provide  for  increasing  number  of  schools  to 
be  inspected."  The  year  before  the  schools  inspected  for  academic  subject'='  increased  by  11 
(from  171  to  182);  for  vocational  subjects  by  10.3  (irom  44  to  147);  the  year  following  the 
schools  inspected  for  academic  subjects  increased  by  7  (from  182  to  189);  for  vocational  sub- 
jects decreased  by  27  (from  147  to  120).    These  facts  do  not  appear  in  the  syllabus. 

17.  Regarding  the  Extension  Division  budget  it  is  stated,  page  18,  that  the  regents  had 
cut  the  dean's  request  for  a  biennial  increase  of  $164,000  over  the  rate  for  1913,  to  an  increase 
of  $50,000.  This  is  the  only  case  where  a  reduction  by  the  regents  from  departmental  esti- 
mates is  mentioned  specifically. 

18.  The  work  and  result  sides  of  the  educational  budget  were  nowhere  specifically  expressed 
in  number  of  students  benefiting,  excepting  the  figures  for  letters  and  science  which  are  shown 
to  have  been  misleading,  and  the  figures  showing  the  growth  in  agriculture  and  summer 
session. 

804 


Exhibit  33 

19.  Size  of  class  at  no  time  is  mentioned  where  including  it  would  throw  light  for  the 
legislature's  consideration  of  the  request.  Whether  the  base  from  which  increases  were 
computed  was  an  irreducible  base  could  not  be  ascertained  by  any  information  presented  to 
the  legislature.  This  applies  equally  to  requests  for  both  non-educational  and  educational 
matters. 

Method  of  presenting  requests  for  new  buildings. 

20.  Provision  for  an  auditorium  (estimated  at  S15,000)  in  the  Wisconsin  high  school  is 
placed  "first  among  educational  needs  for  liberal  arts,"  page  22,  with  no  information  as  to 
why  an  auditorium  in  that  particular  place  was  of  first  importance.  No  information  was 
given  as  to  whether  space  set  aside  for  auditorium  and  gymnasium  were  proportionate  or 
disproportionate  to  space  used  for  teaching  purposes.  As  late  as  September  191  1,  plans  for 
use  of  auditorium  contemplated  but  two  half-hour  periods  a  week. 

21.  The  need  for  a  liberal  arts  building  (estimated  cost  SI  ■J0,()00)  was  stated  without  specific 
data  as  to  extent  of  use  of  present  accommodations,  amount  of  space  not  used,  proportion  of 
time  not  used,  space  required  for  small  classes  of  one,  two,  three  or  five  students,  etc.  (page 
22). 

The  syllabus  refers  to  the  report  of  the  regents  which  quoted  from  a  report  of  a  faculty 
investigation  of  1910,  which  in  turn  failed  to  give  specific  data  necessary'  to  show  how  far 
existing  rooms  were  used,  how  many  of  them  by  small  classes,  etc.  In  quoting  1910  data  no 
allowance  was  made  for  space  released  by  buildings  erected  between  1910  and  1913,  such  as 
the  biology  building,  the  wing  on  the  engineering  building,  the  wing  on  the  chemistry  build- 
ing, etc. 

22.  Physics  building  (estimated  cost  $200,000)  page  23,  apparent  overcrowding  due  to 
having  550  students  use  a  general  laboratory  originally  arranged  to  accommodate  300,  is 
not  conclusive  because  no  information  was  presented  as  to  number  of  hours  a  day  and 
number  of  persons  using  per  hour;  nor  was  evidence  given  that  holding  recitations  in  a  labora- 
tory had  inherent  disadvantages. 

23.  Medical  building  (estimated  cost  $200,000)  page  21,  urged  as  soon  as  possible.  The 
legislature  was  not  reminded  that  in  the  two  year  course  given,  only  three  studentr  were  regis- 
tered for  exclusively  medical  work;  that  in  all  medical  classes  (cared  for  by  letters  and 
science  departments  generally)  there  were  that  year  ()6,  of  whom  32  were  juniors  (first  year) 
and  34  seniors  (second  year);  that  the  entering  class  that  year  (1912-13)  was  3  1,  as  compared 
with  39  the  preceding  year. 

24.  Men's  dormitories  were  asked  for,  page  29  (estimated  cost  $300,000)  without  state- 
ment of  number  who  could  be  accommodated,  the  range  of  cost  per  room  or  per  week's 
board,  whether  construction  would  cost  $870  per  student  as  in  Barnard  Hall,  not  including 
equipment,  or  $1,000  or  $500  per  student. 

25.  Commons  and  union  for  men  (estimated  cost  $150,000)  pages  31,  32.  were  designed  to 
provide  "good  board  at  reasonable  rates"  for  men  students,  plus  a  "comfortable  and  pleasant 
place  to  which  they  may  go  for  social  purposes  and  for  meetings  of  various  kinds.""  How 
such  a  combination  could  be  erected  to  serve  the  demands  of  men  students  (totaling  over 
3,000  in  1913)  for  the  same  money  as  a  proposed  dormitory  for  from  1,50  to  30(1  men,  and  for 
$40,000  less  than  Lathrop  Hall,  the  union  for  women  students,  was  not  indicated;  e.  g., 
whether  the  men's  union  is  to  be  without  gymnasium,  swimming  pool,  with  fewer  club 
facilities,  etc. 

26.  Student  infirmary  (estimated  cost  $50,000)  page  32,  was  urged  without  facts  as  to 
present  facilities  or  lack  of  facilities,  alternatives  to  a  new  structure,  number  of  students  per 
month  found  the  year  before  to  need  isolation,  cost  to  the  university,  time  lost,  and  other 
costs  because  of  transmissible  diseases;  nor  is  mention  made  of  fact  stated  on  page  89  of  the 
1912-13  catalogue  that  "arrangement  for  students  needing  hospital  care  has  been  made 
with  the  Madison  General  Hospital  Association,  which  has  set  aside  two  wards  furnished  by 
student  contributions,"  or  that  in  Chadbourne  Hall  an  infirmary  for  12  initients  is  main- 
tained. 

27.  Equipment  (estmiated  cost  $100,000)  is  referred  to  in  but  one  line  without  indicating 
the  basis  for  the  estimate. 

28.  Need  for  additional  land  (estimated  cost  $101,800).  page  33,  was  sup|)orled  by  plans 
showing  tracts  said  "to  be  necessary  to  round  out  caminis."  Why  the  campus  should  be 
rounded  out,  and  what  the  units  of  value  were  for  the  dilToront  pieces  of  land,  were  not 
stated.  A  70  acre  farm,  costing  $15,000  was  said  to  have  doubled  in  value  in  five  years  since 
the  option  on  it  was  obtained,  and  was  stated  to  be  "necessary  to  furnish  sufficient  area  to 
raise  high  bred  seed  for  distribution  to  state."  No  facts  were  given  as  to  large  areas  already 
owned  and  not  cultivated  for  the  purpose  mentioned. 

Recommendations  as  to   method  of  presenting   I  he   university   hieiviiial  budget   to 
the  legislature. 

1.  That  the  university's  budget  estimates  for  the  next  biennium  with  adequate  explana- 
tions, be  ready  for  action  by  the  Board  of  Regents  at  its  December  meeting  or  at  a  special 
meeting  to  be  called  for  January,  so  that  the  estimates  may  be  before  the  legislature  at  the 

805 


University  Survey  Report 

opening  of  the  legislative  session;  that  in  subsequent  years  the  budget  estimates  be  printed 
ready  for  distribution  by  January  1st  preceding  each  legislative  session. 

2.  That  the  regents  who  are  responsible  for  the  university's  appropriations  and  not  the 
president  of  the  university  assume  responsibility  for  explaining  the  university  budget  to  the 
legislature;  and  that  the  president  appear,  if  at  all,  to  explain  not  to  present  the  estimates. 

3.  That  in  preparation  for  their  appearance  before  the  legislature  the  regents  obtain  the 
information  necessary  to  explain  all  budgetary  requests,  more  especially  all  changes  from 
current  rates  and  totals. 

4.  That  the  printed  university  budget  be  distributed  in  ample  time  for  due  consideration 
in  advance  of  legislative  hearings  not  only  by  members  of  the  education  and  finance  com- 
mittees, but  by  all  legislators;  and  not  only  by  legislators  but  by  the  public. 

5.  That  in  addition  to  totals  and  general  reasons  in  support  of  the  budget  there  be  given 
specific  information  which  will  show  comparative  results  and  tendencies  such  as  are  above 
enumerated  as  not  being  shown  in  the  1913  syllabus;  e.  g.,  proportion  of  total  increase  that  is 
to  go  to  increased  stall',  proportion  to  go  to  increase  in  salaries  for  present  staff,  definite 
estimate  of  work  to  be  done  where  requests  for  extension  of  work  are  made,  definite  basis  of 
estimates  for  new  buildings,  equipment,  etc. 

6.  That  in  order  to  make  it  just  as  easy  to  obtain  information  necessary  to  an  adequate 
support  of  the  budget  as  it  is  now  to  obtain  incomplete  and  inadequate  supporting  data, 
the  changes  recomrnended  in  exhibit  36,  and  suggested  in  other  exhibits  be  taken. 

How  the  board  distributes  funds  appropriated  to  it  by  the  legislature. 
Review  of  e.stiniates  by  finance  committee  of  regents. 

Estimates  for  the  university's  annual  budget  which  go  to  the  regents  necessarily  are  pre- 
pared subsequent  to  those  for  the  biennial  period  which  go  to  the  legislature.  The  totals 
must  be  kept  within  the  final  legislative  appropriation. 

The  budget  estimates  for  the  university  year  1914-15  gave  a  total  allowance  of  $3,816,801, 
voted  by  the  legislature  in  1913,  including  unexpended  balances  ($722,042),  and  estimated 
"revolving"  receipts  (.$452,600).  This  amount  could  not  be  exceeded  by  use  of  revenues  re- 
ceived directly  by  the  university  from  individuals  because  the  legislature  of  1913  decreed 
that  henceforth  revenues  received  must  be  paid  directly  into  the  state  treasury,  in  recognition 
of  which  the  legislature  would  vote  the  sums  necessary  for  all  operating  expenses.  Formerly 
the  legislature  subtracted  from  the  sum  thought  to  be  necessary  the  amounts  which  it  esti- 
mated the  university  would  receive  in  tuition,  fees  and  miscellaneous  revenues. 

Within  the  gross  allowance  are  several  appropriations  of  specific  amounts  for  special  pur- 
poses, such  as  university  extension,  agricultural  extension,  agricultural  institutes,  etc. 

How  finance  committee  recommendations  are  reviewed  by  the  board. 

The  recommendations  of  the  finance  committee  are  reported  to  the  regents  orally  first  by  a 
general  introduction  and  later  by  explanations  of  different  items  as  they  are  reached.  This 
means  that  regents  who  are  not  on  the  finance  committee  or  who  have  not  attended  the  sessions 
of  the  finance  committee,  as  all  arc  welcome  to  do,  are  not  shown  what  if  any  changes  have 
been  made  by  that  committee  or  for  what  reasons. 

Detail  follows  detail  so  rapidly  that  it  is  almost  impossible  for  regents  to  understand  what 
is  involved. 

Two  sessions  were  held  in  the  morning  and  afternoon  of  April  13,  1914.  An  evening  meeting 
was  held  but  not  attended  by  a  survey  representative  as  it  had  to  do  with  one  or  two  special 
features  of  the  budget  not  involved  in  this  description. 

Every  regent  had  a  bound  volume  of  257  pages  with  index — white  paper  for  salary  esti- 
mates, blue  paper  for  summaries  by  divisions  and  colleges,  yellow  paper  for  summary  of 
business  detail,  and  pink  paper  for  physical  plant  summary  and  details.  This  color  plan  was 
found  helpful  and  the  finance  committee  complimented  the  business  manager  and  secretary 
for  the  improved  form. 

Page  for  page  the  budget  was  taken  up,  some  pages  without  discussion  or  explanation  ex- 
cept as  the  introductorv  statement  by  the  chairman  of  the  finance  committee  was  felt  to 
cover  the  page.  Parts  or  all  of  other  pages  were  discussed  at  length  either  because  the  finance 
committee  wished  to  make  detailed  explanation  or  because  some  regent  asked  a  question 
calling  for  explanation.  P'or  the  survey,  notes  were  taken  in  long  hand  digest  of  everything 
that  was  said  between  9 :30  in  the  morning  and  final  passing  of  the  budget  at  about  five  o'clock 
in  the  afternoon.  The  description  as  dictated  from  the  detailed  notes,  together  with  notes 
made  on  later  analysis  of  the  budget,  are  on  file  at  the  survey  office. 

In  Part  III  of  the  survey  report  attention  has  been  called  to  advance  steps  that  have  been 
•taken  in  recent  years  to  improve  the  university's  method  of  budget  making.  It  is  probable 
that  for  but  a  small  minority  of  the  educational  institutions  of  the  country  do  budget  esti- 
mates receive  the  amount  or  character  of  attention  given  to  estimates — first  by  the  president, 
secondly  by  the  finance  committee,  and  thirdlv  by  the  regents — at  the  University  of  Wiscon- 
sin.   Attention  is  called  in  this  section  to  further  improvements  that  are  needed. 

806 


Exhibit  33 

Budget   information    not    before    the   regents    when    considering    and    passing    the 
budget. 

Instead  of  listing  classes  of  information  not  available  to  the  regents  when  considerinc  the 
budget  for  191  1-15,  and  then  listing  separately  constructive  steps  needed  to  secure  such  in- 
formation when  making  future  budgets  this  report,  for  the  sake  of  brevity,  presents  a  list  of 
recommendations,  with  reasons  illustrated  by  the  budget  for  191  1-15.  It  will  be  understood 
that  every  step  recommended  is  at  the  same  time  a  step  not  taken  in  making  the  budget  for 
1914-15. 


Recommendations. 

1.  That  the  finance  committee's  work  be  reported  in  writing,  not  as  at  present  orally 
without  summary  and  with  the  result  that  other  regents  receive  little  and  remember  less 
information  as  to  reductions  and  eliminations  made  by  the  finance  committee.  While  several 
regents  are  said  to  attend  the  finance  committee's  budget  sessions  who  are  not  themselves 
members,  this  does  not  change  the  fact  that  the  regents  as  a  body  have  heretofore  depended 
upon  their  ability  to  understand  and  retain  facts  given  orally  about  200  [)ages  involving  sev- 
eral thousand  items. 

2.  That  the  finance  committee's  recommendations  be  clearly  marked  "tentative  budget 
subject  to  amendment,  increase,  decrease,  or  other  modification  after  consideration  by  the 
Board  of  Regents." 

3.  That  the  tentative  budget  be  submitted  to  the  regents,  after  action  by  the  finance  com- 
mittee, not  less  than  ten  days  (preferably  two  weeks)  before  the  meeting  in  April,  at  which  it 
is  to  be  considered,  as  required  by  the  by-laws,  page  118,  section  3. 

4.  That  notice  be  given  to  the  prcsj-  of  the  state  represented  at  the  Capitol  and  to  the 
Madison  papers  stating  the  date  when  the  budget  is  to  be  considered,  and  prolTering  oppor- 
tunity for  citizens  to  be  heard  in  support  of,  or  in  opposition  to  tentative  allowances. 

5.  That  comparison  be  made  in  the  summary  sheet  which  introduces  the  budget  between 
the  estimates  earlier  sent  to  the  legislature  and  the  estimates  before  the  board. 

6.  That  comparison  be  shown  between  the  legislative  appropriation  for  each  schedule 
item  and  the  regents'  tentative  budgetary  allowances  for  corresoonding  items. 

7.  That  in  addition  to  giving  the  proposed  allowances,  the  summary  sheets  also  give  allow- 
ances for  the  preceding  year. 

8.  That  separate  columns  be  provided  to  show  increases  and  decreases  for  both  individual 
items  and  totals,  thus  making  it  unnecessary  that  each  regent  either  subtract  for  himself  or 
go  without  facts  as  to  increase  and  decrease. 

9.  That  the  comparison  be  not  merely  between  the  proposed  budget  and  the  budget  of  the 
current  year,  but  also  between  the  proposed  budget  and  the  current  year's  budget  mod- 
ified by  transfers  to  or  from  items  made  prior  to  March  1st  of  the  current  year  (the 
latest  date  for  which  summaries  can  be  taken  from  books  for  committee's  use  in  reviewing 
estimates.) 

10.  That  a  supplementary  statement  be  in  hand  for  the  period  between  March  1st  and  the 
date  of  considering  the  budget  showing  transfers  to  or  from  items  increased  or  decreased 
which  wall  throw  light  upon  the  amount  needed  for  the  succeeding  year. 

11.  That  for  salary  increases  a  symbol  be  used  to  show  whether  the  increase  scheduled  is  a 
normal  service  increase  or  is  for  some  special  purpose;  and  that  all  special  reasons  be  given 
briefly  in  footnote.  Of  443  salary  increases  for  1914-15,  only  40,  or  9  per  cent,  were  explained; 
of  90  increases  for  new^  service  17,  or  18.8  per  cent,  were  explained;  of  32  salary  decreases 
only  8,  or  25  per  cent,  were  explained;  of  31  instances  of  service  discontinued,  15,  or  50  per 
cent,  were  explained;  of  399  salary  items  not  changed  only  one,  page  81,  was  explained,  and 
that  by  inference  only,  although  in  many  other  instances,  "no  increase"  meant  "service  not 
improving."  On  page  98a  of  net  increases  of  S3, 566,  said  by  the  president  to  be  chiefly  due 
to  added  work,  there  are  23  unexplained  salary  increases  and  10  persons  added  and  2  sub- 
tracted, making  a  total  of  8  persons  added  and  23  salaries  increased. 

12.  That  where  scheduled  increases  for  continuing  eificiency  are  postponed  because  of 
question  as  to  eflicicncy.  a  special  symbol  indicate  this  fact.  In  one  case  an  increase  for  an 
assistant  professor  was  challenged  by  a  regent;  the  president  of  the  university  said  that  the 
assistant  professor  had  been  strongly  reconunendeti  by  the  de|>artment.  had  written  two 
admirable  books,  does  good  work,  but  is  not  inspiring — therefore  the  president  had  objected 
to  the  salary  increase  which  would  signalize  iiermanent  api)()intment. 

13.  That  where  salary  items  or  other  items  indicate  additional  service  rather  than  in- 
creased salary  and  not  substitute  for  service  earlier  given,  the  fact  be  noted  by  si^ecial  symbol. 

14.  That  summaries  clearly  indicate  for  each  dei>artment.  division,  and  college  in  the 
university  the  portion  of  increase  due  (a)  to  salary  increases  or  increased  cost  ofsupplies. 
etc.,  for  the  same  amount  of  service  as  for  the  year  before;  (b)  increases  due  to  extensions  of 
work  or  new  service;  (c)  the  lime  basis  for  salaries  where,  as  in  the  Extension  Division,  a  year 
of  11  months  is  meant,  not  a  len-montii  year. 

807 


University  Survey  Report 

1").  That  the  information  which  heretofore  has  been  given  in  writing  by  the  departments 
only  to  the  president  and  by  him  only  to  the  finance  committee  appear  in  digest  as  explana- 
tory notes  in  the  tentative  i)udget,  and  also  in  the  budget  estimates  submitted  by  the  presi- 
dent to  the  finance  committee. 

16.  That  wherever  a  salary  for  an  individual  or  group  of  individuals  is  to  he  paid  by  more 
than  one  division  or  department  the  budget  indicate  not  merely  tiie  financial  distribution 
but  the  proposed  distribution  of  time  showing  definitely  how  many  hours  each  division  or 
department  will  receive  in  exchange  for  salaries  charged  ligainst  it;  that  in  acidition  the  total 
salary  of  this  instructor  appear  in  a  footnote  wherever  mentioned.  In  several  instances 
(e.  g.,  page  79)  salary  increases  were  not  apparent  because  the  total  salary  was  distributed 
over  several  different  pages. 

17.  That  wherever  salaries  have  been  increased  between  the  time  of  the  preceding  budget 
and  the  consideration  of  the  next  budget  the  amount  of  increase  during  the  year  as  well  as 
the  current  salary  be  stated  and  compared  with  the  proposed  salaries  for  the  succeeding  year; 
on  page  10,  accountant's  office,  tentative  budget  for  1914-15,  appeared  a  net  increase  of  $250, 
but  as  note  stated  several  salaries  unspecified  had  been  increased  $1,950  during  the  year,  so 
that  the  total  increase  between  the  last  budget  and  the  next  budget  was  $2,200  not  $250; 
on  page  11a  seeming  increase  of  $70  was  an  actual  budgetary  increase  of  $540;  page  12,  a 
seeming  increase  of  $450  was  a  budgetary  increase  of  $1,850. 

18.  That  where  certain  services  are  temporarily  decreased  by  transfer  from  one  depart- 
ment to  another  or  by  the  dropping  out  of  any  employee  or  officer  for  part  of  a  year,  actual 
increases  for  those  who  remain  be  clearly  shown.  In  several  instances,  on  page  9  for  example, 
by  change  in  contingent  salaries  the  board  must  have  gained  the  impression  that  it  was  saving 
a  net  of  $210,  although  it  had  added  two  salary  increases  to  each  of  the  two  employees  in 
this  division  of  $70  and  $120,  total  increase  $190. 

19.  That  where  such  items  as  contingent  salaries  show  a  decrease,  special  explanation  be 
noted.  For  the  regents'  office,  page  8,  contingencies  are  estimated  at  a  decrease  of  $1,000 
without  explanation.  The  net  total  is  found  by  subtracting  this  $1,000  from  salary  increases  of 
$2,125  for  11  of  the  12  officers  and  clerks  in  the  regents'  office,  wl;ich  thus  appear  as  a  net 
increase  of  only  $1,125. 

20.  That  where  during  a  year  discipline  or  criticism  of  an  officer  or  employee  has  been 
found  necessary,  the  salary  for  the  next  year  be  increased  only  for  exceptional  reasons  clearly 
stated.  In  one  case  a  salary  increase  was  voted  in  spite  of  protest  from  one  member  of  the 
executive  committee  and  the  president  of  the  regents  "in  view  of  things  that  came  up  last 
year;"  the  finance  committee's  justification  was  that  the  officer  deserved  encouragement. 

21.  That  wherever  house  rent,  dormitory  rent,  board  or  other  forms  of  compensation  than 
money  payment  are  included  in  salary,  the  fact  be  set  forth  in  the  budget,  together  with  an 
estimate  of  the  value  of  such  compensation  and  the  basis  for  this  estimate;  and  that  where  it 
is  simply  continuation  of  an  old  arrangement,  the  nature  of  the  arrangement  and  fact  basis 
be  stated. 

22.  That  the  practice  be  discontinued  of  charging  to  one  service  time  which  is  distributed 
among  two  or  more  services;  e.  g.,  the  dean  of  women  carried  a  course  in  history  of  five  and 
one-half  hours;  yet  the  total  salary  is  charged  to  the  deanship,  page  13;  part  of  the  high  school 
inspection  is  charge'd  to  departments  appointing  the  inspectors;  the  salary  of  the  chief  of 
the  press  bureau  is  charged  to  administration  (pages  15,  192b)  while  the  press  bureau  itself  is 
charged  to  university  extension.  On  page  192b  the  note  reads  "[chief's]  salary  provided  for 
in  other  university  budget." 

23.  That  the  total  service  to  be  rendered  by  stenographers  be  summarized  in  the  budget 
with  total  proposed  allowances;  and  that  reports  of  time  spent  and  work  done  be  required, 
so  that  after  the  year  1915-16  there  will  be  a  fact  basis  for  determining  where  too  much  and 
where  too  little  provision  for  clerical  work  is  made.  There  is  now  no  basis  for  knowing  whether, 
for  example,  the  work  of  the  committees  on  advanced  standing,  and  rooms  and  time  tables 
(7a)  requires  the  full  time  of  a  stenographer,  or  whether  the  student  life  and  interests  com- 
mittee (7b)  needs  a  $900  clerk;  nor  is  there  a  basis  for  determining  whether  central  control  of 
stenographers  may  be  extended. 

24.  That  wherever  question  is  raised,  record  evidence  rather  than  oral  testimony  be  re- 
required.  For  example,  a  regent  questioned  a  total  printing  bill  of  $56,000  for  1914-15. 
Instead  of  obtaining  the  report  by  the  business  manager,  which  one  regent  suggested,  the 
regents  accepted  the  oral  statement  from  the  president  of  the  university  (page  18)  that 
"checking  is  done  against  printing  cost,  that  catalogues  are  never  sent  out  without  request, 
number  of  specific  bulletins  is  cut  down;  it  is  frequently  asked  why  bulletins  are  wanted,  and 
who  gets  them." 

25.  That  where  budgetary  allowances  are  dependent  upon  investigations  and  reports  by 
regent  committees,  the  fact  findings  of  the  committee  as  well  as  the  conclusions  be  placed  be- 
fore regents.  In  one  case,  where  charges  had  been  made  against  a  department  head  and  where 
continuing  that  salary  and  accepting  recommendations  for  a  number  of  increases  was  in- 
volved, the  regents  were  merely  told  that  the  question  had  been  settled. 

26.  That  where  the  efficiency  of  a  member  of  the  instructional  staff  is  questioned  at  budget 
time,  investigation  be  made  which  will  disclose  efficiency  or  inefficiency  before  the  item  is 
voted.  In  several  instances  where  investigation  was  called  for,  the  facts  necessary  to  informed 
judgment  were  neither  sought  nor  obtained. 

808 


Exhibit  33 

27.  That  where  allowances  in  a  previous  budget  are  not  used  and  are  requested  for  next 
budget,  as  lecturer  in  art  (page  'M),  the  regents  ask  not  whether  effort  has  been  made  but 
what  kind  and  amount  of  effort  has  been  made,  to  utilize  the  amount  set  aside  by  the  legis- 
lature. 

28.  That  where  persons  are  to  withdraw  from  service,  the  salaries  for  the  succeeding  year 
be  entered  at  the  current  year  salar>'  r>r  at  the  beginning  salary  for  each  position  rather  than, 
as  happened  in  many  instances  in  the  budget  for  1914-15,  at  the  normal  salary  increase  due  to 
present  incumbent. 

29.  That  where  contingent  allowances  for  salaries  or  supplies  (paqe  1.53)  are  dispropor- 
tionately small,  as  in  the  case  of  the  Wisconsin  high  school  going  into  a  new  building  where 
there  was  no  contingent  fund  under  business  detai's,  special  exi)lanation  be  required;  i.  e., 
why  would  not  more  than  .1100  be  needed  for  general  supplies  or  .S300  for  office  supplies,  why 
of  an  operation  budtiet  of  nearly  $600,000  for  letters  and  science  is  only  $540  asked  for  con- 
tingent expenses,  etc.? 

30.  That  the  estimate  for  summer  session,  page  160,  include  each  year  the  total  liability  to 
date  because  of  deferred  payment  to  be  taken  in  the  form  of  leave  of  absence;  and  that  the 
cost  of  leaves  of  absence  earned  by  summer  session  teaching  be  charged  against  the  summer 
session  and  not  against  the  various  departments  as  heretofore. 

31.  That  in  allotting  the  increase  for  the  university  Extension  Division,  which  is  usually 
voted,  a  clear  statement  appear  as  to  what  portion  of  the  increase  is  for  entirely  new  work  as 
distinct  from  extension  of  old  work  and  increases  of  salary  for  present  stafT. 

32.  That  where  premises  are  to  be  rented,  the  presmises  be  specifically  indicated,  the  pur- 
poses and  the  need  shown.  On  page  102  an  item  of  .^715  for  rent  included  the  rent  of  property 
shown  later  to  be  owned  by  a  university  officer  and  not  to  be  needed  (exhibit  27).  There  was 
no  discussion  of  this  or  any  other  items  of  business  details,  page  102,  although  the  increase 
totaled  $50,358. 

33.  That  a  profit  and  loss  report  to  include  accruals — bills  unpaid  and  revenues  due — be 
submitted  in  connection  with  the  budget  for  the  dormitories,  commons,  and  estimated 
revenues  and  expenses  for  different  laboratories  where  fees  are  supposed  to  equal  but  not 
to  exceed  the  cost. 

34.  That  in  estimating  the  laboratory  fees  and  laboratory  expenditures,  distinction  be 
made  between  cost  incurred  by  instruction  of  students  and  cost  incurred  for  special  research 
by  undergraduate  students  or  faculty. 

35.  That  where  faculty  members  are  also  enrolled  as  students  a  special  symbol  indicate  the 
fact  in  the  budget  estimates;  during  the  first  semester  of  1913-14,  163  graduate  students 
were  also  faculty  members  (exhibit  4). 

36.  That  under  Romance  languages,  page  63,  it  be  indicated  whether  French  or  Spanish  or 
Italian  is  taught. 

37.  That  the  business  details  by  colleges  be  distributed  so  far  as  is  possible  according  to  the 
department.  For  example,  .$3,000  to  go  to  departments  which  use  chemicals;  $3,500  for  fur- 
niture to  go  to  departments  which  are  shown  to  need  furniture;  $9,625  for  apparatus  and  glass 
to  go  to  departments  known  to  be  needing  apparatus  and  glass.  While  consolidating  demands 
is  desirable  for  accounting  purposes,  for  budget  purposes  it  will  help  to  show  from  what  de- 
partments the  demands  come. 

38.  That  accruals  for  the  preceding  year  and  for  the  current  year  to  date  of  making  the 
budget  be  summarized  and  explanation  made  wherever  a  sum  not  used  in  the  division  for 
which  originally  voted  has  been  used  for  some  other  purpose. 

39.  That  stenographic  notes  be  taken  of  discussions  of  the  meetings  of  the  finance  com- 
mittee and  of  the  regents,  so  as  to  record  questions  raised  and  make  permanent  record  of 
statements;  for  example,  that  the  budget  was  within  that  submitted  to  the  finance  committee 
of  the  legislature,  whereas  the  record  shows  that  the  total  was  $76,000  or  $97,000  (according 
to  different  premises)  above  that  submitted  to  the  legislature,  while  numerous  items  ditTered 
materially  from  the  items  for  the  same  work  submitted  to  the  legislature.  Several  challenges 
of  policy  ought  not  to  be  lost. 

40.  That  wherever  question  is  raised  or  j)r()mise  made  or  investigation  called  for,  the 
stenographic  notes  be  transcribed,  incorporated  in  the  minutes  of  the  regents,  and  used  as  the 
basis  for  committee  assignments  and  later  report;  on  page  138  it  is  stated  that  $5,000  would 
probably  be  saved  by  one  consolidation.  On  page  42  the  president  stated  that  one  instructor 
was  not  inspiring  as  a  teacher  and  had  therefore  not  been  permanently  appointed.  Such  facts' 
should  be  recalled  to  the  governing  board. 

41.  That  in  connection  with  the  budget  there  be  available  summaries  to  show  the  size  of 
class  for  difl'erent  instructors  and  increase  or  decrease  in  register  by  departments  and  in- 
structors. 

42.  That  in  connection  with  all  estimates  the  amount  of  work  to  be  done  be  stated  with 
the  amount  of  money  requested;  on  page  86,  for  example,  an  increase  of  $5,000  was  asked 
w'ith  no  statement  as  to  increase  of  work  expected. 

43.  That  where  extensions  of  plant  are  requested  facts  be  given  to  show  the  use  of  existing 
plants,  especially  time  when  not  used;  a  new  buildine  with  2.000  square  feet  is  rented  while  in 
an  existing  building  6,000  available  square  feet  are  not  in  use.  (See  report  on  use  of  buildings, 
exhibit  27.) 

809 


University  Survey  Report 

44.  That  where  extensions  of  work  are  provided,  the  allowances  for  such  extensions  be  held 
as  accruals  preferably  until  the  end  of  the  year;  that  in  any  case  no  transfer  be  made  of  such 
accruals  until  after  clear  explanation  has  been  given  to  the  regents  showing  why  the  work 
which  seemed  urgent  at  budget  making  time  has  since  become  unnecessary.  P'or  example, 
one  position  at  $1,500,  page  171,  which  was  provided  for  what  seemed  an  urgently  needed 
new  work,  had  been  abandoned  before  the  beginning  of  the  year  for  which  the  budget  was 
voted. 

45.  That  at  the  time  the  budget  is  voted,  resolutions  also  be  voted  requiring  immediate 
notice  to  the  regents  of  any  change  of  plan  which  will  release  funds,  such  as  decision  to  dis- 
continue a  service. 

46.  That  the  accounting  division  rigidly  observe  the  budget  items  and  charge  to  no  item 
expense  incurred  on  account  of  work  understood  to  be  under  other  item  or  items. 

47.  That  no  department  be  allowed  to  incur  obligations  or  cause  charges,  including  accruals, 
against  any  item  to  exceed  the  budget  allowance  for  that  item  without  special  authorization 
by  the  budget  voting  body,  the  Board  of  Regents.  An  item  for  traveling  expenses  to  attend 
educational  meetings  bore  last  year  a  number  of  charges  for  traveling  expenses  to  interview 
candidates  for  positions  on  the  faculty. 

48.  That  in  connection  with  each  departmental  estimate,  appear  a  summary  statement  of 
the  number  of  classes  having  10  or  fewer  students  (by  number)  for  the  first  and  second  semes- 
ters of  the  current  year;  and  that  in  addition  a  summary  be  submitted  with  the  budget  giving 
the  name  of  each  member  of  the  instructional  staff  who  had  fewer  than  10,  and  fewer  than 
five  students,  in  any  class  during  the  first  and  second  semesters  of  the  current  year,  with  the 
estimate  of  the  number  of  such  classes  for  which  budgetary  provision  is  requested. 

49.  That  the  estimated  expense  on  account  of  graduate  students  be  distinguished  from  the 
estimated  expense  on  account  of  undergraduate  students. 

50.  That  the  remission  of  hours  for  teaching,  whether  for  research  or  for  administration,  be 
set  up  and  clearly  shown  and  that  cost  for  these  two  purposes  be  clearly  distinguished  in  the 
budget  and  specifically  provided  for. 

Steps    recommended    for    preparation    of   estimates    by    departments,    deans    and 

president. 

1.  That  uniform  instructions  and  schedules  of  questions  be  sent  to  departments  and  officers 
stating  the  time  for  submission  of  estimates  to  the  president  and  calling  for  the  minimum  of 
information  and  explanation  necessary  to  enable  president  and  regents  and  public  to  under- 
stand the  fact  basis  and  program  basis  for  the  estimates. 

2.  That  these  schedules  contain  facts  as  to  salary  and  reported  enrollment  per  instructor 
and  per  department  and  also  a  symbol  to  note  each  instructor  who  is  entitled  to  normal  in- 
crease if  work  is  satisfactory;  and  finally,  columns  to  show  estimated  increases  in  salary,  for 
(a)  increases  within  the  normal  schedule;  (b)  exceptional  increases  with  explanation;  (c) 
extensions  of  present  work;  (d)  new  work,  with  reasons. 

3.  That  before  departmental  estimates  are  submitted  to  deans  they  be  submitted  to  de- 
partmental committees  as  per  section  8,  chapter  II,  laws  of  the  regents. 

4.  That  all  modifications  in  departmental  estimates  resulting  from  conference  with  deans 
or  president  be  submitted  to  departmental  committees  and  final  revision  made  by  them. 

5.  That  for  proposals  endorsed  by  the  president,  all  explanations  which  are  submitted 
by  deans  or  departments  or  other  officers  to  the  president  be  manifolded  and  included  in  the 
copies  of  the  estimates  which  are  submitted  to  the  regent  finance  committee. 

6.  That  for  completeness  and  accuracy  of  statement  and  estimates  including  comparison 
of  work  done  with  cost,  all  estimates  be  submitted  to  the  business  manager  for  audit  and  veri- 
fication as  to  accuracy  and  completeness  of  fact,  and  adequateness  of  comparison  and  form. 

7.  That  in  the  preliminary  estimates  to  go  before  the  president  and  from  the  president  to 
the  finance  committee  the  various  steps  recommended  above  as  to  indicating  and  explaining 
increases,  decreases,  etc.,  be  observed. 

8.  That  for  every  class  numbering  fewer  than  10  students  a  special  explanation  be  required, 
whether  for  undergraduate  or  graduate  class,  and  that  a  summary  of  such  small  classes  be 
presented  with  a  statement  of  amounts  of  money  involved. 


UNIVERSITY  COMMENT  ON  ALLEN  EXHIBIT  33,  ENTITLED 
"THE  UNIVERSITY  BUDGET" 

There  can  be  no  disagreement  with  Dr.  Allen's  statement  regarding  the  desirability  of  using 
such  words  as  "cost,"  "expense,"  etc.,  with  a  specific  meaning,  but  this  meaning  should 
always  be  clearly  stated  directly  in  connection  with  the  words  used.  The  criticisms  made  by 
Dr.  Allen  regarding  the  university's  use  of  such  words  are  not  admitted  as  correct  or  ade- 
quate. 

810 


Exhibit  33 

In  the  first  page  of  this  exhibit,  the  university  is  criticised  for  its  statement  of  "the  amount 
to  be  spent  at  Madison"  in  1914-15.  Yet,  this  particular  statement  referred  specifically  to 
money  requested  from  the  state,  and  certainly  should  not  include  fees,  etc.,  as  suggested  by 
Dr.  Allen. 

The  funds  received  from  students  for  tuition,  incidental,  and  laboratory  fees  were  at  that 
time  handled  in  the  bursar's  office,  and  in  preparing  the  syllabus  for  1913,  there  was  no  reason 
for  changing  the  form  of  presenting  the  financial  statistics. 

The  change  whereby  all  of  these  funds  were  turned  over  to  the  state  treasurer  and  their 
expenditure  controlled  by  appropriation  was  only  made  during  the  session  of  the  1913  legis- 
lature, and  this  action  certainly  could  not  have  been  anticipated  in  preparing  the  syllabus 
for  1913. 

Accruals 

It  is  true  that  there  may  be  advantages  in  the  accrual  system  of  accounting  for  some  of 
the  university  departments  as  compared  with  the  cash  basis  used  in  the  annua!  reports  of  the 
university. 

It  must  be  recognized,  however,  that  the  system  used  by  the  university  must  conform  with 
the  cash  basis  system  used  by  the  state  treasurer.  This  system  is  also  used  at  other  state  in- 
stitutions and  is  similar  to  that  in  use  by  most  departments  of  the  federal  government  and 
most  of  the  states  of  the  Union.  The  introduction  of  the  accrual  system  of  accounting  has 
been  under  consideration  for  some  time  at  the  university  and  at  other  institutions  of  the  state. 
When  such  a  change  is  made,  the  yearly  and  biennial  reports  of  receipts  and  expenditures, 
assets  and  liabilities,  costs,  etc.,  will  be  improved  as  far  as  certain  departments  are  concerned. 

Amounts  involved  in  the  1914-15  university  budget 

The  specific  legislative  appropriation  for  maintenance,  operation,  and 

capital  for  the  year  1914-15  amounted  to $2,583,404.00 

The  estimated  revolving  fund  appropriations  amounted  to 464,355.00 

To  which  should  be  added  the  appropriation  of  the  1911  legislature  of 

land  fund  of 47,000.00 

Or  a  total  by  legislative  enactment  of 3,094,759.00 

To  which  should  be  added  unexpended  balances 307,220.91 

Total $3,401,979.91 

The  regent  budget  for  1914-15  consists  of  the  following  items: 

Salaries $1,472,794.11 

Business  items 651,481.00 

Land 97,900.00 

New  construction 650,000.00 

Maintenance ., 62,000.00 

Revolving  funds  (not  included  in  above  items) 246,000.00 

Total $3,180,175.11 

Syllabus  statements 

It  is  perfectly  natural  that  differences  of  opinion  should  exist  regarding  the  amount  of 
material  to  be  included  in  any  syllabus  of  request  for  funds;  but  the  criticisms  of  Dr.  Allen 
mentioning  twenty-eight  "evidences"  of  inadequate  statements,  indicate  a  lack  of  apjireciation 
of  the  problem  and  represent  many  unjustifiable  conclusions  drawn  from  written  records 
alone.  The  mere  fact  that  the  time  available  for  presenting  this  material  to  the  legislature  is 
specifically  limited,  requires  the  use  of  very  condensed  statements,  and  precludes  the  oppor- 
tunity of  presenting  more  complete  information  such  as  the  university  authorities  would 
desire. 

The  problem  of  preparing  budget  estimates  for  the  consideration  of  the  regents  and  the 
legislature  is  somewhat  similar  to  the  problem  of  submitting  reports  and  estimates  to  the 
board  of  directors  of  a  utility  or  industry.  The  methods  followed  at  the  university  are  similar 
to  those  used  in  modern  business,  in  that  the  most  important  items  arc  presented  in  such  a 
form  to  the  regents  and  to  the  legislative  committee  that  they  may  understand  the  essential 
factors  governing  changes  in  the  exi)enditures. 

The  method  of  procedure  followed  in  submitting  the  matter  to  the  legislature  requires  that 
the  presentation  of  this  materia!  shall  be  made  by  tliose  officers  wlio  possess 'the  requisite 
information  in  the  greatest  detail  and  are  best  qualified  to  answer  suck  questions  as  are 
raised  in  the  discussion. 

It  is  true  that  detailed  records  have  not  been  kept  of  all  the  questions  that  have  been  raised 
and  of  all  the  answers  that  have  been  given,  and  there  may  be  some  advantage  in  keeping 
stenographic  reports  of  all  the  meetings  and  discussions.  However,  the  advantages  are 
questionable. 

811 


University  Survey  Report 

It  is  also  true  that  requests  for  funds,  budget  estimates,  and  the  finally-approved  regent 
budget  could  be  extended  and  made  more  copious,  but  the  advantages  of  this  would  be 
doubtful  in  view  of  actual  conditions.  The  presentation  of  the  budget  must  be  made  as  brief 
as  possible  and  at  the  same  time  complete  enough  to  furnish  all  of  the  most  important  infor- 
mation desired  by  the  governing  bodies. 

Many  of  the  criticisms  in  Dr.  Allen's  twenty-eight  points  are  insignificant  or  represent 
opinions  regarding  which  differences  may  well  exist.  Some  of  the  criticisms  are  absolutely 
without  foundation;  for  example,  criticism  No.  1  refers  to  a  table  which  is  headed  "table 
showing  average  salaries  and  increases  during  three  years"  and  includes  all  members  of  the 
instructional  staff  who  put  in  full  time  at  their  work.  The  inclusion  of  part-time  assis- 
tants engaged  in  instruction,  as  suggested  by  Dr.  Allen,  would  reduce  the  averages  shown 
in  this  table  and  create  a  false  impression. 

Most  of  the  criticisms  regarding  expenditures  for  various  items  are  based  on  incomplete 
knowledge  of  the  facts  justifying  these  expenditures,  and  a  lack  of  appreciation  of  educa- 
tional problems.  This  is  natural  when  an  attempt  is  made  to  put  instructional  cost  problems 
strictly  on  the  basis  of  manufacturing  costs. 

The  statements  heretofore  given  in  the  president's  syllabus  are  the  cumulative  result  of 
years  of  experience  in  preparing  these  statements  so  as  to  include  the  essential  facts  desired 
by  the  board  of  regents  and  the  legislative  committee.  To  criticise  these  statements  because 
they  have  not  included  all  details  nor  anticipated  changes  which  have  arisen  since  the  pre- 
sentation, is  a  criticism  which  ignores  these  facts. 

New  buildings 

The  criticisms  touching  new  buildings  also  ignore  all  the  facts  regarding  the  presentation  of 
these  requests  by  the  administrative  officers  to  the  regents  and  legislature,  and  the  study  and 
consideration  of  these  problems  by  the  various  committees  concerned,  particularly  the  regent 
committee  on  constructional  development. 

It  is  impossible  to  incorporate  in  any  effective  syllabus  covering  the  university  budget, 
every  detail  that  has  bee©  considered  in  compiling  this  financial  statement;  and  to  assume,  as 
Dr.  Allen  does,  that  some  detail  has  not  been  considered  because  not  mentioned,  is  inexcusable 
and  shows  a  lack  of  appreciation  of  the  method  employed  by  the  regents  and  administrative 
officers  of  the  university  in  considering  building  and  other  plans. 

Criticism  21  refers  to  the  releasing  of  space  when  new  buildings  are  erected,  although  each 
of  the  specific  buildings  and  additions  mentioned  left  no  unused  space  after  the  necessary 
adjustments  were  made. 

iSTew  buildings  and  additions  are  not  constructed  until  some  time  after  the  need  is  evident 
and  naturally  more  room  is  available  for  use  immediately  after  new  structures  are  erected. 
However,  no  old  rooms  are  abandoned,  although  readjustments  are  made  and  such  changes 
are  always  considered  in  making  plans  for  new  buildings  or  additions. 

A  study  of  the  enrollment  and  cubical  contents  of  all  buildings  from  the  earliest  days  of  the 
university  shows  a  consistent  and  increasingly  efficient  use  of  space. 

In  criticism  22,  reference  is  made  to  the  possibility  of  holding  recitations  in  the  physics 
laboratory,  when  a  consideration  of  the  hours  this  laboratory  is  in  use  will  show  such  a  sug- 
gestion to  be  physicallv  impossible. 

Criticism  25,  regarding  the  Commons,  indicates  also  a  lack  of  knowledge  regarding  the 
plans  of  the  regents  and  administrative  force  in  considering  this  project,  for,  with  the  present 
university  gymnasium,  there  certainly  would  be  no  need  for  planning  additional  gymnasium 
facilities  in  a  commons  and  union  for  men. 

Criticism  26,  discussing  the  student  infirmary,  mentions  the  fact  that  two  wards  in  the 
Madison  General  Hospital  were  furnished  by  student  contributions,  without  stating  that  the 
maintenance  of  these  wards  must  be  borne  by  the  students,  and  in  extreme  cases,  by  the 
university. 

Method  of  presenting  the  budget 

Regarding  the  six  suggestions  as  to  method  of  presenting  the  budget,  the  more  important 
recommendations  suggested  were  adopted  and  in  use  by  the  university  authorities  in  co- 
operation with  the  Board  of  Public  AfTairs  and  in  connection  with  the  budget  esUmates 
to  be  presented  to  the  legislature  of  1915,  before  this  exhibit  was  submitted. 

Many  of  the  recommendations  included  in  another  list  of  fifty  items  are  not  compatible 
with  good  business.  For  example,  if  the  regents  are  to  be  the  governing  board  and  to  be  re- 
sponsible for  the  budget  expenditures,  their  position  would  be  open  to  criticism  if  they  neglect- 
ed to  assume  the  full  responsibilities  of  their  position  and  felt  the  necessity  of  callmg  upon 
citizens  before  deciding  detailed  questions  of  budget  items  as  suggested  by  Dr.  Allen  in  recom- 
mendation 4. 

Recommendation  28  indicates  a  lack  of  appreciation  of  the  problem  of  securing  men  tp  fill 
vacancies  in  the  faculty.  It  would  be  impossible  to  keep  up  a  strong  faculty  or  to  administer 
university  affairs  economically  if  arbitrary  rules,  as  suggested  here  and  in  other  recommenda- 
tions, were  rigidly  followed.  The  salary  of  a  successor  is  frequently  lower  than  the  previous 
salary,  and  at  times  must  be  placed  higher,  otherwise  it  would  be  impossible  to  attract  the 
strongest  available  men  to  fill  vacant  positions  on  the  faculty. 

812 


Exhibit  33 


It  is  Derfectlv  natural  that  the  finance  committee  of  the  regents  should  devote  a  consider- 
ab  e  t!i?e  to  the  consideration  of  budget  details  and  that  the  recommendations  of  this  com- 
mitteeThould  in  many  cases,  be  accepted  without  criticism  by  the  full  board  of  regents  but 
?i  assume  that  the  discussion  of  the  general  board  is  an  adequate  measure  J^  the  work  pu  on 
the  budeet  details,  is  entirely  erroneous.  In  fact,  as  Dr.  Allen  states  in  this  exhibit  it  is 
probabll?hat  for  but  a  small  minority  of  the  educational  institutions  of  the  country  do  budget 
estimates  receive  the  amount  or  character  of  attention  given  to  estimates— first  by  the  p resi- 
dent! secondly  by  the  finance  committee,  and  thirdly  by  the  regents-at  the  University  of 
Wisconsin." 

(Signed)      H.  J.  THORKELSON,  Acting  Business  Manager. 


813 


EXHIBIT  34. 

PER  CAPITA  COST  AND  COST  OF  RESEARCH 

Total   Cost  of  the  University 

In  answer  to  a  request  from  the  survey  dated  April  16,  1914,  the  then  business  manager 
of  the  university  reported  that  work  would  be  begun  at  once  upon  questions  which  included 
the  cost  for  each  department,  each  division  and  each  subject  per  student  semester  credit 
earned. 

During  the  summer  the  survey  saw  tabulations  in  progress  at  the  office  of  the  business 
manager,  and  on  September  11,  and  again  in  November,  received  further  confirmation  by 
the  university  of  the  survey's  understanding  that  this  per  capita  cost  information  based  upon 
actual  number  of  semester  credits  earned  would  be  available  for  the  survey  report. 

The  State  Board  of  Public  Affairs  decided  at  its  first  meeting  on  the  university  survey  to 
have  this  work  done  by  the  university,  not  merely  for  the  sake  of  relieving  the  survey  budget 
but  more  particularly  for  the  sake  of  the  administrative  benefits  which  it  was  felt  would  be 
gained  by  the  university.    On  December  14  the  acting  business  manager  submitted  to  the 

survey  a  "summary  of  our  analysis  of  the  cost  of  instruction  for  1912-13  and  191.3-1 1 

The  specific  purpose  of  this  analysis  has  been  to  determine  the  net  cost  to  the  state  for  all 
expenses  o"  operation  and  maintenance,  due  to  instruction  of  two  semester  students  at 
Madison."  (As  stated  above,  at  the  request  of  the  survey  the  university  had  agreed  to  secure 
data  to  show  not  the  "net  cost  to  the  state"  but  the  cost  for  each  department,  each 
division  and  each  subject  per  student  semester  credit  earned.) 

On  December  23  the  acting  business  manager  telephoned  to  the  survey  that  he  would  take 
up  in  detail  the  various  reports  that  had  been  expected  from  the  university  and  explanations 
of  various  questions  raised  by  the  survey  as  to  methods  employed  in  computing  cost  and  per 
capita  cost  of  resident  instruction.  As  a  conference  has  not  been  held  the  following  analysis  is 
submitted  of  the  university's  per  capita  cost  statement  of  December  11: 

Analysis   of   the   university's   method   of  computing   cost   and   per   capita   cost   of 
instruction. 

1 — Net  expenditure  by  the  state,  not  net  cost  of  instruction,  is  sought.  While  it 
is  true  that  taxpayers  may  wish  first  to  consider  what  the  university  directly  costs  them,  it  is 
also  true  that  an  intelligent  understanding  of  university  work  by  taxpayers  and  legislators 
requires  that  total  cost  of  instruction  be  known  as  well  as  the  proportion  of  cost  that  is  paid 
by  taxpayers  in  any  one  year. 

When  .§80,000  given  by  the  federal  government  is  subtracted  from  total  cost  because 
that  $80,000  does  not  come  from  the  state,  an  important  motive  is  also  subtracted — namely, 
the  motive  to  learn  whether  or  not  that  .§80,000  is  etficiently  expended.  The  same  is  true  of 
$87,000  subtracted  because  out-of-state  students  pay  it  for  tuition;  of  .$180,900  subtracted 
because  resident  and  nonresident  students  pay  that  sum  for  incidental  fees;  of  .$85,300  sub- 
tracted because  students  pay  that  sum  for  laboratory  fees,  etc. 

When  making  up  its  own  statement  of  cost  these  items  are  dropped  out.  When  criticising 
the  survey's  statement  limited  to  salary  cost  (Exhibit  26),  the  university  includes,  inter  alia 
"provision  of  adequate  lecture  room,  laboratories,  library  facilities." 

2 — Cash  paid  and  not  cost  is  stated.  The  ditTerence  is  relatively  small  between  total 
cost  which  includes  cash  paid  and  outstanding  liabilities,  and  which  subtracts  from  this 
year's  total  expenditures  all  simis  paid  on  account  of  previous  years.  Yet  an  institution  which 
is  itself  training  accountants  may  reasonably  be  expected  to  give  cost  not  cash  statements. 

3 — Nun;ber  of  students  used  in  dividing  cash  spent  by  equivalent  of  stutlcnts  in 
regular  attendance  is  too  large,  (a)  A  part-time  student  who  takes  one  or  two  courses 
counts  the  same  as  a  full  time  student  taking  the  normal  number;  (b)  students  who  stay 
one  week  or  fail  and  drop  out  at  mid-semester  count  the  same  as  students  who  stay  36  weeks; 
(c)  students  who  stay  one  semester  count  the  same  as  students  who  stay  two  semesters. 
In  the  first  semester  of  1913-14,  490  students  dropped  out,  or  nearly  twice  the  253  full  student 
equivalents  added  in  the  university's  statement  because  of  short  courses,  dairy  courses  and 
forest  rangers  courses. 

How  much  too  large  is  the  number  of  students  used  in  dividing  is  not  known  by  the  survey. 
It  is  suggested  that  this  correct  figure  be  secured  before  the  legislature  votes  funds  or  accepts 
a  per  capita  statement.  In  October  such  a  statement  was  in  preparation  at  the  university  so 
that  the  credits  earned  could  be  used  as  the  basis.  The  reason  for  abandoning  it  has  not  been 
learned  by  the  survey  although  the  question  has  been  asked  and  answer  is  expected.  The 
present  over-statement  can  hardly  be  less  than  10%  and  may  easily  be  20'  ^  or  more. 

4 — $350,000  may  properly  be  subtracted  from  cost  because  not  received  from  the  state. 
The  total  amount  subtracted  by  the  university  is  .f 848.000.  Of  11  sources  listed  by  the 
university,  subtractions  may  properly  be  made  only  for  receipts  from  athletics  (,845,000), 

815 


University  Survey  Report 

from  dormitory  and  dining  halls  ($132,000),  from  lectures  and  concerts  ($32,000).  In  addition 
$142,000  representing  receipts  from  sales  of  agricultural  produce  is  also  subtracted  although 
the  only  i)urpose  given  for  having  this  produce  to  sell  is  to  teach,  and  although  in  theory  all 
this  work  would  need  to  be  done  even  if  not  a  dollar  of  receipts  were  returned  to  the  uni- 
versity. 

This  leaves  a  total  of  $498,000  subtracted  from  the  total  cost  to  secure  what  is  clearly  stated 
to  be  "net  cost  to  the  state."  In  the  university's  total  of  $848,000  to  be  subtracted  are  in- 
cluded $80,000  from  the  federal  government,  $86,800  from  nonresident  students,  $180,900 
from  student  incidental  fees,  $85,300  from  laboratory  fees,  $6,200  from  gymnasium  fees. 
Furtliermore  there  are  subtracted  receipts  from  three  other  sources — investments  ($28,500), 
gifts  ($12,700),  and  other  sources  ($16,800).  [In  this  as  in  the  following  statements  the  survey 
uses  round  figures  for  the  most  part.l 

If  the  per  capita  statement  is  intended  to  show  merely  what  portion  of  cost  the  state  itself 
bears  from  tax  levy  it  is  correct  to  subtract  $848,000.  If,  however,  what  is  wanted  is  a  state- 
ment of  what  it  costs  to  give  the  instruction,  then  only  such  part  should  be  subtracted  as 
does  not  specifically  relate  to  instruction,  such  as  receipts  from  athletic  games,  agricultural 
produce  sales,  dormitory  and  dining  halls,  lectures  and  concerts.  This  makes  it  necessary  to 
add  $498,000  to  the  total  used  by  the  university  in  dividing  by  the  number  of  students  served. 

5 — $628,000  spent  for  permanent  improvements  is  subtracted  from  cost. 

a — The  above  figure  is  the  total  amount  spent  for  permanent  improvements  in  1913-14 
($636,887),  minus  amounts  charged  against  university  extension  ($9,095)  and  sum- 
mer session  ($178). 

b — No  charge  is  made  by  the  university  against  1913-14  for  its  share  of  permanent  im- 
provements of  previous  years,  in  the  form  of  interest  or  depreciation  charges. 

c — No  provision  is  made  for  charging  the  permanent  improvements  made  in  1913-14 
to  any  future  year. 

d — No  explanation  is  made  by  the  university  of  the  above  subtraction  except  the  state- 
ment: "These  expenditures  include  moneys  expended  for  buildings,  land,  and  such 
permanent  equipment  as  books,  apparatus,  furniture,  etc  ......  leaving  an  expendi- 
ture for  operation  and  maintenance"  (which  net  operation  and  maintenance  ex- 
penditures amounted  in  1913-14  to  $1,311,658.24). 

e — This  $628,000  (or  $637,000  before  subtracting  for  extension  and  summer  session) 
simply  disappears. 

f — Yet  the  taxpayers  of  Wisconsin  pay  this  $628,000,  and  posterity  will  never  pay  it 
back.     It  was  spent  for  resident  instruction. 

g — The  fact  tliat  permanent  improvements  in  1913-14  were  for  the  most  part  not  en- 
joyed by  students  in  residence  in  that  year  is  not  relevant  because  students  then  in 
residence  were  enjoyin  -  permanent  improvements  previously  made  representing  a 
capital  investment  according  to  the  university  bulletin  of  over  $5,000,000. 

h — For  the  university  after  receiving  and  spending  money  to  let  this  disappear  is  as 
unfair  to  the  taxpayer  as  it  would  be  for  the  taxpayer  through  the  legislature  to 
expect  the  university  to  get  along  on  the  per  capita  allowance  for  instruction  of 
$140,  the  sum  given  by  the  university. 
6 — Three  totals  of  sums  spent  are  subtrficted  in  the  university's  statement  which 
in  part  should  be  included  in  the  cost  of  instruction — i.  e.,  hygienic  laboratory  ($10,- 
500),  Washburn  observatory  ($9,700),  forest  products  laboratory  ($6,400).     The  expendi- 
tures for  the  Washburn  observatory  ($9,300  in  1912-13  and  $9,700  in  1913-14)  were  not 
subtracted  in  the  financial  statement  in  bulletin  666. 

a — Each  of  these  activities  is  used  in  part  for  instructional  purposes.    In  the  publicity  of 
he  summer  of  1914  a  considerable  point  was  made  of  the  instructional  work  of  the 
hygienic  laboratory.    Resident  students  also  benefit  from  the  observatory  and  the 
forests  products  laboratory. 

b — The  portion  of  total  cost  which  should  be  deducted  and  the  portion  which  should  not 
be  deducted,  the  reports  which  the  survey  expected  from  the  university  and  which 
it  is  still  possible  for  the  university  to  present  would  show. 
7 — $28,000  more  is  subtracted  because  of  extension  work  in  1912-13 — agricultural 

extension  and  farr»iers'  institutes — than  in  the  bulletin  on  the  university,  666. 

a — How  much  more  is  subtracted  for  1913-14  because  of  the  change  in  base  is  not  known. 

b — On  page  55  of  bulletin  666,  $213,715  is  subtracted  because  of  the  above  mentioned 
purposes.  In  the  university's  December  statem  nt  of  per  capita  cost  to  the  state 
the  total  for  1912-13  is  $241,754.90  under  three  items: 

University  extension $126,500.88 

Agricultural  institutes  ■. 21,875.21 

Extension  and  control 93,378.81 

The  total  for  these  same  items  for  1913-14  is $318,007.24 

8 — The  accounting  basis  for  the  research  expenditures  in  the  College  of  Agri- 
culture is  not  stated.  If  the  research  cost  of  $75,455  is  a  direct  charge  as  shown  on  the  books 
of  the  agricultural  college  it  would  be  an  understatement  liecause  research  is  done  by  faculty 
members  whose  salaries  are  charged  directly  to  instruction.  Whereas  in  the  university's 
statement  the  proportion  of  research  expenditure  to  instruction  expenditure  is  as  3  is  to  4, 

816 


Exhibit  34 

the  hours  reported  to  the  survey  by  the  agricultura'  staff  show  i)roj)ortionate  time  of  research 
to  instructional  work  of  persons  of  professorial  rank — research  2,  instructional  1. 

a — Professors  give  a  trifle  more  time  to  research  than  to  class  work. 

h — Associate  professors  report  over  four  times  as  much  for  research  as  to  class  work 
(14::3.4). 

c — Assistant  professors  report  over  twice  as  much  for  research  as  to  class  work  (10::4.3). 

d — Instructors  report  a  trifle  less  to  research  than  to  instruction  (9.3::10.3). 

e — Assistants  report  nearly  four  times  as  much  to  research  as  to  instruction  (16:-4.1). 

9 — The  basis  for  the  estimates  of  research  expenditures  for  other  colleges  is  not 
stated. 

a — It  was  stated  orally  to  the  survey  that  a  percentage  obtained  from    he  agricultural 

college  was  applied  to  other  colleges. 
b — What  other  information  is  meant  by  the  statement  "using  all  information  available 
on  the  subject"  is  not  known  to  the  survey,  but  should  be  sought  by  the  state 
board,  the  regents  and  the  legislature. 
10 — In  the  Law  School  the  proportion  of  research  expenditure  to  instruction  ex- 
penditure, as  computed  by  the  university  is  as  1  is  to  5.    Reports  to  the  survey  though 
incomplete  indicate  that  the  university  estimate  is  much  t<  o  low.    The  two  professors  re- 
porting definitely  report  that  they  give  twice  as  much  time  to  research  as  to  class  work  and 
average  eight  hours  a  week  for  class  work  and  sixteen  hours  a  week  for  research. 

11 — For  the  Medical  School,  research  and  instruction  arc  charjied  in  proportion 
of  3  to  4  in  the  university's  statement.  To  the  survey  the  medical  faculty  reported  more 
work  to  research  than  to  class  work.  For  four  persons  of  professorial  rank  answeringtlefinitely 
the  proportion  was  ■>  to  2  hours  a  week;  for  full  professors,  7  to  2;  for  associate  professors, 
9^  to  16;  for  instructors,  5  to  1. 

12 — For  letters  and  science  the  university  stateivient  charges  $125,000  to  research 
expenditures  and  $425,000  to  resident  instruction  expenditures.  To  the  survey  an 
average  of  nine  hours  a  week  for  class  work  by  82  persons  of  professorial  rank  was  reported, 
or  a  trifle  over  half  the  total  which  the  president  stated  is  expected  of  faculty  members  for 
whom  no  remission  of  time  is  made  because  of  research.  Assistants  report  11  hours  a  week  for 
research  and  three  hours  for  class  work;  instructors  report  eight  hours  for  research  and  11 
hours  for  class  work. 

13 — Whereas  the  university's  statement  estimates  the  total  university  expendi- 
tures for  research  at  $244,500  and  for  resident  instruction  at  $691,400,  faculty  mem- 
bers report  time  given  to  research  and  instruction  in  the  following  proportions: 

Research  Instruction 

53  professors 8.2  8.1 

41  associate  professors '.... 5.3  •      8.7 

58  assistant  professors 7.0  8.3 

27  assistants 8.0  8.3 

Including  the  three  professorial  ranks,  instructors  and  assistants,  the  proportion  is  50.3 
for  research  and  49.7  for  resident  instruction;  or,  if  15  hours  be  made  the  base  instead  of  the 
total  time,  an  average  of  8.3  for  instruction  and  6.7  for  research.  It  must  also  be  remembered 
that  both  estimates'are  stated  by  the  university  without  including  any  proportionate  charge 
for  permanent  improvements  or  any  cost  otTset  by  receiots. 

1  — The  division  between  research  and  resident  instruction  expenditures  is  made 
after  subtraction  of  $848,000  for  receipts  and  $637,000  for  permanent  improve n-ents. 
It  is  not  shown  whether  the  sums  spent  and  offset  by  receipts  are  for  research  or  for  resident 
instruction. 

15 — The  net  amount  ($189)  which  according  to  the  university's  statement  is 
spent  by  the  state  for  resident  instruction,  including  research,  is  understated  by 
$182,  or  nearly  100%,  if  the  $628,000  (excluding  $9,300  for  extension  and  summer 
session)  for  permanent  improvements  be  added. 

a — Using  the  too  large  number  of  full  time  student  equivalents  (4,939)  this  would  make 
the  per  capita  expenditure  for  resident  instruction  S266.40,  not  S140. 

b — If  to  this  be  added  the  amount  which  the  university  reports  for  research  (.$49),  per 
capita  expenditure  would  be  $315.40  instead  of  $189  (.as  computed  by  the  univer- 
sity). 

c — If  an  addition  of  lO'c  on  average  expense  be  made  because  of  the  dropping  out 
in  the  first  and  second  semesters  not  otTset  by  entrance  in  the  second  semester 
(data  which  would  have  been  accurately  shown  in  semester  credit  computations 
promised  by  the  university,  and  which  is  here  estimated  as  494  students),  there 
would  be  a  net  expense  to  the  state  of  S346.90,  not  including  as  expense  to  the  state 
any  sums  spent  but  offset  by  receipts  from  government,  gifts,  investments,  etc. 

d — If  $80,000  from  the  federal  government  and  $28,500  from  investments  be  counted  as 
money  belonging  to  the  state  which  would  go  to  reduce  taxes  if  not  spent  by  the 
university,  and  which  therefore  represent  direct  cost  to  the  state,  $24.41  more  must 
be  added,  making  a  total  of  $371.31  (on  basis  of  "c" — 4,939  university  students 
minus  10%.  or  a  total  of  4,445). 

817 

SoR. — 52 


University  Survey  Report 

The  present  method  of  first  subtracting  tuition  fees  before  computing  cost  to  the  state 
assumes  that  the  state  has  no  interest  in  the  rate  of  expenditure  or  amounts  of  expenditure  so 
far  as  these  are  offset  by  fees. 

It  is  true  that  net  expenditure  by  the  state  should  not  include  that  portion  of  total  ex- 
penditure by  the  state  which  is  offset  by  fees. 

There  is  no  useful  question  that  can  be  answered  by  the  figure  obtained  after  dividing  a 
shrunken  expenditure  by  the  total  number  of  individuals  benefited.  To  know  net  expendi- 
ture is  helpful  to  legislators  and  taxpayers.  The  purpose,  however,  of  learning  the  per  capita 
cost  should  be  primarily  to  learn  the  economic  cost  of  giving  opportunities  to  particular  in- 
dividuals for  the  light  it  throws  upon  efficiency  of  service. 

If  to  the  above  figure  of  per  capita  expenditure  for  instruction  ($371.31) — which  does  not 
include  amounts  received  from  students'  fees — there  be  added  amounts  represented  by  tuition 
fees  ($86,800),  incidental  fees  ($180,900),  laboratory  fees  ($85,300),  gymnasium  fees  ($6,200), 
gifts  ($12,700)  and  various  sources  other  than  from  lectures  and  concerts  (16,800)- — we 
have  a  total  of  $388,700  to  add,  to  be  distributed  over  4,445  students,  or  an  addition  of 
$87.40  per  student,  making  a  total  per  capita  cost  of  $458.71  for  resident  instruction. 

Basis  of  survey  estimates  of  cost  of  research  and  the  Graduate  School  for  1914-15, 

In  Part  IV  the  survey  estimates  that  "considerably  more  than  half  the  payroll"  would  be 
spent  for  research  and  the  Graduate  School  during  1914-15,  and  again  "upon  research  in 
1914-15  $600,000  will  be  spent." 

When  this  section  of  the  report  was  written  it  was  expected  that  the  survey  would  have  the 
detailed  cost  of  instruction  by  departments  as  per  understanding  with  the  university  dated 
April,  renewed  in  September  and  again  in  November.  Since  this  information  has  not  been 
supplied  by^  the  university,  it  is  necessary  to  deal  not  with  cost  accounting  but  with  estimates 
as  follows: 

Cost  of  research. 

1 — "One-third  to  one-fourth  of  the  total  running  expenses"  was  the  president's  estimate  of 
the  cost  of  investigation  as  given  to  the  legislature  in  1911,  pages  4-5  of  the  president's  sylla- 
bus.   On  either  of  these  two  bases  the  cost  of  research  in  1914-15  will  be 

a — If  one-third  of  the  running  expenses,  not  to  include  any  charge  for  capital  expendi- 
tures, depreciation  or  interest,  is  the  basis,  the  portion  chargeable  to  investigation 
would  be  $674,333. 
b — If  one-fourth  of  running  expenses,  not  to  include  any  charge  for  capital  expenditures, 
depreciation  or  interest,  is  the  basis,  the  portion  chargeable  to  investigation  would 
be  $505,750. 
c — Whichever  base  is  used  there  should  be  charged  this  year's  share  of  capital  charges 
either  in  the  form  of  direct  charge  for  improvements  made  this  year  or  a  portion  of 
charge  through  interest,  depreciation  charges  to  cover  previous  investments  in  per- 
manent improvements. 

On  either  basis  the  cost,  according  to  the  president's  own  estimate,  would  be 
considerably  above  $600,000.   Nor  is  this  estimate  in  any  way  vitiated  because  the 
president  when  making  an  estimate  before  the  legislature  and  when  talking  of  total 
running  expenses  was  also  talking  of  net  cost  to  the  state  after  eliminating  receipts 
and  capital  charges. 
2 — $244,500  is  conceded  by  the  university  as  a  direct  cost  of  research  to  the  state  (1913-14). 
To  this  should  be  added  $51,700  spent  by  the  university  upon  research  but  obtained  from 
sources  other  than  the  state.    This  makes  a  total  of  $296,000  which  the  university  concedes 
that  it  has  spent  in  1913-14  for  research.  This  figure  is  obtained  after  the  university  has  sub- 
tracted receipts  and  capital  expenditures.    That  is,  according  to  the  university's  own  state- 
ment the  direct  cost  of  research  to  the  state  is  over  35%  of  the  total  cost  to  the  state  for 
running  expenses.     If  this  same  percentage  of  the  $848,000  (receipts  from  others  than  the 
state  of  Wisconsin)  and  the  $637,000  (for  permanent  improvements)  be  added  as  chargeable 
to  research,  considerably  more  than  $600,000  should  be  charged  against  research  for  1914-15 
if  proper  accounting  were  used.  (Also  of  the  $140,000  charged  by  the  university  to  agricultural 
and  control  work,  a  considerable  part  should  be  charged  to  research). 

3 — If  the  time  spent  by  instructors  on  research  and  instruction  be  used  as  the  basis,  and 
the  president  of  the  university  told  the  survey  that  the  difference  between  15  hours 
of  classroom  instruction  work  or  the  equivalent  in  laboratory  work,  and  the  actual 
number  of  hours  of  classroom  work  given  by  instructors  might  be  charged  to  re- 
search, we  have  48.2%  of  the  time  of  the  three  professorial  ranks  chargeable  to  research, 
and  40%  of  instructors'  time  chargeable  to  research — which  again  makes  a  total  consid- 
erably above  $600,000  if  the  total  running  expenses  be  used  as  a  base,  and  which  makes 
nearly  $600,000  even  if  receipts  and  capital  expenditures  are  excluded  from  the  base. 

Amount  spent  upon  research  and  Graduate  School 

The  payroll  for  1913-14  was  $1,325,600.   If  from  this  be  subtracted  the  payroll  for  summer 

818 


Exhibit  34 

•ession  (S30,500),  university  extension  (S140,300),  agricultural  institutes  (S8,800),  hygienic 
laboratory  ($7,800),  Washburn  observatory  (St, 400)  and  forests  products  laboratory  (S:i,800) 
—or  a  total  of  $197,600,  the  total  payroll  to  be  accounted  for  would  be  81,128,000.  Half 
of  that  would  be  8564,000.  The  survey  estimates  that  upon  the  payroll  for  research  plus 
graduate  work  would  be  spent  considerably  more  than  8564,000. 

The  reports  of  the  instructional  stall'  show  that  48%  of  the  three  professorial  ranks  and 
40%  of  the  instructors'  time  is  given  to  research.  Whether  this  base  be  taken  or  the  difference 
between  15  hours  of  classroom  work  and  the  actual  number  of  hours  of  inst  uction  (which 
the  president  authorized  the  survey  to  use)  it  gives  43%  of  the  pavroll  chargeable  directly  to 
research.  43%  of  81,128,000  is  8484,840,  chargeable  to  research  alone,  leaving  only  $79,160 
to  be  chargeable  to  the  Graduate  School. 

Since  57%  of  the  summer  school  students  were  graduate  students  57*^0  of  830,500  (summer 
session  payroll)  should  be  charged  to  graduate  work — or  813,385.  This  subtracted  from 
$79,160  leaves  865,775  still  to  be  accounted  for  in  order  to  make  half  the  payroll. 

There  were  449  graduate  students  at  the  university  last  year — many  of  them  in  classes  of 
one,  two,  and  three.  The  865,775  to  be  accounted  for  would  make  a  848  per  capita  salary  ex- 
penditure per  graduate  student.  There  is  many  a  single  graduate  student  who  for  a  single 
class  requires  the  expenditure  of  more  than  this  amount  in  salaries  (Exhibit  25,  26). 

Instead  of  the  total  payroll  for  university  extension,  hygienic  laboratory,  Washburn  ob- 
servatory being  subtracted,  only  a  part  should  have  been  subtracted.  Preparation  of  courses 
in  the  Extension  Division  is  research;  much  of  the  work  in  the  hygienic  laboratory  is  re- 
search; much  of  the  work  of  the  W^ashburn  observatory  is  research;  much  of  the  work  of 
undergraduates  is  research — some  of  the  courses  being  called  research  courses.  There  is 
also  much  of  it  in  courses  not  called  research  work. 

Were  there  accurate  cost  accounting  such  as  there  should  be  in  protection  to  the  university 
as  well  as  in  protection  to  the  state  the  survey  estimate  of  "considerably  more  than  half  the 
payroll"  for  research  plus  graduate  work  would  be  found  conservative. 

That  in  December  the  survey  is  compelled  to  work  with  estimates  instead  of  with  definite 
data  computed  from  individual  salaries  and  individual  enrollments  is  not  the  fault  of  the 
survey.  Its  arrangement  with  the  university  was  definite.  Had  there  not  been  a  change  in  the 
business  managership  the  arrangement  would  undoubtedly  have  been  carried  out  to  the  letter. 
The  difference  between  the  survey's  estimate  and  the  university's  estimate  merely  emphasizes 
the  importance  of  substituting  proper  accounting  and  budgetary  methods  for  methods  which 
leave  uncertainty,  and  tend  always  to  understate  the  cost  of  both  research  and  graduate 
work. 

UNIVERSITY  COMMENT  ON  ALLEN  EXHIBIT  34,  ENTITLED   "PER  CAPITA 
COST  AND   COST  OF  RESEARCH" 

A.  Introduction 

At  the  beginning  of  this  exhibit.  Dr.  Allen  states  that  in  response  to  a  request  from  the 
survey,  dated  April  16,  1914,  the  then  business  manager  promised  that  work  would  be  begun 
at  once  upon  "questions  which  included  the  cost  for  each  department,  each  division  and  each 
subject  per  semester  credit  earned."  Later  he  phrases  his  statement  to  indicate  that  the 
University  has  agreed  to  secure  data  to  show  such  cost.  He  further  states  that  in  September, 
and  again  in  November,  assurances  were  given  him  that  this  per  capita  cost  would  be 
available  for  his  report. 

After  several  weeks'  work  had  been  done  it  was  clearly  seen  that  it  would  be  impossible, 
with  any  reasonable  expenditure  of  time  and  money,  to  find  the  cost  of  credits  earned  for 
each  department,  and  Dr.  Allen  was  so  informed. 

On  December  14th,  a  "summary  of  analysis  of  cost  of  instruction"  applying  to  the  year 
1913-14,  was  sent  to  Dr.  Allen.  This  summary  shows  "the  net  cost  to  the  state  for  all  ex- 
penses of  maintenance  and  operation,  due  to  the  instruction  of  two-semester  students  at 
Madison."  It  states  briefly  what  expenditures  of  the  University  have  to  do  with  two-semester 
students  at  Madison,  and  what  expenditures  are  made  for  other  purposes.  It  gives  in  tabular 
form  the  expenditures  for  extension  and  control,  for  research  work,  and  the  net  cost  of  in- 
struction of  students  in  residence  (summer  session  students  excepted)  and  finally,  the  net 
per  capita  cost  to  the  state  for  students  in  residence,  for  each  of  the  six  divisions  of  the 
university  which  have  to  do  with  the  instruction  of  two-semester  students  at  Madison. 

As  a  final  result  the  summary  submitted  to  Dr.  Allen  gives  as  the  "net  average  cost  to 
state  for  instruction  to  a  full  year  student,"  81  10  and  as  the  net  averajie  cost,  if  the  cost 
of  research  paid  by  the  statebe  added,  8189.  Dr.  Allen  was  informed  that  the  number  of 
students  used  as  a  divisor  was  4,939,  and  was  told  exactly  how  this  number  had  been  reached. 

In  this  summary,  submitted  on  December  14th,  great  pains  were  taken  to  make  clear  the 
exact  meaning  of  terms  used.  It  was  an  honest  attempt  to  set  forth  in  a  clear  light  how 
much  the  state  pays  for  instruction,  and,  incidentally,  how  much  for  research  also.  But 
Dr.  Allen,  in  criticising  the  statement — as  he  had  a  perfect  right  to  do — puts  into  every  one 
of  his  dozen  typewritten  pages  the  covert  insinuation  that  the  universit\'  is  withholding 
essential  facts,  and  intimates  that  the  method  of  finding  cost  by  using  credits  as  a  basis  may 
have  been  abandoned  because  it  would  have  been  to  the  disadvantage  of  the  L'niversity. 
He  suggests  that  corrections  be  made  "before  the  legislature  votes  funds  or  accepts  a  per 
capita  statement."     He  proceeds  to  add  to  the  expenditures  devoted  to  instruction  and 

819 


University  Survey  Report 

research  as  given  by  the  University  and  finally  reaches  the  conclusion  that  the  "total  per 
capita  cost  for  resident  instruction"  is  $458.71.  He  leaves  the  implication  that  the  University's 
figures  are  incorrect  and  his  own  are  correct,  without  stating  that  his  figures  apply  to  one 
thing,  while  the  university's  figures  apply  to  another  totally  difTercnt  thing. 

Not  only  does  Dr.  Allen  constantly  confuse  two  totally  different  things,  but  he  makes 
gross  errors  in  his  calculations,  and  reaches  a  figure  far  beyond  the  actual  per  capita  cost  for 
instruction  and  research,  which  he  calls  "per  capita  cost  of  resident  instruction." 

B.   Dr.  Allen's  criticisms  and  the  errors  upon  which  they  are  based 

Briefly  stated,  Dr.  Allen's  main  criticisms  are  four,  viz.:  1.  The  University's  number  of 
students  used  in  finding  cost  is  much  too  large  (paragraph  3).  2.  No  charge  is  made  for  in- 
interest  or  depreciation  (paragraph  5,  b).  3.  Three  sums  are  omitted  which  should,  in  part, 
be  charged  to  instruction  (paragraph  6).  4.  The  cost  of  permanent  improvements  has  been 
subtracted  from  the  total  expenditures  (paragraph  5). 

1.  The  number  of  students,  4,939,  given  by  the  university  as  the  divisor  used  to  find 

per  capita  cost  was  found  by  adding  to  the  catalogue  registration  of  long  and  middle 
course  students,  40%  of  the  registrations  in  the  short  course  in  Agriculture,  the 
winter  dairy  course,  and  the  forest  rangers'  course.  Dr.  Allen  asserts  that  this 
number  is  overstated  by  an  amount  which  "can  hardly  be  less  than  10%,  and  may 
easily  be  20%  or  more,"  by  reason  of  the  fact  that  many  students  drop  out  early 
in  the  semester,  or  stay  in  the  university  only  one  semester. 

That  his  conclusion  is  far  from  correct  is  easily  shown.  In  the  year  1913-14  the 
college  of  letters  and  science  did  66%  of  the  teaching  done  by  the  whole  university. 
In  this  college  94,047  semester  credits  w^cre  asked  for  by  students  out  of  a  total  of 
142,683  for  the  whole  university.  According  to  the  summary  sent  to  Dr.  Allen  in 
December,  the  net  expenditures  for  instruction  by  this  college  were  $425,051.17. 
This  gives  a  net  cost  per  credit  of  $4.51  and  if  we  assign  to  the  college  66%  of  the 
4,939  equivalent  students,  a  net  cost  per  equivalent  student  of  $130.00.  It  is 
entirely  fair  to  assume  that  the  average  student  in  this  college  applies  for  30  credits 
per  year,  which,  on  a  credit  basis,  would  make  the  per  capita  cost  $135.00.  Conse- 
quently the  error  would  be  less  than  4%,  an  amount  scarcely  beyond  the  limits 
of  allowable  error,  when  the  character  of  the  data  is  taken  into  consideration. 

The  apparent  discrepancy  that  Dr.  Allen  finds  between  cost  based  on  credits  and 
cost  based  on  catalogue  registration  is  explained  by  the  fact  that  any  student  may 
elect  16  "credits,"  and  that  students  with  marks  of  85  or  over  in  all  studies,  may 
elect  18  "credits."  The  great  majority  of  students  gain  credits  as  fast  as  they  can. 
The  withdrawal  of  students  during  the  semester  constitutes  a  very  small  factor  in 
the  situation.  In  1913-14,  6%  of  the  603  students  registered  for  the  course  in  ele- 
mentary chemistry  failed  to  take  the  examination.  Slightly  more  than  1  %  of  the 
total  registration  dropped  out  before  the  middle  of  the  semester.  The  majority 
of  the  remainder  continued  in  the  class  until  very  near  the  end  of  the  semester  and 
of  these,  quite  a  number  were  allowed  to  take  the  examination  after  the  regular  date, 
owing  to  illness  at  examination  lime.  In  further  justification  of  the  university's 
method  of  counting,  it  must  be  remembered  that  broadly  speaking,  instructional 
facilities  must  be  provided  on  the  basis  of  the  students  electing  the  various 
courses,  with  reasonable  expectation  of  completing  the  work,  whether  the 
courses  are  completed  or  not.  An  unprejudiced  investigator  would  have  made 
himself  acquainted  with  these  facts  before  making  any  insinuation  that  the  uni- 
versity was  concealing  essential  facts. 

2.  The  university  does  not  allow  any  charge  for  interest  on  capital  for  the  reason  that  it 

is  not  customary  to  allow  such  charges  in  the  case  of  capital  set  aside  for  public 
enterprises  which  bring  in  no  direct  revenue.  We  do  not  include  interest  upon  the 
value  of  buildings  and  grounds  employed  for  federal  purposes  at  Washington  as  a 
part  of  the  cost  of  government,  nor  interest  upon  the  cost  of  the  capitol  building 
at  Madison  as  a  part  of  the  cost  of  the  state  government. 

That  this  custom  has  a  sound  economic  basis  when  considered  in  connection 
with  educational  undertakings,  is  seen  when  we  remember  that  interest 
charges  relate  to  the  value  of  the  product.  The  product  of  an  educational 
institution  cannot  be  measured  in  terms  of  money  or  its  equivalent.  The  state  has 
never  asked  for  a  direct  money  return  upon  funds  devoted  to  educational  purposes. 

A  charge  for  depreciation  upon  buildings  and  equipment  is  entirely  legitimate 
and  this  charge  should  be  taken  out  of  the  expenditures  made  for  permanent  im- 
provements.    This  charge  is  however  relatively  small. 

The  land  owned  by  the  university  does  not  depreciate.  For  buildings,  con- 
structed as  university  buildings  should  be  constructed,  a  depreciation  charge  of 
one-half  of  1  %,  thus  allowing  for  a  life  of  two  hundred  years,  may  be  accepted  as 
ample.  On  small  buildings  and  buildings  subjected  to  such  wear  as  that  received 
by  the  power  plant,  one-half  of  1  %  is  of  course  inadequate.  It  must  be  remembered, 
however,  that  of  the  total  inventory  value  for  buildings,  by  far  the  greater  part  is 
invested  in  large  buildings  of  solid  construction.  This  charge  upon  an  inventory 
value  of  $3,58i,000  would  amount  to  $17,905.  On  books  and  pictures  valued  at 
$512,379.71,  a  depreciation  charge  of  1%,  amounting  to  $5,124,  is  allowed.     On 

820 


Exhibit  34 

lurniture,  apparatus,  and  machinery  and  tools,  valued  at  $739,550,  a  depreciation 
of  5%  will  amount  to  $36,977.  PZstimated  on  this  basis,  the  total  depreciation 
charge  would  be,  in  round  numbers,  $60,000. 

However,  the  University  is  not  willing  to  allow  the  whole  of  this  charge  for  de- 
preciation for  the  reason  that  during  the  year  an  unusually  heavy  expenditure  was 
made  for  repairs,  all  of  which  have  been  charged  to  operation  and  maintenance. 
For  the  year  1913-14,  this  item  amounted  to  $58,994.04,  or  1.64%  of  the  inventory- 
value  of  the  buildings.  If  $15,000  of  this  bill  for  repairs  be  charged  to  depreciation, 
there  will  still  remain  nearly  $44,000,  or  nearly  1.25%  of  the  inventory  value, 
to  be  charged  to  repairs  alone.  For  a  series  of  years  this  amount  has  been  found 
ample.  If  one  were  finding  the  cost  for  a  period  of  years  such  a  transfer  from  repairs 
to  depreciation  would  not  be  warranted.  On  the  otherhand  when  cost  is  based 
upon  the  operations  of  the  single  year  it  is  only  fair  to  recognize  the  fact  that  repairs 
for  that  year  have  been  unusually  heavy^ 

When'$15,000  of  the  charge  for  repairs  is  charged  to  depreciation  we  have  a  net 
depreciation  charge  of  $45,000  or  a  total  charge  for  repairs  and  depreciation  of 
$103,994.04.  This  depreciation  charge  of  $45,000  will  be  used  in  later  computations. 

A  depreciation  charge  of  $45,000  is  liberal,  for  with  the  excellent  care  that  is  given 
to  the  buildings  and  the  decrease  in  the  purchasing  power  of  money,  since  they 
were  erected,  the  inventory  value  of  the  buildings  at  the  present  time  is  many 
thousands  of  dollars  in  excess  of  the  book  value. 

3.  Dr.  Allen  affirms  that  the  university  in  its  analysis  of  cost,  omits  three  sums  which, 

in  part,  at  least,  should  be  charged  to  cost  of  instruction.  These  three  items  are  the 
expenditures  for  Washburn  Observatory,  for  the  Hygienic  Laboratory,  and  for  the 
Forest  Products  Laboratory. 

For  twenty  years  the  university  catalogue  has  contained  a  staternent  to  the 
effect  that  the  observatory  is  primarily  an  institution  for  research.  During  the  year 
1913-14  the  observatory  staff  gave  only  about  one-sixteenth  of  1%  of  the  instruc- 
tion given  in  the  university,  and  for  that  reason  the  whole  expenditure  devoted 
to  its  maintenance  and  operation  has  been  placed  in  the  research  column. 

The  oflTicial  name  for  the  Hygienic  Laboratory  is  "State  Laboratory  of  Hygiene" 
or  "Laboratory  State  Board  of  Health."  (Both  titles  must  appear  on  the  stationery 
of  the  laboratory.)  It  is  located  at  the  University  largely  for  reasons  of  economy. 
Every  state  having  a  reasonable  regard  for  the  health  of  its  citizens,  maintains  such 
a  laboratory  and,  in  most  cases,  at  cost  far  greater  than  the  cost  of  Wisconsin's 
hygienic  laboratory.  It  should  be  maintained  even  though  the  state  had  no  uni- 
versity, and  for  that  reason  no  part  of  its  expenditures  should  be  charged  either  to 
instruction  or  to  research. 

The  Forest  Products  Laboratory  is  managed  wholly  by  the  Federal  Government. 
The  University  is  under  contract  to  furnish  heat,  light,  power,  and  water.  Although 
for  several  years  a  number  of  members  of  the  laboratory  staff  have  been  on  the 
university  faculty  rpster  as  lecturers,  no  material  part  of  the  total  instruction  given 
in  1913-14  was  provided  by  the  laboratory  staff'.  Nor  was  the  laboratory  used  by 
university  officers  proper  for  purposes  of  research.  The  small  annual  expenditure 
incurred  by  the  state  on  account  of  the  laboratory  has  been  amply  justified  by  the 
greater  service  it  has  been  able  to  render  to  Wisconsin  (as  well  as  other)  manufac- 
turers, transportation  companies,  and  the  public  generally.  But  there  is  no  warrant 
for  charging  any  part  of  this  expense  either  to  resident  instruction  or  to  research 
for  1913-14,  whatever  the  present  and  future  plans  for  making  use  of  the  laboratory 
for  instructional  or  research  work  may  be. 

4.  Granting  that  the  difference  between  Dr.  Allen  and  the  University  on  the  first  three 

points  may  be  due  to  honest  difference  of  opinion,  it  is  hardly  possible  to  assign  any 
such  charitable  reason  for  his  addition  of  the  whole  cost  of  permanent  improve- 
ments for  1913-14  to  the  cost  of  instruction  and  research.  Not  only  does  he  do  this, 
but  he  affirms  categorically  that  the  whole  amount  (excluding  $9,300  spent  for 
university  extension  and  summer  session)  "was  spent  for  resident  instruction." 
(paragraph  5,  f.),  and  at  the  end  of  his  analysis  calls  his  result,  $458.71,  "per  capita 
"    cost  for  resident  instruction"  (end  of  paragraph  15). 

Dr.  Allen  is  continually  talking  about  "putting  the  affairs  of  the  University  upon 
a  business  basis;"  he  criticises  it  for  not  doing  what  an  institution  "which  is  itself 
training  accountants"  may  reasonably  be  expected  to  do;  he  tells  us  what  would  be 
shown  "if  proper  accounting  were  used,"  and  talks  glibly  about  the  "accurate  cost 
accounting  such  as  there  should  be  in  protection  to  the  University  as  well  as  in  pro- 
tection to  the  state;"  yet  in  adding  the  expenditures  for  permanent  improvements 
to  the  cost  for  the  current  year  he  is  advocating  a  policy  which,  logically  carried 
out,  w^ould  put  any  commercial  concern  out  of  business,  as  he  well  knows.  No 
reputable  accountant  would  for  a  moment  think  of  including  cost  of  permanent 
improvements  as  a  part  of  operation  and  maintenance. 

Dr.  Allen  is  not  consistent  in  his  criticisms,  for  if  interest  on  capital  (which  the 
University  does  not  allow  for  capital  devoted  to  educational  purposes),  and  depre- 
ciation are  charged,  not  only  is  capital  remunerated,  but  the  distribution  of  capital 
cost  over  the  ensuing  years  is  guaranteed,  provided  adequate  repairs  are  made. 
If,  for  argument's  sake,  interest  on  capital  be  allowed,  it  would  necessarily  be 
at  savings-banks,  or  government-bond  rate,  so  that  it  would  be  impossible  to  bring 

821 


University  Survey  Report 

the  total  charges  for  both  interest  and  depreciation  much  above  $250,000.  Yet 
Dr.  Allen  assumes  these  charges  to  be  $626,000,  the  whole  cost  of  permanent  im- 
provements, and  proceeds  to  find,  to  the  penny,  the  cost  of  resident  instruction  upon 
the  basis  of  his  absurd  assumi)tion! 

C.      Dr.   Allen's  estimate  of  the  cost  of  research 

The  original  request  for  a  cost  analysis  sent  to  the  business  manager  in  April  called  for 
"cost  of  instruction,"  nothing  being  said  about  cost  of  research.  The  cost  of  research  was 
taken  up  by  the  University  as  a  matter  incidental  to  the  finding  of  the  cost  of  instruction. 
When  Dr.  Allen  took  hold  of  it  he  allowed  his  imagination  to  run  riot  and  proceeded  somewhat 
along  the  same  lines  as  Mark  Twain,  who,  when  he  was  reporting  for  the  Virginia  City  Enter- 
prise, found  a  load  of  hay  on  the  street,  multiplied  it  by  sixteen,  brought  it  into  town  in  six- 
teen ditTercnt  directions,  and  gave  to  his  readers  such  a  dissertation  on  hay  as  they  had  never 
before  read  or  heard  of. 

Any  attempt  to  separate  absolutely  the  cost  of  instruction,  research,  extension,  and  con- 
trol, when  practically  every  one  of  several  hundred  faculty  members  is  doing  two,  and  some 
of  them  are  doing  all,  of  the  four  kinds  of  work,  with  perhaps  a  considerable  amount  of  ad- 
ministrative work  besides,  must  be  little  more  than  a  rough  estimate.  No  two  men  would  give 
the  same  estimate.  The  time  of  the  faculty  members  is  broken  up  by  the  recitation  schedule 
to  which  they  must  conform.  P'urther  irregularities  are  introduced  by  unexpected  t^sks  which 
must  be  completed  within  a  given  time  limit.  Under  such  conditions  it  would  be  practically 
impossible  for  the  worker  himself  to  apportion  his  time,  even  with  the  most  elaborate  system 
of  clock-punching.  The  University  frankly  admits  the  impossibility  of  an  exact  solution  of 
the  problem,  and  calls  its  determination  of  the  expenditures  for  research  an  estimate. 

It  did  not  in  the  summary  sent  to  Dr.  Allen,  "estimate  the  total  expenditures  for  research 
at  $241, .'500"  as  he  asserts  in  paragraph  13  with  the  words  underscored.  By  the  phrase 
"total  charge  to  research  work  of  $244,454.83"  was  meant  the  total  amount  paid  by  the 
state  for  research. 

The  summary  sent  to  Dr.  Allen  in  December  was  presented  to  the  Regents  and  it  was 
clearly  stated  that  the  whole  of  the  Hatch  fund,  $30,000,  given  by  the  Federal  Government, 
must  be  used  for  research,  and  that  of  the  receipts  from  produce  sold,  $21,724.30  were  derived 
from  experimental  projects.  These  amounts  had  already  been  subtracted  and  could  not  be 
subtracted  a  second  time.  This  information  was  given  tb  Dr.  Allen  (though  not  in  the  sum- 
mary), as  is  clear  from  the  fact  that  in  a  later  paragraph  he  says  "$244,500  is  conceded  by 
the  University  as  a  direct  cost  of  research  to  the  state.  To  this  should  be  added  $51,700  spent 
by  the  University  upon  research  but  obtained  from  sources  other  than  the  state.  This  makes 
a  total  of  $296,000  which  the  University  concedes  that  it  spent  in  1913-14  for  research." 
Confusing  the  whole  cost  of  research  and  net  cost  of  instruction  he  argues  from  the  fore- 
going figures  that  "according  to  the  university's  own  statement  the  direct  cost  of  research  to 
the  state  is  over  35%  of  the  total  cost  to  the  state  for  running  expenses."  He  then  pro- 
ceeds gravely  to  levy  tribute  of  35%  for  research  upon  the  amount  received  for  food  con- 
sumed in  the  university  commons,  upon  the  price  of  every  football  ticket  taken  in  at  Camp 
Randall,  upon  the  cost  of  sodding  about  the  base  of  the  Lincoln  statue,  upon  a  part  of  the 
cost  of  Barnard  Hall.    For  he  says: 

"If  this  same  percentage  of  the  $848,000  (receipts  from  other  sources  than  the  state  of 

Wisconsin)  and  the  $637,000  (for  permanent  improvements)  be  added  as  chargeable, 

considerably  more  than  $600,000  should  be  charged  against  research  for  1913-14 

if  proper  accounting  were  used." 

He  adds  parenthetically  that  of  the  $140,000  charged  to  agricultural  extension  and  control 

work,  a  considerable  part  should  be  charged  to  research.  By  his  peculiar  arithmetic  Dr.  Allen 

would  even  take  35%  of  the  Hatch  fund  which  has  already  done  100%  duty  in  paying  for 

research. 

All  this  would  be  instructive  if  it  were  true.  But  it  is  not  true.  It  is  absurd. 
But  Dr.  Allen  is  able  to  reach  his  "considerably  more  than  $600,000  spent  for  research," 
in  another  way.  He  finds  from  the  replies  made  to  his  questionnaire  sent  out  in  May,  that  fac- 
ulty members  reported  an  average  of  8.3  hours  for  instruction  and  6.7  hours  for  research. 
All  that  is  necessary  therefore  to  find  the  cost  of  research  is  to  charge  48.2%  of  the  time 
of  the  three  professorial  ranks  and  40%  of  the  instructors'  time  to  research  and  increase 
the  result  by  the  proper  proportion  of  the  $637,000  spent  for  permanent  improvements. 

Fundamental  errors  contained  in  these  ratios  have  already  been  pointed  out  in  the  uni- 
versity comment  on  exhibit  3,  sec.  6.  It  is  only  necessary  to  point  out  here  that  Dr.  Allen 
takes  the  time  spent  in  recitations  and  lectures  as  the  total  instructional  work  done,  ignoring 
completely  the  fact  that  many  of  the  men  are  employed  many  hours  in  the  laboratory  and  at 
other  assigned  tasks  which  must  be  done  in  connection  with  the  University's  work.  For 
example,  one  assistant  professor  gives  his  entire  time  to  the  direction  of  the  laboratory  work 
for  a  class  of  250  students.  An  associate  professor  gives  a  single  lecture  each  week  and  has 
charge  of  a  laboratory  in  which  more  than  700  students  are  at  work.  Moreover  the  time 
spent  in  the  class  room  is  net  and  makes  no  account  of  time  necessarily  spent  in  preparation. 
If  a  congregation  based  the  compensation  given  to  its  minister  upon  the  number  of  hours 
spent  in  the  pulpit  the  hourly  rate  would  seem  to  be  high.  An  even  more  flagrant  error  is 
shown  by  the  figures  that  Dr.  Allen  gives  showing  an  average  of  eight  hours  of  research  and 
8.3  hours  of  instruction  for  27  assistants.  He  should  have  known  that  practically  all  the 
assistants  are  employed  for  part  time  and  that  they  are  paid  for  the  work  done  in  connection 
with  the  giving  of  instruction  only.  They  are  entirely  free  to  use  the  remainder  of  their  time 

822 


Exhibit  34 

doing  reseaicu  work  and  to  report  the  fact  to  Dr.  Allen,  but  they  are  not  in  any  sense  of  the 
word  paid  for  such  time.  , 

D.  The  university's  esliniale  of  the  cost  of  research 

To  the  $296,000  mentioned  above,  the  University  would  add  $9,825.46,  the  cost  of  opera- 
tion and  maintenance  (with  overhead  charges  imposed)  of  Washburn  Observatory,  making  a 
total  of  about  $306,000,  distributed  as  follows: 

College  of  Letters  and  Science „ $125,000.00 

College  of  Agriculture 127,179.19 

College  of  Engineering 24,000.00 

College  of  Law 5,000.00 

Medical  School 15,000.00 

Washburn  Observatory 9,825.46 

Total $306,004.65 

The  figure  for  the  college  of  agriculture  was  determined  by  the  college.  During  the  last 
three  years  this  college  has  kept  the  most  careful  records  of  the  apportionment  of  the  time 
of  the  faculty  between  research,  instruction,  extension,  and  control.  Detail  computation 
sheets  were  in  the  hands  of  members  of  the  Allen  staff  for  some  weeks  and  the  university 
assumed  that  Dr.  Allen  was  familiar  with  the  methods  used. 

P"or  the  other  colleges  rough  estimates  of  one-fifth  for  letters  and -science,  one-seventh  for 
engineering  and  law,  and  one-third  for  medicine  were  made.  The  whole  cost  of  operation 
and  maintenance' for  Washburn  observatory  is  included.  The  estimates  for  letters  and 
science,  engineering,  law,  and  medicine  were  based  upon  the  cost  of  operation  and  main- 
tenance after  overhead  charges  for  administration  and  physical  plant  had  been  imposed  but 
before  adding  charges  for  library,  physical  educatipn,  student  health,  military  science,  high 
school  inspection,  and  the  small  charge  for  graduate  school  administration. 

The  estimate  thus  made  is  in  entire  agreement  with  the  summary  sent  to  Dr.  Allen  in 
December. 

E.  The    university's    estimate    of   the    whole   per    capita    cost   of   instruction    plus 

research 

With  Dr.  Allen's  statement  that  "an  intelligent  understanding  of  university  work  by  tax 
payers  and  legislators  requires  that  total  cost  of  instruction  be  known  as  well  as  the  propor- 
tion of  cost  that  is  paid  in  any  one  year"  the  university  is  in  entire  accord,  and  it  is  willing 
to  submit  its  own  determination  of  such  cost.  It  is  not  willing  to  have  its  determination  of 
"net  cost  to  the  state"  compared  with  Dr.  Allen's  determination  of  total  cost.  Nor  is  it  willing 
to  accept  Dr.  Allen's  determination  of  total  cost.  ' 

In  order  to  show  why  the  University  is  not  willing  to  accept  Dr.  Allen's  determination  it  is 
necessary  to  go  somewhat  into  the  University's  accounting  system. 

All  expenditures  are  grouped  in  twenty-one  divisions. 

The  following  table  shows  the  total  expenditures,  the  amount  expended  for  permanent 
improvements,  and  the  amount  expended  for  operation  and  maintenance  as  found  in  the 
Business  Manager's  Report,  p.  68: 

TABLE  I. 


University  Division 


1  Administration 

2  General  Library 

3  Physical  Education 

4  Military  Science 

5  College  of  Letters  and  Science 

6  College  of  Agriculture 

7  College  of  Engineering 

8  Law  School 

9  Medical  School 

10  School  of  Music 

11  Training  of  Teachers 

12  Graduate  School 

Ii5  Summer  Session 

11  University  Extension 

15  Agricultural  Institutes 

16  Hygienic  Laboratory •. 

17  High  School  Inspection  

18  Washburn  Observatory 

19  Eorest  Products  Laboratory 

20  Physical  Plant 

21  Stores 

Totals 

823 


Total 
Expendi- 
tures 


$90,930.22 

54,108.33 

113,934.76 

4,769.70 

604,327.56 

563,116.29 

170,881.03 

36,845.08 

68,117.22 

29,521.72 

31,859.18 

1,174.53 

38 , 575 . 35 

211.525.72 

20,933.89 

10,793.56 

8.116.39 

8,  158.20 

5,932.33 

708,878.00 

8.599.18 


$2,791,728.21 


Permanent 
Improve- 
ments 


$1 

25 

9 

16 

32 

12 

5 

5 

3 


729.17 
300.80 
590.88 
892 . 53 
108,95 
470.15 
717.12 
386.35 
657.83 
050.22 
890.2 

3 .  7o 
178.07 
094.71 


622.31 

137  12 

97>75 


512,959.25 


Operation 
and  Main- 
tenance 


$89,201.05 

28,807.53 

104,343.88 

3.877.17 

588,218.61 

388 , 993 . 34 

158,163.91 

31.458.73 

62 . 789 . 39 

26,471.50 

.30,968.91 

1,170.78 

38,397 

205,431 

20.933.89 

10,171.25 

7.979.27 

8.360.45 

5,932.33 

195,918.75 

8.599.18 


28 
01 


$636 , 887 . 23  $2. 157.840.75 


University  Survey  Report 

To  the  total  in  the  first  column  must  be  added  $10,477.91  for  tuition  and  incidental  fees 
refunded,  making  a  grand  total  for  all  expenditures  of  .$2,805,206.15. 

In  the  operation  and  maintenance  column  there  are  the  following  items  which  have  nothing 
to  do  with  the  cost  of  instruction  or  of  research: 

Under  Physical  Education,  receipts  from  athletic  games $  45,169.97 

Under  Physical  plant,  receipts  from  dormitories  and  dining  rooms 131,897.49 

Under  College  of  Agriculture,  produce  sold 141,652.80 

Total $318,720.17 

In  addition  to  this  total,  the  school  of  music  received  for  concerts  $2,613.98,  and  the  ex- 
tension division  for  lectures,  concerts  and  conventions  $32,040,80,  making  a  grand  total  of 
$353,375.01.  These  amounts  were  used  almost  exclusively  to  pay  expenses  incurred  within 
the  divisions  and  little  if  any  money  obtained  in  this  way  was  available  to  pay  for  instruction 
or  for  research.  For  example,  every  cent  of  the  cost  of  operation  of  the  dormitories  and  dining 
halls  was  put  into  the  service,  or  is  accounted  for  in  the  inventory  of  the  equipment  of  the 
buildings.  Wherever  a  profit  was  made  the  profit  has  been  used  to  diminish  cost  of  instruc- 
tion and  research.  Of  the  receipts  from  produce  sold,  $21,714.36  came  from  experimental 
projects  and  were  later  used  to  diminish  the  charge  for  research  in  the  College  of  Agriculture. 

The  first  three  items  named  above,  making  a  total  of  $318,720.17,  were  deducted  from  the 
appropriate  items  in  the  operation  and  maintenance  column  at  the  outset,  leaving  as  net 
cost  of  operation  and  rnaintenance  $1,839,120.75.  The  receipts  from  lectures,  concerts,  and 
conventions  were  taken  out  at  a  later  stage  of  the  computations. 

In  order  to  determine  the  cost  of  instruction  the  items  in  the  new  column  for  operation 
and  maintenance  were  redistributed  in  such  a  way  as  to  separate  the  teaching  from  the  non- 
teaching  operations.  This  was  done  in  the  following  manner:  The  balance  remaining  in 
physical  plant  after  deducting  permanent  improvements,  and  dining  room  and  dormitory 
receipts,  and  the  whole  of  administration  were  distributed  in  the  order  named  to  all  the  other 
divisions  and,  so  far  as  possible,  upon  the  basis  of  the  expenditures  of  the  division.  The  ex- 
penditures for  general  library,  physical  education,  military  science,  high  school  inspection,  and 
graduate  school,  together  with  a  charge  of  $23,080  for  student  health  taken  from  the  expendi- 
tures of  the  medical  school,  were  distributed  to  the  six  divisions,  college  of  letters  and  science, 
college  of  agriculture,  college  of  engineering,  law  school,  medical  school,  school  of  music,  and 
summer  session. 

The  charge  against  the  various  colleges  for  time  credits  earned  iii  the  summer  session  was 
deducted  from  the  expenditures  for  the  colleges  and  the  total  amount  deducted,  $12,236.59, 
was  added  to  the  expenditures  for  the  summer  session. 

Finally,  the  cost  of  training  of  teachers  was  added  to  the  expenditures  for  the  college  of 
letters  and  science  and  the  cost  of  agricultural  extension  and  control  was  deducted  from  those 
of  the  college  of  agriculture. 

In  this  manner  the  total  expenditures  of  the  University  appear  in  a  new  grouping  as  follows: 

TABLE  II. 

College  of  Letters  and  Science $734,701 .83 

College  of  Agriculture 322,297.27 

College  of  Engineering 193,948.35 

College  of  Law 34,745.74 

Medical  School 46.454.92 

School  of  Music 30,006.50 

Sub-total $1,362,154.61 

Summer  Session* $  58,717.65 

University  Extension 219,056.01 

Agricultural  Institutes 22,245.89 

Hygienic  Laboratory 10.927.25 

Washburn  Observatory 9,825.45 

Forest  Products  Laboratory 6,802.33 

Stores 9,419.49 

Sub-total 336.994.07 

Athletic  Receipts 45,169.97 

Produce  Sold 141 ,652.80 

Dormitory  and  Dining  Halls 131,897.49 

Agricultural  Extension  and  Control 139,972.07 

Permanent  Improvements 636.887.23 

Sub-total.. 1.095,579.56 

Fees  Refunded 10.477.91 

Grand  total '. $2,805,206.15 

•Includes  the  cost  of  "sabbatical"  leaves  of  absence. 

The  cost  of  instruction  for  resident  students  has  to  do  with  the  first  six  divisions  only. 

824 


Exhibit  34 

In  estimating  the  cost  oi  instruction,  laboratory  fees,  which  are  intended  to  cover  cost  of 
material  used  and  apparatus  destroyed,  should  be  deducted.  The  same  is  true  of  piano, 
gymnasium,  and  thesis  fees.  The  university  furnishes  acids,  test  tubes,  and  pianos  to  the 
students,  for  reasons  of  mutual  convenience  and  economy.  It  would  be  just  as  reasonable 
to  increase  the  cost  of  instruction  by  the  cost  of  books,  lead  pencils,  drawing  instruments,  and 
rentals  for  violins,  which  the  university  does  not  furnish,  as  to  include  the  cost  of  chemicals 
and  gymnasium  towels.    The  subtractions  are  shown  in  the  following  table: 

TABLE  III 


Total  Expendi- 
tures  with    Over- 
heads 

Lab.  Gymn,  Piano 

and  Thesis 

Fees 

Instruction 

and 

Research 

College  of  Letters  and  Science 

College  of  Agriculture 

$734,701.83 

322,297.27 

193,948.35 

34,745.74 

46,454.92 

30,006.50 

$45,585.81 

25,835.01 

8,526.45 

24.00 

4,427.50 

2,986.48* 

$689,116.02 
296,462.26 
185  121  90 

College  of  Engineering 

Law  School    

34  721  74 

Medical  School      

42,027.42 
27  020  02 

School  of  Music 

Totals 

1,362,154.61 

$87,385.25 

SI  27 1  769  36 

*lncludes  $2,613.98  received  for  concerts. 

The  total  cost  of  instruction  of  resident  students  (summer  session  students  excluded) 
and  research  is  then  made  up  of  the  following  items: 

Instruction  and  research  (Column  3  of  Table  III) $1,274,769.36 

Research  paid  for  from  produce  sold 21,714.36 

Washburn  Observatory 9,825.45 

Depreciation  on  buildings  and  equipment  (B.  par.  2) 45,000.00 

Total 81,351,309.17 

This  total,  $1,351,309.17,  is  the  whole  cost  to  the  University  for  instruction  of  resi- 
dent students  (summer  session  students  excluded)  and  research.  It  includes  overheads, 
together  with  $103,994.04  for  repairs  and  depreciation,  but  does  not  include  interest  on  cap- 
ital for  reasons  given  above.    The  cost  to  the  state  is  materially  less  than  the  above  figure 

In  order  to  obtain  a  figure  to  compare  with  Dr.  Allen's  $458.71,  which  he  calls  "cost  of 
resident  instruction"  (end  of  paragraph  15),  we  may  divide  the  total  cost  $1,351,308.98  by 
the  number  of  equivalent  students,  4,939.    The  result  is  $273.60. 

In  presenting  this  figure,  the  University  wishes  to  have  it  clearly  understood  that  there  is 
no  real  justification  for  dividing  a  charge  for  research  by  the  number  of  students.  It  would 
be  much  more  to  the  point  to  divide  the  charge  for  research  by  the  number  of  days  in  a 
year.  One  may  properly  speak  of  a  "per  diem"  cost  for  research,  but  not  of  a  "per  capita" 
cost. 


The  whole  cost  of  instruction,  and  the  net  average  cost  of  instruction 

To  find  the  whole  cost  of  instruction  we  have  only  to  subtract  the  whole  cost  of  research 
$306,000,  from  the  whole  cost  of  instruction  and  research,  $1,351,308.97.  The  difference, 
$1,045,308.97,  divided  by  the  number  of  students,  4,939,  gives  $211.65.  This  cost  per 
capita,  $211.65,  represents  the  cost  to  the  University  for  the  instruction  of  an  "equivalent 
student"  defined  as  above,  and  on  the  assumption  that  instruction  must  bear  the  cost 
of  overhead  as  well  as  the  charge  of  $103,994.04  for  repairs  and  depreciation. 

To  find  the  net  average  cost  per  capita  to  the  state  for  instruction  we  have  to  deduct 
from  the  above  sum,  $1,045,308.97,  all  amounts  paid  toward  the  support  of  the  divisions 
having  to  do  with  the  instruction  of  resident  students.    These  amounts  are  as  follows: 

Federal  Grants,  less  Hatch  Fund  already  deducted $50,000.00 

Incidental  fees  (net) 122,239.07 

Interest  on  investments ~.  25,740.69 

Gifts 12,721.14 

Various  Sources 11,541.29 

Tuition  (net) 86,832.50 

Total $309,074.69 

825 


University  Survey  Report 

The  net  cost  to  the  state  for  instruction  is  therefore  $1,045,308.97  less  $309,074.69,  or 
$736,234.28.  Dividing  this  amount  by  the  equivalent  number  of  students,  4,939,  we  have 
$149.05.  This  figure  differs  from  the  figure  given  to  Dr.  Allen  in  the  December  summary  by 
$9.05  per  capita,  the  increase  being  due  to  the  inclusion  of  a  depreciation  charge  of  $45,000. 
It  is  worth  while,  in  conclusion,  to  exhibit  the  University's  total  expenditures  for  1913-14, 
in  such  a  way  as  to  show  the  purpose  for  which  expenditures  were  made.  This  may  be  done 
in  the  following  table: 

TABLE  IV 

Instruction  (4,939  students)  at  $211.65  per  capita $1,045,308.97 

Research  (including  Washburn  Obs.) 306,000.00 

Sub-total,  resident  instruction  and  i-esearch $1 ,351 ,309 .  17 

Summer  Session $58,717.65 

University  Extcnsio  i 219,056.01 

Agricultural  Institutes 22.245.89 

Agricilltural  Extension  and  Control 139,972.07 

Hygienic  Laboratory 10,927.25 

F'orest  Products  LaJSoratory 6,802.33 

Stores 9,419.49 

Sub-total 467,140.69 

Covered  by  Laboratory  fees $87,385.25 

Covered  by  Athletic  receipts ". 45,169.97 

Covered  by  produce  sold,  less  $21,714.36  for  research 119,938.44 

Dormitory  and  Dining  Halls 131 ,897.49 

384,391.15 

Added  to  Capital  (Permanent  Imp's,  less  Depreciation) 591,887.23 

Fees  Refunded 10,477.91 

Grand  total $2,805,206,15 

G.   Resume  of  the  university's  analysis  of  cost 

1.  The  number  of  "equivalent  students"  to  be  used  as  a  divisor  in  computing  per  capita 
cost  for  1913-14,  is  4,939,  where  the  term  "equivalent  student"  is  defined  so  that  the  number 
4,939  is  found  by  adding  to  the  catalogue  registration  of  long  and  middle  course  students, 
40%  of  the  registration  of  the  short  course  students  (summer  students  excluded.)  Dur- 
ing the  same  year  the  faculty  reports  show  a  total  of  142,683  semester  credits  asked  for. 

2.  Careful  analysis  of  the  expenditures  show  that  $1,351,309.17  were  spent  for  instruction 
of  students  in  residence  (summer  session  students  excluded)  and  for  research.  This  would 
give  a  per  capita  cost  of  $273.60  or  a  cost  per  semester  credit  of  $9.47. 

The  per  capita  cost  for  instruction  and  research,  $273.60,  is  directly  comparable  with  Dr. 
Allen's  $458.71  which  he  calls  "cost  of  resident  instruction." 

The  university  again  records  its  objection  to  the  division  of  expenditures  for  research  by 
the  number  of  students  and  the  calling  of  the  result  "per  capita  cost." 

3.  The  university  estimates  the  cost  of  research  for  1913-14  at  $306,000.  This  estimate 
leaves  $1,045,309.17  as  the  whole  cost  of  instruction  (summer  session  excluded),  and  gives 
a  true  per  capita  cost  of  .$211.65  or  a  cost  per  semester  credit  of  $7.33. 

4.  The  net  cost  of  instruction  is  found  after  subtracting  all  sums  that  may  properly  be 
used  to  reduce  instructional  cost.  In  1913-14  the  university  received  $309,074.69  that  may 
be  legitimately  used  for  this  purpose,  leaving  as  the  net  cost  to  the  state  for  instruction 
$736,234.28.  This  gives  a  net  average  cost  per  capita  of  $149.05  and  a  net  cost  per  semester 
credit  of  $5.16. 

(Sisned)  E.  B.  SKINNER. 


826 


EXHIBIT  35 

SIX  ILLUSTRATIONS  OF  INVESTIGATIONS  CONDUCTED  BY  REGENTS 

Responsibility  for  conducting  the  university  is  vested  in  the  Board  of  Regents,  consist- 
ing of  eleven  appointed  and  two  ex-ofTicio  members. 

All  the  powers  necessary  or  convenient  to  accomplish  the  objects  and  perform  the  duties 
involved  in  universtity  management  are  possessed  by  the  Board  of  Regents.  This  board  shall 
enact  laws,  elect  or  remove  educational  and  other  ollicers. 

In  governing  a  university,  as  in  governing  any  other  activity,  the  efTiciency  of  govern- 
ment depends  upon  the  intelligence  of  those  who  govern. 

The  only  kind  of  intelligence  that  has  any  direct  bearing  upon  efficiency  of  government 
is  specific  intelligence  with  respect  to  methods,  conditions  and  needs  of  the  institution  or 
activity  which  is  governed. 

Whether  a  governing  body  is  informed  or  not  informed  depends  partly  upon  the  ques- 
tions it  asks  and  partly  upon  information  which  comes  to  it  without  asking.  With  the  infor- 
mation which  comes  to  the  Board  of  Regents  currently  and  automatically,  other  sections 
of  this  report  deal.  This  section  has  to  do  only  with  information  which  comes  to  the  board 
when  it  specially  asks  for  it. 

Seven  problems  involved  in  regents'  investigations 

The  six  illustrations  which  follow  throw  light  not  only  upon  what  happens  when  regents 
order  investigation,  but  upon  seven  other  related  problems. 

1.  Relation  of  legislature  to  university. 

2.  Relation  of  regents  to  instructional  staff. 

3.  Value  of  "formal  discipline"  to  administrative  studies. 

4.  Knowledge  about  efficiency  of  instruction  and  supervision. 

5.  Attitude  of  instructional  staff  to  their  work. 

6.  Attention  received  by  individual  students. 

7.  Methods  of  research  employed  when  university  problems  are  studied. 

The  six  general  questions  by  regents  which  are  involved  in  the  six  illustrations  here  fur- 
nished are: 

1.  Shall  the  X  bureau  of  the  Extension  Division  be  continued  in  1914-15  as  provided  in 

the  tentative  budget  submitted  by  the  finance  committee  to  the  Board  of  Regents, 
April  13,  1914? 

2.  Shall  three  professors — A,  B,  and  C — be  continued  and  two  of  them  given  increases  in 

salary,  as  recommended  in  the  tentative  budget  for  1914-15? 

3.  Shall  the  university  establish  its  own  high  school,  as  formally  resolved  at  the  regents' 

meeting,  March  1911? 

4.  Shall  the  system  of  student-instructors  be  abolished  and  thoroughly  competent  in- 

structors selected  for  their  teaching  ability  be  substituted?   (April  25,  1912.) 

5.  What  feasible  plan  for  the  supervision  of  the  work  of  instruction  in  the  university  should 

be  adopted  (as  asked  at  the  October  1907  regents'  meeting)? 

6.  How  far  are  the  university  survey  reports  for  1914  correct  or  incorrect? 

How  the  regents'  questions  regarding  the  X  bureau  were  answered 

Seven  steps  were  taken  to  secure  information 

1.  The  board,  at  its  meeting  of  April  15.  1911,  asked  the  committee  on  extension  to  in- 

vestigate and  report  upon  questions  raised  at  the  meeting  regarding  the  efficiency 
of  the  X  bureau.  The  board's  question  was  general.  No  details  were  specified. 

2.  The  extension  committee  asked  the  dean  of  the  Extension  Division  to  investigate  and 

report.   No  details  were  specihed. 

3.  The  dean  asked  for  reports  from  the  lecture  bureau  and  district  agents  and  from  com- 

munities which  had  received  X  bureau's  buUelins. 

4.  The  lecture  bureau,  through  clerks,  tabulated  answers. 

5.  The  extension  committee  received  the  dean's  rei:)ort  .June  5,  1914. 

6.  The  extension  committee  inslrucU-d  the  president  and  dean  to  notify  the  X  bureau 

chief  that  work  had  been  unsatisfactory  and  that  his  engagement  would  terminate 
at  the  end  of  the  year  to  begin  the  following  July  1. 

7.  The  regents  were  advised  to  adopt  the  extension  budget,  as  submittecl  April  15,  with 

provision  for  continuing  the  X  bureau. 
The  regents'  questions  were  not  answered  for  the  following  reasons: 

1.  Questions  asked  were  not  specilic  enough  and  comprehensive  enough  to  elicit  informa- 

tion necessary  to  intelligent  judgment. 

2.  Information  obtained  was  not  adequately  analyzed. 

827 


University  Survey  Report 

3.  Important  information  obtained  was  not  included  in  the  reports  to  the  dean  by  his  sub- 
ordinates or  to  the  committee  by  the  dean. 

I.  Of  statements  rej)orted  many  gave  a  wrong  impression,  because  available  information 
was  not  included  in  the  report  and  because  information  that'should  have  been  avail- 
able had  not  l)een  obtained. 

5.  The  defective  evidence  upon  which  the  committee  acted  was  not  submitted  to  the  re- 
gents who,  instead  of  being  informed  as  to  the  quality  and  quantity  of  work  done 
by  the  bureau  and  of  the  committee's  action  in  notifying  the  incumbent  that  the 
appointment  would  be  terminated  after  one  year,  were  given  a  favorable  report 
upon  the  Extension  Division  as  a  whole  and  were  advised  to  vote  the  budget  allow- 
ance for  continuing  the  X  bureau. 

H<>%v   the  regents'  questions  regarding  the  efficiency  of  three  assistant  professors 

were  answered 

Five  steps  were  taken  to  secure  information 

1.  The  wisdom  and  justice  of  the  proposed  budget  regarding  three   assistant  professors 

were  questioned  at  the  budget  meeting  of  regents  April  15,  1914. 

2.  A  report  was  called  for  before  final  action.  No  details  were  specified. 

3.  No  investigation  of  instruction  is  recorded. 

4.  A  letter  from  the  dean  to  the  president  was  read  at  the  board  meeting  June  16,  1914. 

5.  Tentative  budget  allowance  was  confirmed  continuing  the  three  assistant  professors, 

adding  $100  to  the  salary  of  one,  failing  to  add  the  $250  to  the  salary  of  another 
which  was  urged  bj^  one  regent. 

Regents  were  not  given  information  essential  to  intelligent  judgment 

1.  Regarding  none  of  the  three  professors  were  the  regents  told  the  total  number  of  classes, 

the  number  of  students  per  class,  the  amount  of  dropping  out,  proportion  of  gradu- 
ate to  undergraduate  students,  the  nature  of  work  done  in  class,  attitude  of  students 
toward  instructors  or  other  usable  facts  about  efficiency  based  upon  first  hand  in- 
formation; nor  that  Professor  A  was  then  giving  only  4  courses,  3  of  which  were 
repeated  and  1  new;  that  he  had  1  class  with  4,  1  with  5,  1  with  9,  and  1  with  25 
students;  nor  that  Professor  B  was  giving  only  6  courses,  3  of  which  were  repeated 
and  3  new;  that  1  having  2  students  had  begun  with  11,  that  he  had  1  class  with  4, 
1  with  10,  and  a  joint  course  with  138;  nor  that  Professor  C  was  giving  only  7 
courses,  5  repeated,  and  2  new,  4  with  1  student  registered,  1  with  2  students  reg- 
istered, 1  with  3  students,  and  1  with  4  students, — a  total  of  13  students  in  7  classes. 

2.  Neither  evidence  nor  intimation  was  given  that  the  recommendations  submitted  to 

the  regents  were  based  upon  an  investigation  of  teaching  efficiency. 

3.  It  was  not  stated  that  during  the  preceding  year.  Professor  A's  classes  had  been  visited 

by  no  member  of  his  department,  nor  by  the  dean;  that  he  had  had  no  interviews 
last  year  with  the  president  or  dean;  that  his  syllabi  or  student  papers  had  not  been 
examined  by  any  superior  officer  or  colleague. 

4.  Nor  was  it  stated  whether  any  of  his  students  had  been  questioned  or  any  members  of 

his  department  questioned,  or  any  test  whatever  made  of  his  work  as  an  instructor, 
which  was  the  only  point  at  issue  with  the  regents.  On  this  point,  information  was 
later  submitted  to  the  survey  of  a  definite  character  which  showed  the  need  for  a 
different  kind  of  investigation. 

5.  It  was  not  reported  that  Professor  B's  classes  were  not  visited  last  year  by  the  dean  or 

chairman  or  other  members  of  the  department;  and  that  last  year  he  had  had  no 
interviews  with  the  president  or  dean  regarding  his  courses. 

6.  It  was  not  stated  that  last  year  Professor  C's  classes  had  been  visited  three  times  by 

the  chairman,  who  might  have  been  asked  to  give  information;  and  that  the  professor 
had  had  no  interviews  last  year  with  the  president  or  dean  regarding  his  courses. 

7.  Moreover,  the  report  upon  which  the  regents  acted  was  not  an  official  communication. 

Instead  it  was  a  confidential  letter  written  by  the  dean  to  the  president.  Although 
this  letter  is  said  to  have  been  read,  at  least  in  part,  to  the  committee  which  ad- 
vised the  board  to  act  upon  the  letter's  conclusions,  and  although  it  is  the  only 
evidence  to  explain  the  regents'  action  regarding  three  challenged  instructors,  it  is 
regarded  by  the  dean  as  "highly  confidential."  By  inadvertence  of  a  university 
officer,  the  letter  came  to  the  survey.  Its  contents  were  originally  incorporated  in 
this  section  of  the  survey  report.  Upon  learning  that  it  had  come  to  the  survey  the 
dean  protested  to  the  officer  who  sent  it,  which  officer  in  turn  asked  the  survey  to 
treat  it  as  confidential.  The  matter  was  referred  by  the  survey  to  the  president  of 
the  university  who  stated  that  as  the  letter  was  written  to  the  president  by  the 
dean,  the  dean  must  decide  whether  it  was  to  be  still  regarded  as  confidential.  The 
survey  informed  the  dean  that  the  contents  of  the  letter  had  been  read,  could  not 
be  forgotten,  but  asked  that  formal  release  be  given.  In  reply  the  dean  wrote  that 
he  regarded  the  letter  as  "highly  confidential." 

828 


Exhibit  35 

If  it  be  conceded  that  a  communication  in  answer  to  regents'  questions  about  efficiency  of 
instruction  may  properly  be  regarded  as  confidential,  the  survey  suggests  that  the  univer- 
sity's eiliciency  requires  that  regents  be  given  public  not  |)rivate  information.  The  case  in 
question  clearly  calls  for  imjjcrsonal,  specific  information  relating  to  work  done,  and  not  con- 
fidential matter  such  as  this  letter  contained. 

How  the  regents'  questions  regarding  the  n«M'd  for  establishing  the  Wisconsin  high 

school  were  answered 

These  questions  involve  the  expenditure  of  over  8150,000  in  land  and  buildings,  a  begin- 
ning maintenance  cost  of  about  810,000  a  year  and  an  ultimate  maintenance  cost  of  from 
$50,000  to  875,000  a  year,  as  well  as  fundamental  (jueslions  of  educational  policy. 

How  the  investigation  was  made  and  upon  what  evidence  the  regents  acted  and  asked  the 
legislature  to  act,  the  survey  is  reporting  in  detail  in  exhibit  23. 

The  summary  is  given  here  for  the  light  thrown  upon  what  questions  the  regents  asked 
and  upon  what  answers  they  received  when  challenging  new  proposals. 

1.  An  inadequate  investigation  was  made. 

2.  Returns  were  inadequately  digested. 

3.  Of  available  information  much  was  not  presented  to  the  regents;  only  a  small  part  of 

what  was  available  is  shown  by  any  record  to  have  been  presented  to  the  regents. 
Of  parts  omitted  from  the  records,  which  some  regents  feel  must  have  been  presented 
other  regents  have  no  memory:  regarding  some  phases  record  is  cleai;  that  only  a 
small  part  of  what  was  in  hand  was  submitted. 

4.  Among  statements  presented,  several  were  incorrect. 

5.  Of  departure  from  original  purpose  regents  had  not  been  informed. 

How  the  regents'  questions  regarding  the  quantity  and  quality  of  instiuction  by 
teaching  assistants  and  teaching  instruct«)rs  were  answered  in  1912 

Eight  steps  were  taken  to  secure  information 

1.  The  regents  called  for  an  investigation  April  25,  1912. 

2.  A  committee  was  appointed,  consisting  of  the  president  of  the  university,  president  of 

the  Board  of  Regents,  Regent  Gary,  (also  State  Superintendent  of  Public  Instruc- 
tion), and  the  regent  committee  on  letters  and  science. 

3.  The  dean  ofletters  and  science  was  requested  to  furnish  a  report  on  the  criticisms  made 

by  the  state  superintendent  of  instruction  in  the  public  press,  regarding  the  "qual- 
ity of  teaching  and  the  system  of  assistants,  instructors,  and  teaching  fellows." 

4.  The  president  asked  the  deans  of  agriculture,  engineering,  letters  and  science  and  medi- 

cine for  reports. 

5.  A  special  set  of  questions  was  sent  by  the  dean  to  13  departments  of  letters  and  science 

asking  for  information  regarding  assistants  and  instructors;  also  asking  for  infor- 
mation regarding  fellows;  91  assistants  and  88  instructors  were  asked  to  report  their 
previous  experience  and  educational  qualifications. 

6.  The  reports  made  by  four  deans,  together  with  the  detailed  reports  of  13  letters  and 

science  chairmen  and  16  agricultural  department  chairmen  were  sent  by  the  presi- 
dent to  the  regents. 

7.  The  regent  committee,  with  the  committee  on  letters  and  science,  met  May  17,  1912, 

to  consider  the  reports. 

8.  The  committee's  report  was  made  to  and  adopted  by  the  regents  Mav  31,  1912. 

Regents  were  not  given  information  essential  to  intelligent  judgment 

1.  The  scope  of  the  inquiry  was  too  narrow. 

2.  Within  its  narrow  scope,  the  inquiry  was  not  thorough. 

3.  Of  the  questions  asked  of  departments,  many  were  not  answered. 

4.  Of  the  answers  received  many  were  not  included  in  the  official  summary. 

5.  Many  answers  were  misstated  in  the  official  summary,  although  the  detail  was  sent  to 

all  regents  for  their  own  analysis. 

6.  Conclusions  were  drawn  by  the  committee  that  were  not  warranted  by  the  informa- 

tion furnished  the  regents  and  not  justifiable  from  so  narrow  a  fact  base. 

How   the  regents'   questions  regarding   supervision   *>f  instruction    were   answered 

in  1907 

Six  steps  were  taken  to  secure  information 

1.  In  October  1907,  the  regents  instructed  the  president  of  the  university  and  the  educa- 

829 


University  Survey  Report 

tional  officers  to  report  at  the  next  meeting  of  the  board,  December  1907,  "a  feasible 
plan  for  the  supervision  of  the  work  of  instruction  in  the  university." 

2.  Shortly  after  the  meeting  a  conference  of  deans  was  called  by  the  president  of  the  uni- 

versity. 

3.  At  the  conference  of  president  and  deans  the  supervision  of  instruction  was  generally 

discussed. 

4.  A  report  was  asked  from  the  deans.  No  details  were  specified. 

5.  The  dean  of  letters  and  science  called  upon  department  heads,  the  number  unspecified, 

to  report.   No  details  were  specified. 

6.  The  regents  received  a  report,  December  17,  containing  a  summary  by  the  president, 

details  from  four  deans,  and  parts  of  letters  from  three  department  heads. 

Regents  were  not  given  information  essential  to  intelligent  judgment 

1.  The  scope  of  the  inquiry  was  too  narrow. 

2.  Within  its  narrow  scope,  the  inquiry  was  not  thorough. 

3.  Conclusions  were  drawn  that  were  not  warranted  by  the  information  presented  and 

were  not  justifiable  from  so  narrow  a  fact  base. 

4.  Where  specific  information  was  possible  and  should  have  been  given,  unspecific  general- 

izations, in  many  instances  contrary  to  fact,  were  given  to  the  regents. 

5.  Instead  of  a  plan  for  supervision,  which  had  been  requested  by  the  regents,  the  report 

submitted  reasons  why  no  plan  was  advisable,  other  than  the  plan  to  leave  condi- 
tions and  methods  as  they  were. 

How  the  regents'  questions  regarding  the  correctness  or  incorrectness  of  the  uni- 
versity survey  reports  are  being  answered 

Five  steps  were  taken  to  secure  information 

1.  The  regents  asked  to  have  the  detailed  report  and  sumary  sent  to  them  and  to  admin- 

istrative officers  through  the  secretary. 

2.  Copies  of  all  instalments  were  sent  to  the  regents. 

3.  The  investigating  was  left  with  the  president  of  the  university.    Except  for  this  for- 

mality and  except  for  reading  instalments  the  regents  took  no  steps  as  a  govern- 
ing body  independently  to  represent  their  accountability. 

4.  The  detailed  investigations  were  made  by  individuals  and  committees  appointed  by 

the  president  of  the  university. 

5.  Comments  written  by  individuals  or  committees,  frequently  signed  "for  the  university" 

or  "in  behalf  of  the  university"  were  sent  to  the  regents. 

Regents  were  not  given  information  essential  to  intelligent  judgment 

1.  The  investigation  and  preparation  of  university  comments  were  entrusted  for  the  most 

part  to  the  person  or  persons  having  a  personal  and  hence  sensitive  interest  in  the 
matter  discussed. 

2.  Where  an  investigation  was  asked  for  comments  were  submitted  with  regard  to  the 

larger  number  of  instalments. 

3.  For  nearly  two-thirds  of  the  instalments  no  conference  with  the  survey  was  requested 

by  the  university  although  (a)  early  conferences  showed  that  it  was  easy  for  the 
university  and  the  survey  to  come  into  agreement  regarding  sections;  and  (b)  the 
regents  and  State  Board  of  Public  Affairs  agreed  in  May,  in  June  and  in  October 
that  such  conferences  should  be  held,  as  was  clearly  and  emphatically  stated  by 
the  president  of  the  university  at  the  October  joint  meeting. 

4.  Statements  contrary  to  the  record  were  permitted  to  go  out  in  the  university  comments, 

owing  to  the  fact  that  answers  were  not  tested  and  checked  independently  by  any 
officer  representing  the  university  as  an  institution. 

5.  Other  answers  contrary  to  the  record  were  distributed  to  the  regents  even  after  the 

survey  had  placed  evidence  of  incorrectness  in  the  hands  of  the  president  of  the 
university  and  had  made  repeated  appeals  that  the  university  should  not  be  com- 
mitted to  statements  which  denied  the  obvious  or  asserted  the  obviously  incorrect. 

6.  Whereas  the  regents  and  the  state  board  set  out  to  secure  facts  about  which  there  could 

be  no  disagreement  and  to  prepare  statemants  which  should  show  where  and  why 
if  at  all  there  was  disagreement  after  conference,  the  later  comments  by  the  uni- 
versity as  they  went  to  the  regents  grew  progressively  controversial;  statements 
were  made  without  conference  with  the  survey;  other  statements  were  made  that 
information  could  not  be  secured  from  the  survey  when  the  survey  would  have  been 
glad  to  answer  by  telephone  or  letter;  other  statements  were  made  that  information 
could  not  be  secured  from  the  survey  when  it  had  actually  been  given  to  the  uni- 
versity officer  by  the  survey;  after  agreements  had  been  reached  by  representatives 
of  the  university  and  the  survey  upon  certain  reports,  later  comments  from  the 
university  refer  to  these  reports  as  full  of  mistakes,  etc. 

830 


Exhibit  35 

7.  The  university  and  the  regents  themselves  were,  without  the  regents'  knowledge,  com- 
mitted to  possition  which  as  shown  later  in  the  detailed  discussion  of  this  point, 
place  the  university  at  a  serious  disadvantage  before  the  people  of  the  state  and 
the  educators  of  the  country. 

Concrete  illustrations  to  support  the  above  conclusions  as  to  the  two  investigations 
for  1907  and  1912  regarding  educational  efficiency 

Each  of  the  six  studies  cited  to  illustrate  how  regents  investigate  or  how  investigations  are 
made  when  ordered  by  regents,  has  to  do  with  educational  questions.  The  fourth  and  fifth 
dealing  with  the  two  studies  of  1907  and  1912  into  teaching  and  supervising  efficiency  are 
chosen  for  detailed  illustration  because  they  have  to  do  with  the  very  reasons  for  the  univer- 
sity's existence. 

Everything  contained  in  the  regents'  minutes  with  reference  to  those  two  studies  was  ex- 
amined by  the  survey.  Related  information  has  been  sought  and  found  in  annual  reports, 
catalogues,  semester  reports,  etc.,  analysis  of  which  showed  conclusively  that  in- 
adequate information  was  given  to  the  regents.  The  natural  answer  for  many  students  of 
higher  education  will  be  that  the  regents  are  not  expected  to  have  detailed  information  re- 
garding educational  aspects  of  university  management.  At  this  point  will  the  reader  please 
remember  first  that  the  regents  were  given  whatever  written  information  the  educational 
officers  possessed;  and,  secondly,  that  so  far  as  information  was  incorrect,  it  was  just  as  in- 
correct for  president  and  deans  as  for  regents;  thirdly,  that  so  far  as  conclusions  were  drawn 
from  too  narrow  a  fact  base,  from  inadequate  questions,  those  conclusions  were  just  as  un- 
sound if  used  by  president  and  deans  for  guiding  their  administrative  steps  as  when  used 
in  a  report  to  regents. 

For  each  of  the  two  investigations,  it  should  further  be  remembered  that  there  was  avail- 
able for  the  investigation  not  only  the  entire  instructional  staff,  but  a  large  clerical  staff,  and 
in  addition  a  large  number  of  graduates  and  undergraduates  who,  to  their  own  profit,  might 
have  been  used  to  help  secure  definite  and  comprehensive  data. 

The  1907  report  on  supervision  of  instruction 

Although  the  subject  was  the  most  fundamental  that  can  be  entrusted  to  educational  offi- 
cers there  was,  so  far  as  the  records  show,  but  one  conference  for  general  consideration;  no 
conference  for  review  of  results;  no  minimum  was  agreed  upon  of  necessary  uniform  informa- 
tion to  be  sought  regarding  present  practice;  no  challenge  or  verification  of  any  reports  sub- 
mitted by  deans  and  department  chairmen;  no  verifiable  tests  or  examination  of  results;  no 
detailed  verifiable  study  made  of  practice  in  other  universities;  no  first  hand  study  made  of 
this  university's  supervisory  methods. 

Unsupported  and  unsupportable  statements  appear  in  the  introduction  to  the  report,  such 
as  the  following  which,  like  other  statements  taken  from  the  report,  are  directly  quoted  in 
condensed  form: 

1.  In  the  university  the  principle  of  competition  among  departments  is  in  full  force,  par. 3. 

2.  If  the  work  done  is  not  satisfactory  to  students,  it  will  not  be  taken  by  them  in  any  con- 

siderable numbers,  par.  3. 

3.  Unless  the  elementary  courses  are  given  so  as  to  arouse  enthusiasm  for  the  subject,  the 

students  will  not  continue  the  advanced  work,  par.  3. 

4.  The  development  of  advanced  work  in  the  university  has  been  one  of  the  most  helpful 

influences  in  the  improvement  of  the  elementary  work,  par.  3. 
Cases  were  not  cited  to  show  that  practice  justified  the  following  statements: 

1.  Where  there  is  a  department  which  does  not  have  a  satisfactory  number  of  students 

both  in  its  elementary  and  advanced  classes,  the  matter  is  taken  up  with  the  dean 
and  by  him  with  the  members  of  the  department  concerned,  par.  3. 

2.  The  department  that  cannot  arouse  enough  interest  in  its  elementary  classes,  so  that 

a  fair  number  of  students  continue  the  subject,  is  suspected  to  have  some  inherent 
defect,  par.  1. 
For  neither  proposition  are  cases  cited  to  show  whether  the  so-called  practice  is  a  special 
practice  or  a  special  belief.  The  regents  are  not  told  what  is  a  satisfactory  number  for  a  class 
or  department — whether  more  than  ten,  or  more  than  five,  or  four,  or  three,  or  two,  or  one. 

In  the  autumn  of  1914,  there  are  45  classes  (not  including  thesis  courses)  with  one  student 
in  a  class,  and  245  with  five  and  less  including  thesis  courses  for  which  time  is  indicated  in 
the  semester  report,  and  209  excluding  such  courses. 

What  the  president  did  when  he  took  the  matter  up  with  the  dean  or  what  the  dean  did 
when  he  took  it  up  with  the  department,  what  results  were  expected  to  follow  and  concrete 
instances  of  results  that  had  followed,  were  not  given. 

Typical  of  unsupported  generalizations  is  the  following  statement: 

All  of  our  instructors  have  had  considerable  experience  in  teaching.  Many  of  the  as- 
sistants have  also  had  experience.  This  is  always  the  case  where  classes  are  placed  in  the 
charge  of  instructors  or  assistants.  .  .  .  These  elementary  classes  are  doing  work  which 
is  really  of  high  school  rather  than  of  university  grade,  and  all  of  the  persons  who  are 
engaged  in  this  teaching  are  better  qualified  for  their  work  and  have  had  more  exper- 
ience than  is  true  of  most  teachers  in  the  secondary  schools,  par.  13. 

831 


University  Survey  Report 

Not  one  of  the  above  assertions  is  supported  by  concrete  data.  The  vernacular  character- 
ization of  answering  a  challenge  by  such  categorical  statements  is  "begging  the  question." 

Whether  by  "considerable  experience  in  teaching"  is  meant  one  or  two  or  five  or  ten  years; 
how  many  and  what  proportion  of  assistants  have  had  experience  and  how  much  experience; 
what  the  fact  base  was  of  the  comparison  between  these  instructors  and  assistants  and  teach- 
ers in  high  schools,  was  not  stated  to  the  regents.  Such  informatoin  should  in  fact  be  matter 
of  current  and  permanent  record.  Such  information,  however,  never  has  been  available, 
was  not  available  at  the  time  of  the  report  was  made  and  was  not  available  when  the  survey 
began  in  Ai)ril  1911. 

An  exi)erience  of  no  years  was  added  to  an  experience  of  ten  years  to  secure  an  average, 
although  it  is  obvious  that  while  10+  0  =  an  average  of  5,  the  point  of  the  regents'  question 
was  lost  in  saying  that  the  average  experience  of  an  instructor  was  five  years  of  teaching. 

Among  those  of  professorial  rank  of  1914  who  were  on  the  faculty,  when  the  statement 
was  made,  are  12  who  never  had  any  teaching  experience  before  coming  to  the  university, 
and  21  who  had  less  than  one  year. 

Of  persons  ranking  as  instructors  in  1914,  (who  were  also  on  the  staff  in  1907,  and  there- 
fore included  in  the  above  statements  regarding  extended  experience)  the  following  had  had 
no  teaching  experience  before  coming  to  the  universitv: 

No.  154,  No.  97,  appointed  in  1906 
No.    30,  No.  39,  appointed  in  1905. 

Three  of  these  were  in  the  college  for  which  the  above  statement  of  average  experience  was 
made. 

No.  402,  appointed  in  1906,  had  1  year,  college. 

No.  172,  appointed  1907,  had  1  year,  rural  school. 

No.  496,  appointed  in  1907,  had  1  year,  rural  school,  1  year  college. 

No.  323,  appointed  in  1907,  had  1  year,  secondary  school. 

No.  185,  appointed  1907,  had  1  month,  secondary  school. 

No.  402,  appointed  1906,  had  1  year,  college. 

No.    46,  appointed  in  1906,  had  2  years,  secondary  school,  half  year,  college. 

No.  148,  appointed  in  1906,  had  1  year,  rural  school,  3  years,  college. 

No.  412,  appointed  in  1906,  had  2  years,  college. 

In  1914,  110  faculty  members  reported  that  they  had  no  teaching  experience  before  com- 
ing to  the  university;  40  had  had  not  more  than  one  year;  56  others  had  had  not  more  than 
two  years;  40  others  had  had  not  more  than  three  years. 

Of  the  scope  and  method  of  conducting  the  study,  the  following  suggestions  are  made: 

1.  That  specific  facts  regarding  all  elementary  instruction  and  not  a  part  of  it  should  have 

been  sought  and  obtained; 

a — in  comparable  form 
b — in  writing. 

2.  That  oral  reports  only  from  departments  should  not  have  been  accepted. 

3.  That  all  the  material  should  have  been  studied,  analyzed  and  classified  before  submis- 

sion to  the  regents. 

4.  That  all  the  material,  not  a  part  of  it,  with  regard  to  a  question  so  important  as  super- 

vision of  instruction  should  have  been  submitted  to  the  regents  and  incorporated  in 
the  permanent  records  of  the  university. 

5.  That  important  details  contained  in  transmitted  descriptions  of  the  way  three  depart- 

ments were  working,  should  have  been  referred  to  in  the  summary,  because  exper- 
ience with  governing  bodies  was  such  as  to  make  it  practically  sertain  that  no  essen- 
tial part  of  any  plan  described  in  the  individual  letters  would  stand  out  clearly  in 
the  regents'  minds,  or  that  it  would  become  incorporated  in  general  departmental 
practice,  unless  so  emphasized  in  the  summary  by  dean  or  president. 
For  example,  such  statements  as  the  following  were  for  this  reason  lost  sight  of: 

1.  That  for  history,  Professor  Munro  stated  that  the  real  purpose  of  the  weekly  meeting 

was  not  examination,  but  aid  to  the  students,  par.  22. 

2.  That  for  elementary  chemistry,  Professor  Kahlenberg  daily  made  the  rounds  of  labora- 

tory sections  "to  see  that  the  work  is  going  on  properly  and  that  order,  neatness, 
and  a  spirit  of  enthusiasm  prevails,"  par.  23. 

3.  That  for  mathematics.  Professor  Slichter  found  it  "to  be  of  the  greatest  importance 

and  convenience  to  have  instructors  doing  similar  work  occupy  the  same  ofTice," 
par.  28. 
While  more  specific  detail  is  given  in  the  report  for  engineering  than  for  letters  and  science, 
perhaps  for  that  very  reason  the  former  illustrates  better  how  much  a  governing  body  loses 
when  officers  responsible  for  supervision  report  their  own  conclusions  as  to  their  own  effi- 
ciency instead  of  reporting  concrete  evidence  of  such  efficiency. 

For  agriculture,  a  generally  worded  report  was  made.  It  concluded,  however,  with  the 
statement  that  the  supervision  of  junior  and  senior  classes  was  not  yet  satisfactory  and  that 
steps  were  being  taken  to  perfect  it.  How  the  dean  had  taken  up  the  work  of  these  two  classes 
and  what  steps  were  being  taken  to  improve  methods  were  not  stated. 

Among  conclusions  in  the  summary  that  were  not  supported  by  the  letters  from  depart- 
ments and  colleges,  may  be  mentioned  four: 

1.  That  the  departments  "are  giving  their  attention  to  further  improvements  almost  con- 
stantly." Of  only  a  small  number  of  departments  was  any  information  given  on 
this  point.    This  did  not  show  constant  attention.    On  the  contrary  it  showed  only 

832 


Exhibit  35 

what  they  aimed  to  do.  What  was  actually  done,  how  much  which  was  intendfd  to 
be  done  was  left  undone,  had  not  been  investigated  or  reported. 

2.  That  "the  principle  of  competition  would  soon  require  [lax  departments)  to  renew  their 

activity"  was  not  shown  by  any  evidence  whatever. 

3.  That  solutions  are  "variable."    Strictly  speaking,  variation  was  shown  in  the  reports, 

but  it  was  also  shown  that  solutions,  so  far  as  they  had  been  specified,  were  quite 
similar.   Of  14  methods  specified  only  si.\  were  mentioned  by  one  college  only. 

4.  The  deans  did  not  express  the  opinion  that  "no  general  plan  of  supervision  of  the  work 

of  the  difYerent  departments  is  advisai)le."  If  they  expressed  such  opinion  orally, 
it  is  contrary  to  the  written  report.  The  dean  of  law  expressed  no  such  opinion; 
on  the  contrary  he  stated  that  he  treated  all  departments  alike.  The  dean  of  agri- 
culture expressed  no  such  opinion;  on  the  contrary,  so  far  as  he  was  specific,  he  in- 
dicated that  he  had  taken  steps  to  require  a  definite  plan  of  supervising  senior  work 
in  all  departments.  The  dean  of  engineering  expressed  no  such  opinion;  on  the 
contrary,  he  made  a  blanket  suggestion  as  to  the  advisability  of  regular  and  not 
occasional  conferences  "among  all  instructors  of  freshmen  and  other  conferences 
among  all  instructors  of  sophomores  .  .  .  [and)  possibly  of  the  junior  class."  The 
dean  of  letters  and  science  expressed  no  such  opinion;  on  the  contrar\',  he  made 
three  suggestions  of  general  application — increased  higher  standard  of  selection, 
smaller  divisions,  and  special  supervisors  of  sections.  Moreover,  he  made  a  state- 
ment that  for  all  departments,  or  at  least  for  all  departments  which  reported  to  him 
orally,  "the  general  methods  were  in  all  cases  substantially  the  same." 

Finally,  from  less  than  1  of  40  of  the  instructional  stalT  did  the  regents  hear  in  this  report. 
At  the  time  this  report  was  made  there  were  133  men  of  professorial  rank  and  183 
instructors  and  assistants,  not  including  the  staff  of  the  music  school,  library  and 
university  extension.  From  only  3  of  316  on  the  instructional  stafi',  plus  the  presi- 
dent, plus  four  deans,  did  the  regents  hear  directly  through  this  report.  How  many 
instructors  were  referred  to  in  the  different  assertions  of  the  deans  and  how  many 
or  what  fraction  of  the  total  number  of  students  were  benefiting  from  the  super- 
vision cited  as  efficient  was  not  reported. 

Of  11  specific  methods  mentioned,  letters  and  science  and  engineering  coincided  with  re- 
spect to  10;  letters  and  science,  engineering  and  agriculture  with  respect  to  3;  let- 
ters and  science  and  agriculture  with  respect  to  3  others. 

Net  result  of  the  study 

The  net  result  of  the  study  was  no  plan,  and  an  unsupported  conviction,  contrary  to  evi- 
dence, that  the  subject  did  not  need  the  attention  of  regents  or  of  administrative  ofTicers;  an 
unsupported  and  indefinite  prescription  for  keeping  up  the  quality  of  the  work  among  de- 
partments, namely,  competition  for  students;  an  unsupported  test  of  the  success  of  a  de- 
partment or  a  teacher,  namely,  the  number  of  students  taking  elective  advanced  work  in  a 
course  or  department;  an  unsupported  estimate  that  from  one-fifth  to  one-sixth  of  the  stu- 
dents seek  "snap"  courses;  an  unsupported  statement  that  the  university  was  constantly 
tr^dng  to  eliminate  the  floating  fifth  or  sixth  who  seek  "snaps";  an  unsupported  statement 
that  comparatively  few  "snap"  courses  were  left;  an  unsupported  implication  that  competi- 
tion had  already  keyed  the  work  to  too  high  a  level;  an  unsupported  statement  that  students 
are  trustworthy  judges  of  the  efficiency  of  instruction  aiTorded  them;  an  unsupported  implica- 
tion that  students  were  free  to  exercise  their  judgment  with  regard  to  courses  and  to  elect 
only  those  which  they  found  to  be  efficient. 

Net  results  that  might  have  been  reported  from  valuable  suggestions  in  the  report 

lost  sight  of  in  the  eonclusions 

If  instead  of  reporting  to  the  board  that  the  president  and  deans  l)elieved  no  general  plan 
of  supervision  of  the  different  departments  was  advisable,  the  conclusion  had  commended  to 
regents  and  departments  the  specific  suggestions  contained  in  the  reports,  it  would  have 
included  the  following  suggestions: 

1.  That  in  laboratory  courses  the  professor  in  charge  of  the  course  personally  make  the 

round  daily  of  laboratory  sections. 

2.  That  the  person  responsible  for  the  course  visit  personally  classes  and  quiz  sections 

given  by  instructors  and  assistants. 

3.  That  subsequent  conferences  be  held  with  them  in  regard  to  their  teaching. 

4.  That  in  all  departments  there  be  special  supervisors,  or  a  special  supervisor  of  elemen- 

tary work. 

5.  That  courses  be  clearly  outlined  for  assistants. 

6.  That  no  one  be  selected  for  elementary  instruction  who  has  not  had  experience  in  teach- 

ing and  has  not  demonstrated  greater  ability  than  may  reasonabi\-  be  expected  in 
secondary  schools. 

7.  That  no  one  be  selected  for  instruction  in  field  and  laboratory  work  who  has  not  had 

previous  experience  in  laboratory  and  field  work. 

8.  That  an  experienced,  efficient  instructor  be  always  present  in  the  laboratories  while  stu- 

dents are  working  there. 

833 

SuR.— 53  • 


University  Survey  Report 

9,  That  no  one  but  an  efficient,  experienced  teacher  have  final  responsibility  for  elemen- 
tary instruction. 

10.  That  no  instructors  who  are  not  efficient  in  the  routine  work  of  instruction  be  retained 

beyond  the  time  when  their  lack  of  efficiency  as  teachers  is  demonstrated. 

11.  That  revisions  of  courses  and  plans  by  instructors  and  assistants  be  under  the  direction 

either  of  the  department  chairman  or  of  an  experienced  responsible  teacher. 

12.  That  at  least  one  section  of  every  elementary  course,  where  there  are  several  sections, 

be  in  charge  of  the  officer  responsible  for  the  course. 

13.  That  the  deans  personally  observe  instructional,  laboratory  and  field  work  of  all  in- 

structors having  elementary  work. 

14.  That  there  be  conferences  of  all  teachers  of  freshmen,  of  all  teachers  of  sophomores,  of 

all  teachers  of  juniors. 

15.  That  there  be  increased  cooperation  among  instructors. 

16.  That  greater  compensation  be  paid  only  to  those  on  present  rolls  who  have  proved 

greater  ability. 

17.  That  in  establishing  a  higher  grade  of  pay  for  new  additions  to  the  instructional  staff 

evidence  of  a  higher  grade  of  preparation  and  of  teaching  ability  be  exacted,  and 
that  this  evidence  be  in  the  hands  not  only  of  the  departments  but  of  the  deans 
and  president. 

18.  That  no  one  be  continued  as  instructor  of  students,  especially  in  elementary  work,  who 

does  his  work  "as  a  matter  of  routine  only." 

19.  That  the  work  of  related  departments  be  correlated. 

20.  That  the  experience  of  other  universities  and  colleges  be  studied  and  compared  with 

respect  to  specific  tests  of  efficiency. 

21.  That  careful  records  be  kept  of  assistants,  showing  all  work  done  in  their  quiz  sections. 

22.  That  opportunity  for  personal  conference  be  arranged  by  appointing  definite  office 

hours  for  the  person  responsible  for  the  course,  or  his  representative. 

23.  That  in  addition  every  assistant  or  instructor  have  a  definite  office  hour  for  seeing  stu- 

dents. 

24.  That  required  reading,  topic  work,  etc.,  be  suited  to    the  individual  possibilities  of 

students. 

25.  That  quiz  instructors  within  a  course  hold  a  meeting  at  least  once  each  week  to  discuss 

subjects  to  be  taken  up,  methods,  etc. 

26.  That  the  examinations  be  set  by  the  person  responsible  for  the  course,  after  consulta- 

tion with  those  assisting. 

27.  That  a  student's  examination  paper  be  read  by  as  many  different  persons  as  there  are 

questions. 

28.  That  before  answers  to  questions  are  read  and  during  the  reading  a  satisfactory  answer 

for  each  question  be  constructed  with  which  to  measure  student  answers. 

29.  That  each  answer  be  sent  to  persons  in  charge  of  other  quiz  sections  in  that  course,  so 

that  they  may  all  present  substantially  the  same  point  of  view. 

30.  That  quizzes  be  to  aid  students  and  not  merely  to  quiz,  an  opportunity  to  answer  the 

student's  questions  and  to  give  him  assistance  and  not  an  examination  to  see 
whether  the  student  is  doing  the  work  or  not. 

31.  That  in  laboratory  courses  an  instructor  have  charge  of  the  same  students  in  labora- 

tory and  recitation  work,  so  that  he  may  become  acquainted  with  the  peculiar 
difficulties  and  needs  of  each  student. 

32.  That  the  ground  to  be  covered  in  quizzes  be  planned  by  the  professor  in  charge. 

33.  That  minor  laboratory  questions  be  referred  to  the  assistant  professor  in  charge  of  the 

laboratory. 

34.  That  at  each  weekly  meeting  of  professors,  instructors  and  assistants  in  charge  of  a 

course  students  who  are  in  danger  of  falling  behind  be  reported  and  then  looked  after 
either  by  the  assistant  professor  or  the  professor. 

35.  That  the  attendance  of  students  be  carefully  kept  and  reported  weekly  to  the  person  in 

charge  of  the  course. 

36.  That  the  records  of  students  be  made  available  to  supervising  officer,  and  that  the  offi- 

cer be  expected  to  look  at  the  record. 

37.  That  questions  for  written  quizzes  given  by  instructors  and  assistants  be  submitted  to 

an  assistant  professor  or  if  necessary  to  the  professor  in  charge,  for  approval  or 
modification. 

38.  That  provision  be  made  for  a  free   hand  on  the  part  of  instructors  above  the  minimum 

set  by  professors  in  charge. 

39.  That  instructions  to  assistants  and  instructors  be  given  not  orally,  but  in  typewTitten 

form. 

40.  That  mechanical  devices  for  simplifying  record  keeping  and  facilitating  use  of  records 

be  prepared  and  distributed  among  instructors  and  assistants. 

41.  That  instructors  in  the  same  course  have  offices  in  the  same  room  or  near  together  to 

facilitate  conferences. 

42.  That  sections  be  made  up  on  the  basis  of  different  abilities  of  students  rather  than  on 

an  alphabetical  basis. 

43.  That  to  help  place  students  where  they  will  be  best  helped,  an  examination  be  held  the 

first  week  of  the  semester  for  classifying  elementary  students. 

44.  That  "repeating,"  "trailer,"  "catch-up"  and  "advanced'.'  sections  in  courses  be  given 

so  that  sections  will  be  more  nearly  adapted  to  the  needs  of  each  student. 

834 


Exhibit  35 

45.  That  the  examination  papers  of  all  students  conditioned  or  failed  go  through  the  hands 

of  the  responsible  professor  and  be  approved  by  him  before  the  reports  go  to  the 
class  adviser. 

46.  That  instructors  be  required  to  keep  a  record  of  their  conferences  with  students,  par- 

ticularly of  students  warned  concerning  their  work. 

47.  That  no  instructor  be  permitted  to  fail  a  student  without  previously  warning  that  stu- 

dent. 

48.  That  inter-departmental  conferences  be  held  of  teachers  in  similar  subjects. 

49.  That  there  be  conferences  of  freshman  advisers,  and  sophomore  advisers  and  of  junior 

and  senior  advisers. 

50.  That  the  deans  be  present  at  conferences  of  advisers. 

Which  of  the  foregoing  suggestions,  every  one  of  which  is  taken  from  or  directly  prompted 
by  the  reports  of  the  deans  and  three  chairmen,  is  of  such  limited  service  that  it  should  not 
have  been  emphatically  called  to  the  attention  of  regents  and  of  department  chairmen  and 
faculty  members? 

Instead  of  showing  that  no  general  plan  of  supervision  was  possible  the  above  suggestions 
seem  to  the  survey  to  indicate  that  a  minimum  general  plan  might  have  been  clearly  de- 
ducted even  from  the  too  general  and  non-specific  investigation  and  report. 

Had  a   plan   for  supervision   of  instruction   been   reported  in   1907 

Hypothetical  history  starting  with  "ifs"  can  help  little. 

It  is  important  to  report,  however,  that  between  1907,  when  the  above  study  was  made, 
and  1912,  when  the  next  report  was  made  upon  efTicicncy  of  instruction,  the  regular  student 
enrollment  of  Wisconsin  students  increased  from  2,404  to  2,909;  of  non-Wisconsin  stu- 
dents increased  from  647  to  1,113:  the  net  increase  of  resident  and  non-resident  regular  stu- 
dents was  971  or  from  3,051  to  4,022;  the  total  increase  for  summer  and  short  course  was 
from  962  to  1,726,  or  764. 

On  the  basis  of  the  negative  report  in  1907,  failure  to  challenge  efliciency  of  supervision 
took  the  place  of  the  challenge  which  unquestionably  would  have  operated  intermittently, 
if  not  continuously,  from  1907  to  1912,  had  a  feasible  plan  for  supervising  instruction  been 
reported  to  the  regents. 

In  exhibit  24,  it  has  already  been  noted  that  during  the  year  before  and  the  year  following 
this  1907  special  study,  the  university  faculty  as  a  faculty  did  not  give  its  attention  to  either 
uniform  or  non-uniform  methods  of  supervising  instruction. 

The  1912  report  on  instructional  efficiency 

In  April  1912,  the  regents  ordered  a  second  investigation  of  instructional  efriciency.  For 
that  year  5,748  students  were  enrolled  for  all  courses,  and  4.022  enrolled  in  regular  courses. 

There  were  405  faculty  members,  of  whom  89  were  full  professors,  40  associate  professors, 
98  assistant  professors,  178  instructors,  besides  150  assistants  and  30  fellows  "required  to 
perform  duties  equivalent  to  teaching  one  hour  a  day." 

The  four  principal  officers  who  were  asked  to  conduct  the  investigation  also  participated 
in  the  1907  studv  of  supervision;  they  had  been  at  the  university  respectively  31,  37,  29  and 
19  years  and  had  by  1912  held  their  then  administrative  positions  of  president  and  deans  re- 
spectively 9,  11,  9  and  6  vears. 

For  investigation  there  were  available  not  only  the  entire  instructional  statT  of  585,  but  a 
large  clerical  staff  and  in  addition  a  large  number  of  graduates  and  undergraduate  students 
who  might  to  their  own  profit  have  helped  secure  definite  and  comprehensive  data. 

Four  questions  were  referred  to  educational  officers,  a  special  committee  of  regents  and 

the  regent  committee  on  letters  and  science. 

1.  Shall  the  system  of  student  instructors  be  abolished? 

2.  Shall  thorough,  competent  instructors,  selected  for  their  teaching  ability,  and  devoting 

their  entire  time  to  instruction,  be  substituted  for  students  instructors? 

3.  Shall  exceptions  be  made  so  that  regular  instructors  may  occasionally  take  advanced 

courses  on  approval  of  dean? 

4.  Are  the  criticisms  bv  the  state  superintendent  of  instruction  in  the  public  press  as  to 

quality  of  teaching  and  the  system  of  assistants,  instructors  and  teaching  fellows 
justified  by  the  facts? 

How  the  1912  investigation  began 

No  plan  of  investigation  was  worked  out  by  the  regent  committee. 

The  plan  of  investigation  seems,  from  the  final  report,  not  to  have  been  known  to  the  corn- 
mittee  of  regents  until  all  questions  had  been  asked  and  all  answers  returjied,  i.  e.,  when  it 
was  too  late  for  the  committee  itself  to  influence  the  scope,  method  or  thoroughness  of  the 
inquiry-.  i     i     ,        j 

No  meeting  of  the  committee  was  held  until  the  returns  were  in.  Although  the  board  ap- 
pointed a  committee  consisting  of  three  of  its  members,  plus  the  letters  and  science  commit- 
tee of  five  regents,  one  of  the  members,  the  president  of  the  university,  and  not  the  whole 

835 


University  Survey  Report 

committee,  gave  directions  to  the  deans  of  letters  and  science,  engineering,  agriculture,  and 
medicine  to  make  the  study;  comparable  information  was  not  provided  for  in  the  request  to 
the  deans. 

Although  the  board's  resolution  drew  a  clear  line  lietween  the  study  which  it  wished  made 
by  its  special  committee  with  the  letters  and  science  committee  and  another  study  which  it 
ordered  made  by  the  dean  of  letters  and  science,  the  two  studies  were  merged  into  one. 

The  circular  which  went  to  various  department  chairmen  calling  for  information  did  not 
state  that  the  inquiry  had  been  called  for  by  the  regents. 

Although  the  question — teaching  by  student  instructors,  including  instructors,  assistants 
and  fellows — is  an  educational  question  which,  according  to  the  university's  by-laws  is  sub- 
ject for  departmental  and  faculty  consideration;  and  although  the  chairmen  are  not  author- 
ized to  speak  authoritatively'  with  respect  to  the  teaching  in  their  departments  and  are  not 
expected,  as  chairmen  or  as  individual  professors,  to  know  definitely  about  the  teaching  by 
instructors  and  assistants  in  their  department, — the  letters  and  science  circular  closed  as 
follows:  "While  it  may  not  be  necessary  to  hold  a  departmental  conference  on  this  subject, 
I  wish  your  reply  to  represent  the  judgment  of  the  men  who  are  primarily  responsible  for  the 
policy  of  the  department." 

How  letters  and  science  investigation  began 

Although  the  circular  was  headed  "To  Chairmen  of  Departments,"  it  was  addressed  to 
but  13  of  30  letters  and  science  departments. 

The  eight  questions  sent  to  13  chairmen  in  letters  and  science  consisted  of  26  divisions, 
including  alternatives.  They  lent  themselves,  as  the  results  show,  to  general  answers  where 
specific  information  alone  could  answer  the  questions  raised  by  regents.  This  is  particularly 
true  of  the  questions  relating  to  efficiency  of  work  done  and  method  of  supervision  and  criti- 
cism of  work. 

Question  G  asks  for  the  chairman's  judgment  "regarding  present  policy  of  your  department 
in  regard  to  employment  of  assistants,"  while  the  regents  asked  for  information  not  regard- 
ing employment  of  assistants,  but  their  teaching  work  alone.  No  question  is  asked  to  bring 
out  the  number  of  freshmen,  number  of  sophomores,  number  of  upperclassmen  and  number 
of  hours  taught  by  instructors,  assistants  and  teaching  fellows. 

Question  4  asks  for  a  comparison  of  work  done  by  assistants  with  that  of  work  done  by  in- 
structors, although  the  regents'  resolution  challenged  the  work  done  both  by  instructors  and 
assistants  and  asked  for  information  upon  the  efTiciency  of  both. 

Although  a  separate  resolution  called  upon  the  dean  of  letters  and  science  to  report  to  the 
committee  on  criticisms  which  had  been  made  in  the  public  press  by  the  state  superintendent 
of  instruction,  nothing  appeared  in  the  questions  to  chairmen  to  elicit  specific  instances, 
present  or  past,  of  inefliciency  detected  and  corrected  or  not  corrected  by  departments. 

Question  1  regarding  the  conferences  and  visits  to  classes  did  not  ask  for  the  number  or 
nature  of  conferences  or  what  follow-up  methods  were  used  to  improve  the  work. 

In  asking  from  what  sources  instructors  come  to  the  departments  the  circular  did  not  ask 
specifically  in  regard  to  the  instructors  then  in  the  department. 

Question  3  asked  for  the  nature  of  work  done  by  assistants,  but  did  not  ask  for  the  amount 
of  such  work.  Nowhere  did  the  question  ask  how  efficiency  of  work  was  determined;  i.  e., 
what  were  considered  the  earmarks  of  efficiency. 

A  separate  circular  regarding  fellows  was  sent  to  chairmen  of  departments  who  were  asked 
to  answer  "from  your  own  experience."  If  departmental  committes  or  departments  were  to 
be  consulted,  there  was  no  instruction  or  suggestion  to  that  effect;  yet  the  chairman  as  such 
need  have  no  first  hand  knowledge  about  fellows  as  teachers. 

Questions  regarding  fellows  failed  to  call  specifically  for  information  with  regard  to  more 
than  the  fellows  then  at  the  university,  except  as  is  included  in  the  second  question  which 
asked  whether  work  was  satisfactorily  done  "according  to  the  experience  of  your  depart- 
ment." As  the  summary  of  answers  indicates,  this  was  not  interpreted  either  to  relate  to 
more  than  the  present  fellows,  or  to  call  for  specific  information. 

How  result^  were  reported  to  the  regents 

The  deans  reported  to  the  president.  The  reports  on  the  main  resolution  were  manifolded 
and  sent  to  each  regent  in  advance  of  the  committee  meeting.  Verbal  statements  not  di- 
gested in  the  record  were  made  by  Regent  Gary,  the  state  superintendent,  who  had  been 
asked  for  specific  instances  to  su[)port  his  critical  statements  made  in  the  press.  The  presi- 
dent of  the  university  gave  facts  orally  regarding  the  use  of  assistants  in  other  large  uni- 
versities. 

At  the  special  board  meeting  of  May  31,  1912,  a  report  was  submitted  for  adoption  by  the 
regent  committee  as  "the  following  finding  of  the  facts." 

Upon  the  finding  thus  reported,  the  Board  of  Regents  adopted  the  report. 

How  complete  and  thorough  was  the  study? 

Of  34  persons  of  professorial  rank  in  the  College  of  Engineering,  one,  the  dean,  is  repre- 
sented so  far  as  the  record  shows. 

836 


Exhibit  35 

Of  32  persons  of  professorial  rank  in  the  College  of  Agriculture,  17  participated  in  the 
report. 

For  the  Medical  School,  the  dean  alone  answered. 

The  Law  School,  with  six  men  of  professorial  rank  and  no  assistants,  was  not  asked  for 
information. 

Of  30  departments  in  letters  and  science,  13  were  asked  for  information;  of  the  17  depart- 
ments not  receiving  letters  and  science  questions,  11  then  had  20  assistants. 

Of  13  letters  and  science  chairmen,  only  two  (Latin  and  German)  indicated  that  they  had 
conferred  with  others  in  their  department. 

Of  124  members  of  professorial  rank  in  letters  and  science,  18  were  represented  in  the  an- 
swers presented  to  the  regents. 

Of  91  assistants,  who  were  asked  by  the  dean  for  their  previous  teaching  experience,  17 
did  not  answer;  the  catalogue  shows  for  that  year  not  91  assistants,  as  mentioned  by  the 
dean,  but  101  assistants,  excluding  music  and  the  hj'gienic  laboratory. 

Although  91  assistants  received  questions  from  the  dean  (beside  10  others  listed  in  the 
catalogue),  the  report  speaks  of  74  assistants,  and  bases  its  later  percentages  upon  74  without 
mention  of  the  fact  that  17  others,  or  nearly  one-fifth,  did  not  answer  the  dean's  questions. 

Of  88  letters  and  science  instructors  (or  82,  if  ()  instructors  be  subtracted  because  in  music 
and  therefore  not  in  a  comparable  field),  who  are  reported  in  the  catalogue  for  that  year,  the 
dean  mentions  78  when  giving  the  total  and  quotes  answers  from  67.  Moreover,  10  instruc- 
tors and  4  assistants  in  physical  education  and  ')  instructors  in  the  library  school  are  included 
neither  by  the  dean  nor  in  the  totals  of  88  or  82  cited  by  the  survey. 

Of  247  answers  called  for  from  13  letters  and  science  departments  (i.  e.,  19  from  each),  82, 
or  33  per  cent,  were  not  made  and  165  were  made.  The  Colleges  of  Agriculture,  Engineer- 
ing, and  Medicine  answered  so  as  to  cover  respectively  13,  9  and  11  of  the  questions,  even 
though  so  far  as  the  record  shows  they  had  not  received  them.  This  is  an  average  of  nearly 
twice  that  of  the  13  letters  and  science  departments  to  which  the  questions  were  sent. 

Of  26  separate  items  asked  for  in  the  questions  to  departments,  the  dean's  report  refers  to 
only  10. 

Of  the  13  letters  and  science  departments,  11  did  not,  in  answer  to  questions,  state  the 
number  of  assistants  or  instructors;  12  did  not  state  the  number  of  classes  taught  by  assist- 
ants and  instructors;  13  did  not  give  the  number  of  classes  taught  by  instructors;  12  did  not 
give  the  total  enrollment  of  assistants'  classes;  13  did  not  give  the  enrollment  of  instructors' 
classes;  13  did  not  give  the  enrollment  in  each  class;  13  did  not  report  what  steps  are  taken 
to  learn  the  educational  and  teaching  qualifications  of  assistants  before  appointment  or  of 
instructors  before  appointment,  except  as  assistants  were  promoted  to  instructorships.  The 
number  of  hours  of  graduate  work  taken  by  the  instructors  and  assistants  under  discussion 
was  not  sought  or  reported,  although  need  for  that  information  was  clearly  involved  in  the 
resolution  (exhibit  4). 

When  asking  for  and  stating  the  number  of  "freshman  drill  divisions"  in  departments,  only 
facts  regarding  the  assistants  were  asked  for  and  staled  for  6  departments,  while  63  classes 
taught  by  instructors  in  these  6  departments  (51  of  them  in  elementary  courses)  were  not 
included. 

Averages  of  teaching  experience  were  given,  but  no  details  to  show  how  many  of  those  em- 
ployed were  just  out  of  college  and  inexperienced;  nor  was  a  computation  made  to  show  that 
of  the  67  instructors  (11  or  15  lacking)  and  the  74  assistants  (17  or  27  lacking)  25  per  cent 
of  the  instructors  and  36  per  cent  of  the  assistants  had  no  teaching  experience  when  they 
began  at  Wisconsin. 

When  giving  the  amount  of  teaching  done,  the  number  of  students  in  classes  and  not  the 
number  of  student  hours  by  classes  was  sought  and  stated. 

Finally,  the  most  important  single  fact  as  to  the  thoroughness  of  the  investigation  is  this: 
That  the  regents  and  their  committee  did  not  seek  independent  information,  either  general 
or  specific,  but  asked  the  university  officers  each  in  elTect  to  report  upon  his  own  efiiciency. 
Wherever,  in  any  organization,  this  procedure  is  necessary,  as  it  often  is,  the  governing  body 
is  unfair,  not  only  to  itself  but  to  its  officers  when  it  fails  to  ask  comprehensive  and  specific 
questions  and  to  require  specific  answers. 

How  is  the  information  siiiiiniarized  for  ajiricultiire,  engineeriiifr  ami  inedioiiie? 

Agriculture:  All  departments  (16)  were  asked  for  reports  on  the  work  of  their  instructors 
and  assistants.  Three  reported  no  assistants  or  instructors,  one  other  reported  no  assistants, 
while  12  others  outlined  in  some  detail  the  way  in  which  each  course  taught  by  assistant  or 
instructor  was  carried  on. 

No  summary  of  these  reports  was  made  by  the  dean.  They  were  transmitted  by  him  to 
the  prsident  of  the  university,  who  in  turn  transmitted  them  to  the  regents  with  a  brief  state- 
ment from  the  dean,  in  efl'ect  as  follows: 

1.  That  the  College  of  Agriculture  departments  were  small  and  therefore  all  work  was 

under  immediate  charge  of  men  of  |irofessorial  rank. 

2.  That  there  were  only  a  few  assistants  [as  many  as  29.  however]  and  that  these  gave  full 

time  to  the  university  during  one  semester  and  full  time  to  their  graduate  studies 
another  semester,  instead  of  divided  time  throughout  the  year,  as  in  other  colleges. 

3.  That  the  assistants'  work  consisted  mostlv  of  laboratorv  work  closely  supervised. 

4.  That  assistants  were  paid  at  the  rate  of  S800  to  $900  for  full  time. 

837 


University  Survey  Report 

5.  That  if  the  work  of  assistants  in  laboratory  was  carefully  supervised  by  a  man  whose 

whole  time  was  given  to  the  university,  the  interests  of  students  were  properly 
cared  for. 

6.  That  no  complaints  had  come  to  the  dean  from  students  in  the  College  of  Agriculture 

indicating  that  there  was  any  radical  defect  in  the  system. 
The  reports  given  by  each  department  were  more  detailed  than  came  from  other  colleges. 
They  included : 

1.  Statement  of  the  number  of  assistants  and  fellows  in  each  department. 

2.  Educational  and  experience  qualifications  of  many  [not  of  all],  together  with  a  descrip- 

tion of  wiiat  each  was  doing,  and  department  chairman's  estimate  of  his  efTiciency. 

3.  Service — amount  and  nature — given  by  each  to  the  university. 

4.  Amount  of  work  which  each  carried  as  student. 

Although  the  resolution  called  for  information  regarding  student  instructors  and  not 
merely  regarding  assistants,  no  statement  appeared  in  the  dean's  report  as  to  whether  there 
were  instructors  who  were  at  the  same  time  doing  graduate  w'ork. 

Engineering:  The  dean  of  the  College  of  Engineering  reported  that  there  were  but  three 
assistants  in  this  college.  The  catalogue  for  1911-12  listed  10 — 3  being  research  assistants. 
The  dean  gave  the  educational  history  and  the  experience  of  the  three  assistants  reported, 
stating  why  each  was  selected  as  assistant  and  the  nature  of  work  being  done  by  each.  He 
summarized  the  value  of  the  assistant  system  as  follows: 

1.  A  means  of  training  men  for  positions  of  higher  rank. 

2.  Better  work  at  less  salary  is  had  from  the  right  sort  of  assistant  than  from  instructors 

of  but  slightly  longer  experience. 
Two  disadvantages  were  mentioned : 

1.  Lack  of  interest  in  the  work. 

2.  Want  of  fitness  of  assistants  for  work  assigned  them.  "If  the  assistant  is  taking  gradu- 

ate work,  as  is  usually  the  case,  it  may  be  that  the  work  he  is  assigned  to  is  so  remote 
from  his  studies  that  there  is  danger  he  wall  have  insufficient  interest  in  his  educa- 
tional work  to  do  that  satisfactorily." 
Whereas  the  resolution  clearly  stated  that  it  should  not  be  interpreted  to  deny  instructors 
the  right  to  continue  their  studies,  the  dean  devotes  considerable  space  to  a  defense  of  study 
and  research  on  the  part  "of  the  teachers. 

How  work  w^as  supervised  was  stated  generally.  The  chief  specific  fact  brought  out  was 
_that  in  most  cases  the  person  in  charge  was  of  professorial  rank.  Two  means  of  supervision 
wxre  mentioned : 

1.  Conferences  w-eekly  or  once  in  10  days. 

2.  Detailed  program  of  lessons,  quizzes,  experiments  and  examinations. 

Medicine:  The  dean  of  the  Medical  School  reported  but  two  assistants;  gave  the  educa- 
tional qualifications  of  each;  said  that  their  teaching  was  under  careful  direction  of  older 
men,  but  did  not  tell  how  the  directing  was  done;  when  assistants  conducted  quiz  sections 
the  same  students  were  quizzed  directly  by  the  chairman  of  the  department  for  twice  as 
many  periods.  The  dean  believed  that  the  system  was  good  for  assistants  themselves,  so  long 
as  the  work  was  carefully  supervised  and  also  that  "students  gain  from  association  with  a 
gifted  and  enthusiastic  young  man,  w  ho  can  more  nearly  get  the  point  of  view  of  a  student." 

How  was  the  information  in  the  detailed  letters  and  sciences  reports  summarized 
for  the  regent  committee  and  the  full  board  of  regents? 

General  assertions  were  made  that  were  not  only  not  supported  by  the  detailed  reports, 
but  were  in  contradiction  of  such  reports. 

The  chairmen  were  said  to  be  unanimous  without  stating  that  17  out  of  30  departments 
had  not  been  questioned  and  that  the  remaining  13  were  the  only  ones  considered.  Although 
the  13  w-ere  not  unanimous  and  although  they  seriously  disagreed,  the  dean's  allegation  of 
unanimous  judgment  was  used  by  the  committee  and  by  the  Board  of  Regents  as  the  basis 
of  conclusions. 

Six  propositions  were  named  upon  which  the  dean  said  the  13  letters  and  science  depart- 
ments were  in  agreement,  as  follows: 

1.  All  the  reports  show  the  same  temper  as  that  expressed  by  Professor  Slichter:    "I  re- 

gard it  as  my  most  important  duty  to  devote  much  of  my  time  to  the  freshmen 
and  sophomore  instruction,"  page  2. 

2.  I  share  fully  the  opinion  expressed  by  the  departments  that  the  work  of  the  assistant 

in  elementary  classes  cannot  be  considered  inferior  to  that  of  the  instructor,  and 
that  either  is,  on  the  whole,  as  good  as  that  of  the  member  of  the  faculty  of  higher 
rank,  page  6. 

3.  I  believe  also  most  fully  in  the  view  accepted  by  all  departments  .  .  .  that  part  of  the 

duty  of  a  great  university  is  to  train  recent  graduates  for  teaching  positions,  page  6. 

4.  That  the  main  interests  of  assistants  are  in  their  graduate  rather  than  in  the  instruc- 

tional work  ...  is  [in  general]  directly  contrary  to  my  experience  and  to  the 
unanimous  experience  of  the  departments,  page  6. 

5.  In  accordance  with  the  unanimous  judgment  of  the  members  of  the  faculty  whom  I 

have  consulted,  I  must  advise  that  the  regents  refuse  to  accept  Regent  Cary's  reso- 
lution, page  6. 

6.  I  believe  that  the  method  w^hich  we  are  following  is  fundamentally  right  and  for  the  best 

838 


Exhibit  35 

interests  of  all  the  students  concerned.   In  this  connection  I  call  attention  especially 
to  the  judgment  of  [two  professors]  .  .  .  their  judgment  does  not  differ  from  that 
of  the  other  men,  page  7. 
The  replies  of  13  chairmen  with  respect  to  each  of  the  six  above  points  have  been  tabu- 
lated under  three  heads:    (aj  Those  for  the  positions  declared  by  the  dean  to  be  unanimous; 
(b)  those  against  that  position;  (c)  those  not  for. 

Instead  of  being  unanimous,  the  actual  expressions  of  opinion  on  these  six  points  were  as 
follows: 


Total  not  for 

Question 

For 

Not  for 

Silent 

or  silent 

1 

7 

3 

3 

6 

2 

0 

7 

6 

13 

3 

3 

0 

10 

10 

4 

4 

3 

6 

9 

5 

6 

1 

6 

7 

6 

9 

3 

1 

4 

Alleged  totals  

~.             78 

0 

0 

0 

Actual  totals 

29 

17 

32 

49 

It  should  be  recalled  that  the  letters  and  science  report  had  to  do  with  the  main  resolu- 
tion relating  to  student  instructors  of  whatever  rank  and  a  second  resolution  having  to  do 
with  the  quality  of  teaching  and  the  system  of  assistants,  instructors  and  teaching  fellows. 

The  reports  were  merged,  although  technically  the  first  part  of  the  report  had  to  do  with 
student  instructors.  If  it  be  suggested  that  the  survey  is  hypercritical  when  calling  attention 
to  the  omission  of  instructors  in  the  body  of  the  report,  it  should  be  remembered  that  at 
many  points  in  the  report  itself  facts  about  instructors  are  given,  and  also  that  the  first  reso- 
lution distinctly  referred  to  any  instructor  who  might  at  the  time  be  carrying  graduate  work. 

By  failing  to  include  instructors  with  assistants  an  understatement  of  work  involved  in 
the  resolution  was  given.  On  page  5  it  was  stated  that  of  elementary  courses  in  five  subjects 
(English,  French,  German,  Latin  and  mathematics)  only  606  students,  or  22  per  cent,  were 
taught  by  assistants.  Yet  had  student  hours  been  taken  it  would  have  appeared  that  of  8,286 
student  hours  for  freshmen  in  these  five  departments,  1,736,  or  21  per  cent,  were  taught  by 
assistants,  and  5,215,  or  63  per  cent,  were  taught  by  insructors,  which  means  6,951,  or  83 
per  cent,  of  the  total  freshman  work  was  being  done  by  the  two  chief  classes  of  instructors 
which  the  regents  asked  to  have'investigated. 

Erroneous  impressions  were  inevitable  from  the  method  of  marshaling  data.  For  example, 
if  instead  of  five  departments  for  the  statement  in  the  preceding  paragraph,  the  total  enroll- 
ment in  letters  and  science  had  been  taken,  it  would  have  appeared  that  assistants  were 
teaching  1,208  freshman  and  823  sophomores;  that  instructors  were  teaching  2,018  freshman 
and  1,579  sophomores;  that  4,653  freshman  and  sophomore  hours  were  in  assistants'  classes 
and  10,016  freshman  and  sophomore  hours  in  instructors'  classes;  that  all  told  there  were 
14,669  freshman  and  sophomore  student  hours  in  classes  taught  by  assistants  and  instructors. 

It  would  have  appeared  also  that  45  per  cent  of  the  total  students  enrolled  were  taught  by 
assistants  and  instructors  and  43  per  cent  of  student  hours;  that  of  all  freshman  student 
hours  in  letters  and  science  58  per  cent  were  by  assistants  (18  per  cent)  and  instructors  (40 
per  cent);  that  of  all  letters  and  science  freshman  student  hours,  outside  of  chemistry  1  and 
history  5,  68  per  cent  were  being  given  by  instructors  (47  per  cent)  and  assistants  (21  per 
cent);  that  in  addition  assistants  and  instructors  were  also  being  used  not  only  for  fresh- 
man and  sophomore  classes,  but  for  classes  containing  juniors,  seniors,  graduates  and  spe- 
cial students. 

The  regents'  resolution  was  mischaracterized  in  the  first  sentence  of  the  first  summary  in 
the  final  report.  It  is  spoken  of  as  a  resolution  "abolishing  the  system  of  assistants"  whereas 
the  resolution  specifically  related  to  the  teaching  work  only  of  assistants,  while  the  second 
resolution,  which  in  the  report  is  merged  with  the  first,  specifically  included  the  teaching 
work  of  instructors  and  fellows. 

The  regents  were  told  that  no  radical  proposals  were  made  by  the  department  chairmen, 
yet  among  the  proposals  were 

1.  Higher  salaries  to  teachers  capable  of  conducting  recitations. 

2.  Instruction  could  be  improved  by  closer  supervision. 

3.  No  classroom  teaching  should  be  assigned  to  assistants. 

4.  General  charge  of  laboratory  or  quiz  sections  should  not  be  given  to  assistants. 

5.  Proportion  of  assistants  should  be  kept  within  the  limit  set  by  the  kind  of  subordinate 

work  under  supervision  that  is  necessary  in  the  course  or  tlie  department. 

6.  Each  department  should  report  to  the  dean  upon  the  character  of  work  done  by  assist- 

ants not  later  than  the  15th  of  November  each  year,  such  report  to  receive  careful 

study  by  a  responsible  member  of  the  department. 
Important  facts,  such  as  are  given  below,  regarding  the  then  existing  methods,  and  im- 
portant admissions  that  in  specific  instances  supervision  was  lacking,  mentioned  in  certain 
reports,  were  not  included  in  the  summar>^ 

1.  Classes  are  not  visited. 

2.  Scholarship  is  the  prime  consideration  in  selecting  assistants  and  instructors. 

3.  Promise  of  research  ability  is  the  primary  consideration  and  teaching  ability  the  sec- 

ondary consideration. 

839 


University  Survey  Report 

4.  Capable  fellows  of  good  and  pleasing  personality  are  chosen  without  regard  to  specific 

teaching  qualifications. 

5.  There  is  danger  of  assistants  doing  too  much  work  for  students. 

6.  It  requires  abler  persons  than  the  majority  of  average  assistants  to  conduct  oral  re- 

views in  the  classroom. 

7.  No  classes  below  junior  grade  are  taught  by  an  assistant. 

Specific  replies  to  criticisms  were  omitted  from  the  summary,  such  as  that  graduate  study 
and  not  teaching  suITers  in  the  combination  of  teaching  and  study. 

Criticisms  published  in  the  press  by  the  state  superintendent  were  neither  specifically 
mentioned  nor  adequately  answered,  as  the  resolution  requested. 

By  citing  teaching  experience  in  terms  of  averages  for  part  of  the  faculty  instead  of  giving 
specific  facts  for  each  man,  a  method  of  summarizing  was  used  which  wherever  employed 
must  conceal  information  of  administrative  value.  For  17  of  91  assistants  no  facts  are  given; 
of  10  others  mentioned  as  assistants  in  the  catalogue  no  questions  were  asked.  To  average, 
as  the  report  did,  men  having  no  experience  with  others  having  5  or  10  or  15  years  experience 
gave  an  unusable  average  and  concealed  a  lack  of  experience  which  was  the  very  point  of  the 
investigation. 

The  subject  of  teaching  done  by  fellows  was  dismissed  on  the  ground  that  the  report  had 
already  extended  to  too  great  length.  The  summary  failed  to  show  that  10  fellows  reported 
by  16  departments  were  doing  teaching  or  quiz  work,  and  that  5  departments  were  using 
their  5  fellows  to  teach  a  total  of  20  hours  a  week.  While  this  teaching  was  correctly  stated 
in  the  summary  to  be  "ordinarily  laboratory  work"  nevertheless  3  taught  4  hours  a  week, 
another  5  and  another  3  hours. 

How  was  the  total  information  finally  summarized  by  the  commitee  for  the  full 

Board  of  Regents. 

The  final  report  consists  of  15  short  paragraphs  totaling  less  than  5  pages  of  double  spaced 
matter.  This  report  was  introduced  as  "the  following  finding  of  the  facts."  It  went  to  the 
regents  from  a  committee  consisting  of  the  president  of  the  regents,  the  president  of  the  uni- 
versity and  a  third  regent,  plus  five  regents  on  the  letters  and  science  committee. 

That  was  only  two  years  ago.  The  report  is  still  referred  to  as  an  important  document. 
As  late  as  November  1914,  the  university,  in  commenting  upon  the  survey  report  relating  to 
faculty  meetings  (exhibit  24)  declared  that  the  1912  report  did  not  give  an  erroneous  impres- 
sion as  to  conditions  and  efficiency  of  instruction. 

In  the  biennial  report  of  regents  for  1911-12,  the  summary  was  reprinted  almost  entirely. 

It  is  introduced  as  conclusions  of  the  Board  of  Regents,  following  investigation  by  the 
regents  of  efficient  instruction  and  efficiency  of  instructors  and  assistants  as  teachers.  It  is 
the  latest  and  most  formal  declaration  of  the  University  of  Wisconsin  with  regard  to  effi- 
ciency of  instruction. 

No  more  important  question  will  ever  be  investigated  by  any  board  of  regents,  by  any 
college  or  university.  It  has  therefore  been  considered  necessary  for  the  survey  to  analyze 
in  detail  the  1912  study  and  the  preceding  study  of  1907  not  from  the  standpoint  of  conclu- 
sions reached,  but  from  the  standpoint  of  the  method  necessary  to  secure  facts  upon  which 
to  base  conclusions  regarding  fundamental  questions. 

"Finding  of  the  facts"  analyzed  by  paragraphs,  based  as  it  was  upon  information 
thus  shown  to  be  inadequate  and  indefinitely  and  incorrectly  summarized 

The  final  report  failed  in  the  following  respects  to  give  the  regents  the  information  neces- 
sary for  intelligent  action  regarding  the  resolution  before  them: 

The  first  paragraph  contains  a  fundam.ental  inference  that  is  contrary  to  the  record; 
namely,  that  four  deans  and  all  chairmen  of  larger  departments  are  unanimous  in  the  belief 
that  assistants  should  be  employed  as  teachers.  The  only  employment  of  assistants  that  was 
before  the  committee  was  the  employment  of  assistants  as  teachers.  The  exact  language  of 
the  paragraph  goes  no  further  than  to  say  that  the  educational  officers  are  unanimous;  and 
that  employing  assistants  is  advantageous  from  thp  point  of  view  of  efficient  instruction. 
In  view  of  the  preceding  analysis  of  summaries  and  of  the  findings  which  follows  there  seems 
no  doubt  that  a  wrong  impression  was  gathered  by  the  regents  from  this  paragraph.  With 
regard  to  the  use  of  assistants  as  teachers,  the  departments  were  not  unanimous,  which  fact 
at  no  place  appears  in  this  final  report.  Furthermore,  the  report  begins  by  mentioning  only 
one  of  the  three  classes  of  university  teachers  regarding  whom  the  regents  asked  informa- 
tion; namely,  it  mentions  assistants  but  omits  instructors  and  teaching  fellows. 

The  second  paragraph  gives  an  impression,  not  supported  by  the  facts,  of  the  condi- 
tions in  the  large  departments,  and  even  in  the  five  departments  specified.'  This  paragraph 
states  that  "the  great  elementary  subjects  are  in  charge  of  a  man  of  assistant  professor  or 
higher  rank."  To  say  to  the  regents  that  professors  were  in  charge  of  a  course  did  not  meet 
the  question  in  the  regents'  resolution  as  to  who  were  teaching  elementary  courses.  In  three 
of  the  subjects  named — chemistry,  history,  and  political  economy — teaching  was  then  being 
done  by  fellows  while  in  all  five  subjects  quizzing  was  being  done  by  assistants. 

Of  the  five  departments  mentioned,  two  reported  that  they  were  using  assistants  in  quiz 

840 


P^XIIIBIT    35 

work  againsl  their  judgment.  Again,  this  paragraph  omits  reference  to  two  of  the  three 
classes  of  instructor  included  in  the  regents'  question — the  instructor  and  the  teaching  fel- 
low. Finally,  no  mention  was  made  of  the  large  number  of  sections  in  English  which  were 
not  in  charge  of  a  man  of  higher  rank  in  the  same  way  as  in  the  four  other  subjects  mentioned. 
The  third  paragraph  again  gives  an  inii)ression  of  a  degree  and  continuity  of  attention 
by  "a  man  of  assistant  professor  or  higher  rank  in  charge  of  the  group"  that  was  not  justified 
by  the  detailed  report.  A  second  erroneous  impression  is  given  by  stating  that  of  1.37  fresh- 
man drill  divisions  in  6  subjects  27  were  taught  by  assistants,  since  other  classes,  number 
not  stated,  that  were  being  taught  by  instructors  and  teaching  fellows,  were  not  included. 

The  fourth  paragraph  contains  a  declaration  of  fact  not  supported  by  the  detailed  re- 
ports or  by  the  facts.  That  statement  is:  "The  work  of  the  assistants  is  subject  to  thorough 
inspection  in  the  laboratory  and  in  the  ckissroom."  Again,  the  work  of  instructors  and  teach- 
ing fellows  is  omitted.  The  details  in  the  rei)ort  do  not  show  thorough  inspection,  because 
the  details  show  kinds  of  inspection  and  not  quantity  or  quality.  How  thorough  that  super- 
vision is  in  1914  for  one  of  the  six  departments  mentioned  is  shown  in  part  by  the  follow- 
ing letter  dated  August  17,  1914: 

Professor supervises  all  the  work  in .    There  is  no  diflerence  be- 
tween the  course  given  by  Professor and  the  work  done  by  other  instructors  in 

,  except  so  far  as  there  is  of  necessity  a  difference,  owing  to  the  individu- 
ality of  the  instructors.  There  is  no  formal  understanding  in  the  department  as  to  the 
basis  of  marking  questions  answered  when  one  or  more  questions  are  not  answered. 
Each  instructor  determines  for  his  own  section,  or  sections,  the  weight  that  shall  be 
given  to  each  question  in  the  examination  paper,  and  the  deduction  that  shall  be  made 
for  the  student's  omission  of  a  question.  This  freedom  is  entailed  by  the  inevitable  vari- 
ations in  the  distribution  of  emphasis  among  the  various  sections.  No  instructions  are 
given  to  those  who  read  and  mark  examination  papers  so  as  to  show  the  amount  of  credit 
given  to  each  of  the  questions  answered.  Any  instructor  may,  however,  in  a  course 
under  his  own  direction,  mark  examinations  in  this  manner.  .  .  .  The  marks  on  the 

final  paper  in over  which  Professor has  supervision,  expresses  the 

personal  judgment  of  the  instructor,  and  have  not  been  reviewed  by  him,   .   .  .  ,  except 

in  such  cases  as  the  instructor  sees  fit  to  consult  Mr. with  regard  to  the  mark. 

In  the  second  of  five  subjects  cited  as  illustrations  of  thorough  inspection  all  the  assistants 
and  instructors  answering  definitely  (7  instructors  and  3  assistants)  reported  in  1914  that 
they  had  never  been  visited  by  the  chairman  of  their  department.  Of  these  10,  8  had  been 
visited  from  one  to  three  times,  1  four  times,  and  1  six  times  by  other  members  of  the  depart- 
ment. The  professor  iri  charge  of  36  sections  of  freshman  work  in  another  of  the  five  subjects 
cited  replied  to  the  survey  that  his  supervisory  duties  require  from  one  to  three  hours  a  week. 
Thorough  inspection  does  not  consist  of  outlining  quiz  work  in  advance  for  assistants  or 
preparing  a  definite  program  of  lessons,  quiz  examinations  and  experiments.  The  regents 
did  not  ask  whether  a  thorough  plan  w^as  given  to  or  talked  over  by  assistants,  instructors 
and  teaching  fellows,  but  whether  the  execution  of  plans  by  assistants,  instructors  and  teach- 
ing fellows  was  efficient.  (See  exhibits  13  and  14  for  description  of  examination  papers  re- 
viewed, and  exhibit  3  for  classroom  instruction  observed.  For  classroom  supervision,  as  re- 
ported in  1914,  see  exhibit  2.) 

The  fifth  paragraph  speaks  of  a  weekly  conference  for  planning  the  next  week's  instruc- 
tional work  in  "many  departments,"  whereas  the  exact  number  of  departments  (6  of  30  in 
letters  and  science)  should  have  been  given  the  regents  before  action,  and  incorporated  in 
the  record  of  action  taken. 

The  sixth  paragraph  gives  generalizations  regarding  graduate  and  not-yet-graduate 
assistants,  where  specific  information  should  have  been  presented  to  regents  before  action 
and  incorporated  in  the  record  of  action  taken. 

It  is  not  enough  for  a  question  of  the  magnitude  then  before  the  regents  to  be  decided  upon 
the  basis  of  such  statements  as  "with  few  exceptions,"  "the  great  majority,"  "in  many  cases." 
The  regents  should  have  been  told  how  many  assistants  conducted  classes  or  quiz  sections, 
how  many  had  and  how  many  had  not  previous  teaching  experience,  how  many  were  willing 
to  take  assistantships  at  low  salaries  in  order  to  do  graduate  work,  how  much  and  what  pro- 
portion of  their  time  was  given  to  teaching  and  to  graduate  work.  Here  again,  only  assist- 
ants were  mentioned  to  the  board  and  in  the  board's  report,  whereas  the  original  question 
applied  to  assistants,  instructors  and  teaching  fellows.  No  information  was  at  hand  from  17 
letters  and  science  assistants  who  did  not  rei)ly  to  questions  regarding  their  previous  exper- 
ience, besides  10  others  named  in  the  catah)gue.  How  many,  if  any,  of  these  17  or  27  assist- 
ants w^ere  undergraduates,  no  facts  showed. 

The  seventh  paragraph  gives  incorrectly  the  number  of  assistants  as  74.  The  number  74 
is  merely  the  number  who  replied  to  the  dean's  question,  out  of  91  addressed,  not  including 
10  other  assistants  mentioned  in  the  catalogue  but  not  addressed  by  the  dean. 

The  statement  of  exiierience  mentions  merely  that  47  of  74  had  taught  elsewhere  before 
coming  to  the  university.  How  long  they  had  taught,  how  much  and  with  what  responsi- 
bility, is  not  stated  even  in  the  detailed  report,  except  in  a  meaningless  average.  No  facts 
are  given  as  to  amount  of  teaching  done  by  the  35  assistants  who  had  taught  in  other  col- 
leges or  normal  schools.  No  facts  are  given  as  to  instructors  and  teaching  fellows.  Instead 
of  the  statement  that  "only  a  little  more  than  one-third,  27,  had  not  taught  somewhere  else 
than  in  the  university,"  the  correct  statement  would  have  been  that  17  were  known  to  have 
taught  elsewhere,  27  were  known  not  to  have  taught  elsewhere,  and  that  the  teaching  experi- 
ence of  27  others  was  unknown. 

841 


University  Survey  Report 

The  eighth  paragraph  also  omits  all  reference  to  instructors  and  teaching' fellows.  For 
the  statement  that  assistants  were  giving  usually  one-half  of  their  time  to  teaching,  there 
was  no  basis  in  any  of  the  departmental  or  college  reports  except  agriculture  where  full  time 
was  given  when  assisting  and  full  time  the  next  semester  to  graduate  study.  (For  propor- 
tionate time  given  by  assistants  and  instructors  in  1914  to  teaching  and  to  graduate  work, 
see  exhibit  3.) 

If  the  statement  that  the  "ability,  qualifications,  experience  and  high  ambition  of  .  .  .  as- 
sistants give  better  results  than  could  be  obtained  from  a  fixed  force,  each  of  which  is  re- 
quired to  give  his  entire  time  to  instructional  work"  is  dependent  for  its  validity  upon  the 
reports  or  other  record  evidence  then  before  the  committee,  it  expresses  the  view  of  but  a 
minority.  In  this  statement  is  an  implication  which,  so  far  as  the  records  show,  has  never 
been  challenged  by  the  regents,  viz.,  that  there  is  something  about  giving  entire  time  to  in- 
structional work  which  causes  deterioration  in  the  cjuality  of  instruction.  Unquestionably 
this  statement  would  have  been  challenged  had  the  following  corollary  been  included,  i.  e., 
that  of  the  116  students  in  elementary  Latin,  the  four  divisions  under  assistants  were  in 
better  hands  than  the  remaining  seven  divisions  which  were  in  the  hands  of  men  giving  their 
full  time  to  instruction,  and  that  the  three  divisions  in  mathematics  101  and  102,  which 
were  under  assistants,  were  better  taught  than  the  three  divisions  of  the  same  courses  which 
were  under  full  time  instructors.  No  comparison  of  work  done  was  made.  Three  chairmen 
maintained  that  assistants  are  not  competent  teachers  and  one  dean  said:  "The  temptation 
to  concentrate  on  graduate  work  is  an  objection." 

The  ninth  paragraph  begins  with  the  declaration  which  is  not  supported  by  the  detailed 
reports:  "The  testimony  from  the  departments  shows  conclusively  that  in  the  work  of  the 
university,  instruction  is  put  first  and  investigation  second."  In  the  first  place  questions 
were  not  asked  which  would  produce  conclusive  evidence.  Nowhere  in  any  of  the  reports, 
except  roughly  by  agriculture,  is  stated  the  amount  of  time  which  the  assistants  and  student 
instructors  or  teaching  fellows  were  giving  to  their  graduate  work.  Statement  by  assist- 
ants and  instructor-students  to  the  survey  in  1914,  as  given  in  exhibit  3,  show  as  high  as  23, 
24,  29,  34,  45,  50,  57,  60  hours  given  each  week  to  graduate  work. 

Secondly,  the  testimony  before  the  committee  was  not  conclusive  but  conflicting.  Of  two 
disadvantages  mentioned  by  one  dean  the  second  was  that  the  assistants'  graduate  work 
"may  be  so  remote  from  his  studies  that  there  is  danger  he  will  have  insufficient  interest  in 
his  instructional  work  to  do  it  satisfactorily."  Two  of  13  department  chairmen  answering 
stated  that  scholarship  and  promise  of  research  ability  were  primary  considerations  in  se- 
lecting assistants. 

Finally,  none  of  these  answers  was  based  upon  an  analysis  of  quantity  or  quality  of  atten- 
tion given  to  teaching  or  to  graduate  work,  but  represented  merely  the  judgment  of  the  per- 
sons whose  judgments  the  regents  asked  to  have  investigated. 

The  tenth  paragraph  is  an  interpolated  double  assertion  to  the  effect  that  "instruction 
is  done  better  because  investigation  is  also  a  duty;  that  without  doing  scholarly  work,  it 
would  be  impossible  to  obtain  other  than  a  mediocre  teaching  staff." 

The  committee  was  not  asked  to  report  as  to  the  effect  of  investigation  upon  instruction. 
No  study  was  made  of  investigation  done  by  assistants  and  instructors  or  the  effect  of  in- 
vestigation upon  teaching.  Not  only  was  this  paragraph  interpolated,  but  it  was  not  the 
unanimous  testimony,  as  asserted,  even  of  the  small  number  of  departments  which  testified. 
Only  13  out  of  30  letters  and  science  departments  were  consulted.  Only  3  of  these  made  any 
statements  which  possibly  lend  themselves  to  such  interpolation  as  in  this  paragraph  is  said 
to  be  "the  unanimous  testimony  of  the  members  of  the  departments."  F'inally,  upon  an  in- 
terpolated paragraph  and  an  assertion  of  unanimity  contrary  to  even  the  limited  facts  at 
hand,  the  committee  submitted  to  the  board,  and  the  board  adopted,  the  proposition  that 
it  was  "the  firm  belief  of  the  board  that  instruction  is  done  better  because  investigation  is 
also  a  duty;  that  without  doing  scholarly  work  it  would  be  impossible  to  obtain  other  than  a 
mediocre  teaching  staff." 

The  eleventh  paragraph  makes  an  assertion  not  supported  by  any  evidence  before  the 
committee:  namely  that  the  "use  of  assistants  is  the  best  training  school  for  an  efTicient  uni- 
versity staff."  The  facts  would  have  shown  that  47  (or  68  per  cent)  of  instructors  appointed 
in  1911-12  were  not  promoted  from  assistantships  and  that  of  61  instructors  appointed  the 
year  before  42  (or  69  per  cent)  were  not  promoted  from  assistants.  In  1913-14  of  57  instruc- 
tors, 37,  or  65  per  cent,  were  not  taken  from  the  assistants.  , 

So  far  as  the  university  records  show,  no  call  had  been  made  for  specific  information  on 
this  subject. 

The  twelfth  paragraph  contains  three  assertions  regarding  practice  and  opinion  of  other 
universities  for  which  the  committee  and  the  board  had  no  supporting  information,  except  a 
verbal  statement  based  upon  study  of  catalogues. 

At  that  time,  according  to  letters  from  10  university  presidents: 

1.  California  had  75  assistants  of  whom  "not  half  a  dozen  .  .  .  have  responsible  charge 

of  classes  of  instruction  and  not  more  than  a  dozen  ever  give  direct  instruction  of 
any  sort." 

2.  Chicago  reported  compulsion  "at  the  last  minute"  to  use  assistants.   "We  do  not  think 

this  is  a  desirable  policy."    No  assistants  were  employed  except  "men  who  have 
taken  or  are  about  to  take  Ph.D.  degree." 

3.  Columbia  had  77  assistants  out  of  a  total  staff  of  752.   They  did  not  carry  on  instruc- 

tion; were  permitted  to  do  graduate  work  under  the  direct  supervision  of  the  head 
of  their  departments. 

842 


Exhibit  35 

■1.  Cornell  had  45  doing  extension  and  laboratory  work.   No  teaching.    Rank  of  assistant 
abohshed  in  mechanical  engineering  college. 

5.  Harvard  had  204  demonstrators  and  assistants  in  laboratory'  work  and  3-3  teaching 

fellows. 

6.  Illinois — number  not  given.    Statement  "comparatively  few  are  carr>'ing  on  graduate 

study  to  any  extent.   Practically  all  are  doing  scholarly  work." 

7.  Johns  Hopkins  reported  17  per  cent  of  total  staff  as  assistants,  of  whom  not  one  was 

doing  classroom  work.    "They  do  not  attend  classes  themselves." 

8.  Leland  Stanford  had  70  who  "read  i)apers,  washed  bottles,  assisted  in  laboratories, 

etc.,  conduct  classes  or  give  instruction  only  in  emergencies  or  under  rate  circum- 
stances.   Do  not  undertake  any  work  in  classrooms." 

9.  Michigan  "101,  or  23  per  cent,  chiefly  as  demonstrators  and  assistants."  A  very  lim- 

ited amount  of  elementary^  instruction  is  given  by  teaching  assistants  under  the 
immediate  supervision  of  a  superior — in  most  cases  confined  to  quizzing  of  sections. 
In  two  departments,  mathematics  and  German,  a  very  limited  amount  of  elemen- 
tary instruction  is  given  by  teaching  assistants.   As  a  rule  about  half  assistants  and 
demonstrators  not  studying  for  another  degree. 
10.   Minnesota — Eight  assistants.   There  is  a  faculty  rule  "no  one  under  rank  of  instructor 
shall  do  any  teaching  .  .  .  limited  instruction:"     A  temporary  service  necessary 
for  an  extra  and  unexpected  section  in  the  beginning  courses  in  French  and  German. 
The  thirteenth  paragraph  disposes  of  charges  made  in  the  public  press  and  before  the 
committee  by  ex-oflicio  Regent  Gary,  the  state  superintendent  of  instruction.     There  is  no 
specification  or  summary  of  the  charges,  although  the  original  resolution  referred  to  "criticism 
as  to  the  quality  of  teaching  and  the  system  of  assistants,  instructors  and  teaching  fellows," 
and  called  for  "specific  information  ...  as  to  the  teachers  whose  instruction  is  inefficient." 
This  problem — for  criticisms  are  a  problem,  whether  founded  or  unfounded,  when  issued 
by  a  state  department  of  instruction  regarding  a  state  university — was  dismissed  not  because 
the  criticism  was  investigated  and  proved  unfounded,  but  for  three  reasons,  such  as  may 
never  be  properly  submitted  to  or  accepted  by  a  governing  body: 

a.  Since  neither  the  names  of  the  assistants  against  whom  the  complaint  was  made  nor 

the  names  of  the  two  students  reporting  were  furnished  the  committee,  it  has  been 
impossible  to  make  an  investigation  regarding  the  views  of  a  number  of  students 
as  to  the  teaching  of  these  two  assistants. 

b.  [Such  views  of  students  are]  "the  only  possible  basis  upon  which  to  ascertain  the  facts 

concerning  the  efTiciency  of  their  instruction." 

c.  Even  if  the  complaint  of  Regent  Gary  were  accepted  at  full  value,  only  two  assistants 

out  of  a  total  of  more  than  one  hundred  have  been  found  to  be  inefTicient. 

Even  if  the  published  criticisms  had  related  only  to  two  assistants,  as  they  had  not,  the 
committee  was  not  as  helpless  to  secure  information  as  the  above  statements  assert. 

Student  opinion  of  instruction  is  not  the  only  possible  basis  upon  which  to  ascertain  facts 
concerning  efTiciency  of  instruction.  It  is  in  fact  one  of  the  least  trustworthy  bases  when 
considering  the  instruction  in  elementary  classes. 

When  the  names  of  two  assistants  were  withheld  the  committee  might  and  should  have 
ascertained  independently  the  facts  about  all  assistants  so  as  to  include  those  two. 

At  no  time  was  the  Board  of  Regents  interested  in  merely  two  assistants.  On  the  con- 
trary it  asked  that  the  state  superintendent's  criticism  be  investigated  as  they  related  "to 
the  quality  of  teaching  and  the  system  of  assistants,  instructors  and  teaching  fellows." 

The  regents  asked  not  that  Regent  Gary  be  investigated,  but  that  the  quality  of  instruc- 
tion by  three  different  classes  of  teacher  be  investigated — instructors,  assistants  and  fellows. 

If  student  opinion  were  the  only  basis  for  determining  efTiciency  of  instruction  by  assis- 
tants, then  the  students,  not  departmental  chairmen  should  have  been  asked  about  the 
efTiciency  of  instruction,  and  the  testimony  of  two  students  about  two  assistants  would 
have  been  w'orth  more  than  the  statements  of  two  department  chairmen  that  teaching  by 
those  assistants  was  in  general  efficient. 

A  second  proposition  in  the  paragraph  is  not  supported  by  the  testimony  before  the  regents: 
namely,  that  "the  facts  presented  in  the  reports  of  the  deans  and  professors  show  conclusively 
that  the  instruction  of  the  great  majority  of  assistants  is  satisfactory;  that  those  who  give 
indifferent  instruction  are  comparatively  few." 

The  reports  stated  opinions  not  facts. 

The  fourteenth  paragraph  contradicts  an  "allegation  .  .  .  that  the  instruction  of 
freshmen  and  sophomores  is  in  charge  of  inexperienced  or  mediocre  teachers."  Instead 
of  contradicting  this  allegation,  however,  the  statements  of  chairmen,  limited  as  they  were, 
proved  that  the  instruction  of  many  freshmen  and  many  sophomores  was  in  charge  of  inex- 
perienced teachers;  that  some  of  these  teachers  were  mediocre.  Instead  of  there  being,  as 
declared,  no  "foundation  for  the  allegation  that  the  main  interests  of  the  assistants  are  in 
their  graduate  studies  rather  than  in  their  instructional  work,"  there  was  allegation  from  the 
faculty  itself  to  such  effect,  as  above  quoted. 

The  fifteenth  paragraph  which  concludes  the  report  drawn  for  the^committee,  sub- 
mitted by  it  to  the  board,  and  adopted  by  the  board,  is  not  a  conclusion  which  summarizes 
the  facts  for  which  the  regents  asked.  Its  result,  when  adopted,  was  to  commit  the  university 
governing  body  to: 

1.  "Employment  of  men  of  different  ranks  from  professor  to  assistants  in  proper  pro- 
portion." 

843 


University  Survey  Report 

2.  "Greatly  increased  effectiveness  of  teaching  when  comljined  with  scholarly  work,  be- 
cause of  its  inspirational  power." 

Where  the  regents  asked  for  definite  information,  here  again  they  were  given  two  generally 
worded  propositions  which  carry  convictions  of  tremendous  moment  to  the  university,  but 
which  were  not  relevant  to  the  issues  before  the  regents.  Note  that  the  first  sentence  reads: 
"employment  of  men  of  different  ranks"  without  indicating  that  the  only  employment  under 
consideration  was  employment  for  teaching;  secondly,  the  "proper  proportion"  of 
men  of  different  ranks  from  professor  to  assistants  was  not  stated  or  implied,  except  as  a 
defense  of  the  present  organization  carries  with  it  an  implication  that  the  proportion  then  in 
force  was  the  right  proportion.  Finally,  the  question  as  to  "effectiveness  of  teaching  when 
combined  with  scholarly  work"  had  not  been  raised  by  the  regents,  and  did  not  belong  in 
this  conclusion.  But  even  as  stated  the  proposition  is  based  not  upon  analysis,  nor  upon 
careful  investigation,  but  upon  hearsay,  opinions  and  unsupported  dictum. 

Illustrations  of  how  the  regents'  questions  regarding  the  correctness  or  incorrect- 
ness of  the  university  survey  reports  are  being  answeerd 

The  regents  were  from  the  first  treated  by  the  university's  administrative  officers  as  if 
they  were  not  entitled  to  information;  as  if  they  did  not  know  the  difference  between  informa- 
tion and  assertion;  as  if  they  were  judging  an  intercollegiate  debate  instead  of  governing  a 
great  university. 

A  reading  of  the  detailed  comments  written  "for  the  university"  and  "on  behalf  of  the 
university"  prompts  three  questions: 

1.  Would  the  university  be  better  off  if  without  a  board  of  regents  to  serve  as  a  screen 

and  buffer  for  bureaucratic  evasion  of  question  and  fact? 

2.  Is  more  harm  done  by  such  method  of  investigation  than  can  be  offset  by  scientific 

research  at  the  university? 

3.  Do  such  methods  when  employed  by  administrative  officers  and  faculty  members  in 

answering  questions  by  the  people  of  the  state  hobble  and  hamper  the  desire  for 
scholarship,  for  higher  learning,  for  truth  and  for  public  service  which  the  rank 
and  file  of  the  university  and  of  the  people  of  the  state  wish  to  stimulate? 

Principal    illustrations    of   how    the    university    survey    reports    were   received    and 

analyzed  for  regents 

1.  The  fifth  investigation  above  mentioned  and  later  illustrated  in  detail  is  said  not  to 
have  been  an  investigation  except  in  the  survey's  imagination.  The  survey  is 
said  to  have  attached  an  importance  and  scope  to  this  study  "never  so  understood 
by  the  regents,  by  any  educational  or  administrative  officer  of  the  university  or 
so  far  as  records  show  by  any  human  being  until  the  survey  misconstrued 
them  and  inflated  their  meaning"  (underscoring  ours).  Yet  in  the  last  pub- 
lished report  of  the  Board  of  Regents,  page  4,  the  president  of  the  university 
referred  to  this  investigation  as  follows:  (underscoring  ours)  "The  regents  regard 
the  matter  of  effective  instruction  as  of  such  importance  that  they  made  an 
investigation  of  the  subject  during  the  biennium,  as  well  as  the  related  one 
of  the  efficiency  of  instructors  and  assistants  as  teachers.  They  reached 
conclusions  from  which  the  following  quotations  are  made"  (as  already 
detailed  in  the  analysis  of  the  1912  report).  Similarly  the  university  faculty  was 
told  in  the  autumn  of  1913  that  the  regents  had  investigated  and  that  sweeping 
conclusions  had  been  reached. 

2.  Regents  were  told  that  the  longhand   notes   made  by   different  survey  representa- 

tives of  one  professor's  lecture  had  not  merely  misquoted  but  had  grossly  misre- 
presented the  speaker.  As  proof  of  such  misquotation  alleged  stenographic  notes 
were  quoted  by  the  president,  by  the  president's  representative  in  making  com- 
ments upon  the  survey  report,  by  the  dean  of  letters  and  science,  by  the  director  of 
the  course  for  the  training  of  teachers,  by  the  principal  of  the  Wisconsin  high 
school.  Upon  examination  these  alleged  stenographic  notes  of  a  summer  session's 
course  of  30  lectures  were  found  to  have  about  as  much  matter  as  a  complete 
report  of  one  lecture  would  have.  Furthermore,  the  statement  cited  by  the  presi- 
dent, by  the  dean,  by  the  president's  representative,  by  the  director  of  the  course 
for  the  training  of  teachers,  by  the  principal  of  the  Wisconsin  high  school,  as  coming 
from  these  stenographic  notes  is  not  in  those  notes  and  is  entirely  different  from 
the  statement  in  those  notes.  The  notes  read:  "In  the  secondary  schools  there 
should  be  a  serious,  definite,  progressive  study  of  something  that  is  hard."  The 
statement  going  to  regents  as  coming  from  those  notes  reads:  "We  must  not  set 
aside  lightly  material  which  can  be  organized  in  such  a  manner  as  to  present  a 
serious,  progressive,  consecutive  study  of  something  which  is  definite,  teachable, 
hard."   (exhibit  23.) 

3.  The  regents  were  told  that  the  committee  on  assigning  rooms  had  before  it  on  sheets 

written  estimates  of  the  size  of  class  for  which  rooms  were  requested  after  the 
president  of  the  university  had  himself  gone  over  with  the  survey  sheets  (records 

844 


Exhibit  35 

of  the  committee  on  assigning  rooms)  listing  680  classes,  for  475  of  which  there  war. 
no  estimate  as  to  size,  leaving  only  205  for  which  there  was  such  estimate  (exhibit  25). 

4.  After  oral  testimony  had  been  given  by  administrative  officers  to  the  regents  showing 

that  efl'orts  had  not  been  made  to  secure  practice  teaching  opportunities  in  the 
Madison  public  schools,  letters  were  written  to  the  Madison  scnool  authorities  by 
a  director  after  conference  with  the  i)resident  and  the  dean  which  were  so  worded 
as  inevitably  to  elicit  confusion  and  misstatement  contrary  to  public  testimony 
and  to  the  indisputable  record  (exhibit  23). 

5.  After  the  survey  had  shown  non-use  of  space  in  university  buildings  which  it   would 

cost  hundreds  of  thousands  of  dollars  to  duplicate  in  new  buildings,  the  regents 
are  sent  the  unsupported  comment  that  the  university's  "efficiency  in  the  use  of 
space  is  up  to  the  standards  of  the  best  universities"  (exhibit  27). 

6.  In  the  organization  chart  furnished  by  the  university  which  describes  the  functions 

and  duties  of  different  university  officers  the  business  manager  is  made  coordinate 
with  the  president  and  resjjonsible  to  the  regents.  Yet  in  the  university  comment 
upon  the  survey  report  the  survey's  suggestion  that  the  by-laws  clearly  state  this 
coordinate  relation  of  business  manager  and  president  is  claimed  to  be  an  attempt 
to  make  "the  business  manager  the  sole  responsible  officer  of  the  university  (under 
the  regents)  for  all  expenditures  for  educational  and  other  purposes"  (part  IV). 

7.  After  the  survey  had  sent  to  the  university  descriptions  of  classroom  instruction  selected 

from  432  descriptions  of  letters  and  science  classes — which  represent  just  432  more 
visits  than  either  the  president  or  the  dean  of  letters  and  science  had  made  to  these 
university  classes;  after  the  president  had  agreed  that  the  test  made  by  the  survey 
would  profitably  deal  with  the  courses  for  the  training  of  teachers  (exhibit  3);  after 
9,500  blue  books  had  been  noted  and  several  hundred  analyzed  in  detail  (exhibits 
13,  14);  after  lack  of  supervision  either  of  execution  or  grading  had  been  clearly 
demonstrated  by  the  survey  (exhibits  13,  14);  after  it  had  been  shown: 

That  foreign  language  is  used  little  in  foreign  language  classes  (exhibit  12). 

That  scholarly  use  of  foreign  languages  was  not  expected  even  for  a  doctor's  degree 
(exhibit  4). 

That  graduate  students  were  being  required  to  do  work  of  high  school  or  grammar 
school,  or  junior  college  grade  (exhibit  4). 

That  graduate  students  were  for  the  most  part  doing  undergraduate  work  (exhibit  4). 

That  exclusively  graduate  w^ork  was  being  done  chiefly  by  students  having  faculty 
connection   (exhibit  4). 

That  scholarship  represented  by  doctors'  theses  was  not  scholarly  (exhibit  4). 

That  the  president,  directors,  deans,  departmental  chairmen,  supervisors  of  courses 
were  not  expected  to  visit  classes  (exhibits  2,  3). 

That  instructors  were  not  selected  primarily  for  proved  or  prospective  teaching 
ability   (exhibit  3). 

That  unproved  and  unsupervised,  and  therefore  unknown,  ability  in  research  was 
rated  more  highly  than  ability  as  a  teacher  (exhibit  3). 

That  the  very  poorest  instruction,  the  most  careless  grading  of  papers  had  been  ob- 
served in  the  De])arlment  of  Education  (exhibits  3,  13,  23). 

That  in  departmental  courses  for  teachers  many  instructors  have  not  been  selected 
because  of  special  teaching  fitness  (exhibit  23). 

That  several  do  not  believe  in  the  courses  they  are  giving  (exhibit  23). 

That  several  waste  time  in  giving  general  educational  principles  which  are  given 
in  other  special  courses  (cxhil)it  23). 

That  several  are  using  methods  in  the  classroom  and  in  relations  with  students  which 
could  not  possibly  succeed  in  high  schools,  which  do  not  succeed  at  the  university, 
and  which  could  not  safely  be  emulated  by  high  school  teachers  (exhibits  3,  13,  23). 

That  in  freshman  English  classes  there  is  too  little  oral  FLnglish.  and  too  much  argu- 
ment against  the  possibilitv  of  cultural  results  from  vocational  courses  (exhibits 
10,  11). 

That  in  class  after  class  instructors  even  of  highest  rank  were  unable  to  hold  attention 
of  students;  material  was  given  in  lectures  which  could  easily  be  read  in  books; 
class  time  was  wasted;  students'  experience  was  not  capitalized  nor  students'  needs 
recognized  (exhibits  3,  23). 

That  faculty  members  feel  the  lack  of  educational  leadership  and  educational  discus- 
sion in  faculty  meetings  (exhibit  21). 

That  many  courses  were  being  given  without  modification  which  had  been  given  two 
or  more  times  before  (exhibit  ',\). 

That  research  work  by  students  was  inadequately  supervised  (exhibit  4). 

That  students  have  too  little  contact  with  instructors  out  of  class  (exhibit  3). 

That  requirements  of  courses  have  been  lowered  in  one  case  one-third  in  quantity 
biesides  much  in  quality  to  fit  what  many  instructors  feel  is  a  lower  scholarship 
requirement  as  compared  with  10  years  ago  (exhibit  20). 

That  too  little  practical  work  is  given  to  students  of  engineering,  agriculture,  journal- 
ism, education,  commerce  (part  IV,  exhibit  15). 

That  modern  vocational  tests  for  disclosing  strong  and  weak  points,  aptitudes  and 
deficiencies  of  students  are  not  applied  (part  IV). 

That   a  large  number  of  instructors  had  come  to  the  university  without   previous 

845 


University  Survey  Report 

teaching  experience  and  were  left  to  teach  without  knowledge  on  the  part  of  the 
university  as  to  classroom  methods  (exhibit  3). 

That  108  of  140  interviews  with  the  president  last  year  regarding  educational  matters 

were  by  one  individual  (exhil)it  2). 
That  it  is  not  expected  of  administrative  officers  to  know  individually  even  the  new 

instructors  although  the  equivalent  of  the  time  spent  by  the  president  in  attending  a 

meeting  of  the  Carnegie  Foundation  in  November  1914  would  provide  a  20  minute 

interview  with  each  of  the  105  new  members  of  the  instructional  stall  (part  IV). 
That  regents  are  asked  at  budget  time  to  increase  a  salary  because  of  alleged  highly 

efficient  service  when  the  teacher's  immediate  superior  agreed  with  the  survey  that 

this  service  was  not  highly  efficient  (exhibit  23,  33). 
That  when  the  faculty  investigates  teaching  efficiency  its  investigations  are    too 

narrow  in  scope  and  too  superficial  in  method  (exhibit  24). 
That  when  regents  ask  for  investigations  of  teaching  efficiency  they  are  given  instead 

unsupported  conclusions,  etc.,  etc., 
After  all  this  and  more  regarding  teaching  had  been  shown,  the  regents  were  told: 
The  survey  has  not  been  effectively  interested  in  the  most  important  function  of  the 

university   (i.e.,  teaching). 

What  is  the  meaning  of  the  six  illustrations  of  how  the  regents  investigate? 

It  is  not  suggested  that  with  respect  to  any  investigations  or  any  fact,  it  was  the  intention 
of  any  university  officer  either  to  withhold,  misstate,  or  intentionally  to  neglect  to  seek  essen- 
tial facts. 

It  is  not  suggested  that  with  respect  to  any  point  any  university  officer  has  meant  to  give 
even  a  shade  of  interpretation  that  was  not  conclusively  warranted  by  the  facts.  The  descrip- 
tion of  the  steps  taken  in  these  various  studies  and  also  the  listing  or  characterizing  of  dis- 
crepancies between  conclusions  reached  and  facts  presented  have  but  one  purpose;  namely, 
to  call  attention  to  a  method  which  can  no  more  obtain  trustworthy  results  when  applied 
by  a  university  than  when  applied  by  an  individual  scientist  conducting  private  research, 
a  congress  of  the  United  States  investigating  currency  needs,  or  a  railroad  wishing  to  know 
the  condition  of  its  business. 

For  a  discussion  of  these  suggestions,  see  exhibit  2  on  supervision  of  instruction;  exhibit 
3  on  efficiency  of  university  teaching;  exhibit  4  on  the  Graduate  School;  exhibit  24  on  faculty 
organization;  exhibit  30  on  regents'  laws  and  by-laws;  exhibit  33  on  the  university  budget; 


UNIVERSITY  COMMENT  ON  ALLEN  EXHIBIT  35,  ENTITLED  "SIX  ILLUSTRA- 
TIONS OF  INVESTIGATIONS  CONDUCTED  BY  REGENTS" 

Foreword 

These  "investigations"  are  six  "in  number: 
I.  A  University  Extension  matter. 
II.  Three  assistant  professors. 

III.  Wisconsin  High  School. 

IV.  The  report  of  1907  as  to  supervision. 
V.  The  report  of  1912  on  assistants. 

VI.  The  "investigation"  by  regents  of  Dr.  Allen's  reports. 

The  purpose  of  Dr.  Allen  in  exhibit  35  (and  also  in  exhibit  24)  is  now  plain,  since  his 
general  report  has  appeared.  It  is  to  discredit  investigations  made  by  regents  or  faculty  or 
by  both  bodies,  in  order  to  make  a  case  for  the  necessity  of  his  "bureau  of  reference  and  re- 
search," to  be  conducted  by  the  business  manager  independently  of  president  and  faculty. 
Dr.  Allen,  therefore,  is  not  content  with  the  moderate  task  of  analysing  reports  and  showing 
how  they  might  have  been  improved.  He  desires  to  show  that  they  are  as  bad  as  possible. 
In  the  first  three  cases  his  comment  is  brief  and  is  briefly  answered,  and  reference  is  made  to 
replies  and  to  other  exhibits.  In  the  last  three  cases  (IV-VI)  more  detailed  comment  is 
needed,  since  they  are  not  discussed  elsewhere,  and  in  all  of  them  Dr.  Allen's  statement  of 
facts  is  directly  challenged  by  the  university.  In  IV  and  V  Dr.  Allen  starts  with  fundamental 
miss-statements  of  the  subject  which  he  is  criticising  and  his  criticisms  depend  on  this  funda- 
mental misrepresentation.  In  VI  none  of  the  "illustrations"  on  which  he  relies  is  fairly 
presented. 

While  Dr.  Allen  discusses  each  of  investigations  IV,  V,  and  VI  in  two  places,  comment  is 
made  on  each  under  one  head.  No  attempt  is  made  to  answer  or  to  challenge  all  of  Dr.  Allen's 
incorrect  statements,  since  to  have  done  so  would  have  made  the  comment  intolerably  long. 
No  inference  must  be  drawn  in  favor  of  any  of  his  statements  from  the  fact  that  it  is  not 
challenged. 

846 


Exhibit  35 

I.     "HOW  THE  REGENTS'   QUESTIONS   REGARDING  THE  X  BUREAU  WERE 

ANSWERED"' 

Referring  to  Mr.  Allen's  statement  that  the  Board  of  Regents  at  its  meeting  of  April  15, 
1914  asked  "the  committee  on  extension  to  investigate  and  report  upon  questions  raised  at 
the  meeting  regarding  the  efTiciency  of  the  X  bureau,"  attention  is  called  to  the  following 
facts : 

The  minutes  of  the  Regents'  meeting  of  April  15,  1914  to  which  Mr.  Allen  refers  show  that 
three  actions  were  taken  relative  to  the  Extension  Division,  and  only  three.    These  were: 

(1)  That  the  committee  on  University  Extension  be  requested  to  submit  a  report  to  the 
Board  at  its  next  meeting  on  the  desirability  of  expansion  of  the  University  Extension  Divi- 
sion as  outlined  in  the  budget; 

(2)  That  President  Van  Hisc  be  requested  to  furnish  a  special  report  at  the  next  meeting 
of  the  Board  on  Edward  J.  Ward ; 

(3)  That  the  salary  of  the  secretary  of  the  Correspondence-Study  Department  be  increased 
to  $ 

Mr.  Allen's  statement  that  the  Re^nts  took  different  action  from  that  which  is  given  in 
the  minutes  of  the  meeting  must  be  taken  for  what  it  is  worth. 

Mr.  Allen's  statement  that  "the  lecture  bureau,  through  clerks,  tabulated  answers"  is 
incorrect.  If  Mr.  Allen's  reference  to  a  tabulation  "through  clerks"  is  meant  to  imply  that 
such  tabulations  as  were  at  that  time  available  were  not  prepared  fairly,  the  imputation  is 
not  true.  Still  further,  such  a  tabulation  would  have  had  no  effect  since  there  were  presented 
to  the  Extension  Committee  of  the  Regents,  not  only  the  tabulations,  but  also  the  letters  and 
papers  from  which  data  had  been  drawn.  Both  the  tabulations  and  the  letters  and  papers 
were  examined  by  the  Regents.  The  tabulations  were  prepared  by  the  bookkeeper  for  the 
Extension  Division,  a  university  graduate  and  a  disinterested  person,  whose  interpretations 
could  be  relied  upon  to  be  fair  and  unbiased. 

On  July  5,  1914,  the  Extension  Committee  of  the  Board  of  Regents,  including  the  President, 
met  at  the  office  of  the  Dean  of  the  Extension  Division  and  took  up  not  only  the  question 
referred  to  the  Committee  but  also  the  question  relating  to  the  Chief  of  the  X  Bureau  which 
had  been  referred  to  the  President  of  the  University.  The  Committee  spent  practically  a 
day  considering  these  questions  and  had  laid  before  it  first-hand  material  of  sufficient  amount 
and  sufficiently  comprehensive  in  character  to  enable  it  to  pass  intelligently  upon  both 
questions. 

Mr.  Allen's  statement  that  "available  information  was  not  included  in  the  report"  ("refer- 
ring to  the  dean's  report  to  the  Extension  Committee  of  the  Board)  is  absolutely  denied  by 
the  dean.  All  material  or  information  relating  to  the  X  Bureau  or  to  any  bureau  or  depart- 
ment of  the  Extension  Division,  in  the  possession  of  or  obtained  by  the  dean,  was  presented 
to  the  committee. 

Mr.  Allen  asserts  that  the  committee  acted  upon  "defective  evidence"  and  that  even  this 
defective  evidence  was  not  submitted  to  the  Regents,  that  the  Regents  "were  given  a  fav- 
orable report,"  etc.  Whatever  action  the  committee  took  was  taken,  as  has  been  shows, 
after  careful  inquiry  and  deliberation.  The  minutes  of  the  Regents'  meeting,  and  also  Mr. 
Allen's  statement  bear  witness  that  the  Extension  Committee  made  its  report  to  the  Board 
upon  the  exact  subject  it  was  requested  to  investigate  and  report  upon. 

(Signed)    L.   E.   REBER. 


II.     "HOW  THE  REGENTS'   QUESTIONS    REGARDING    THE    EFFICIENCY   OF 

THREE  ASSISTANT  PROFESSORS  WERE  ANSWERED" 

■  • 

A.  Dr.  Allen's  statements  of  fact  contain  several  inaccuracies. 

1.  Dr.  Allen:     "Tentative  budget  allowance  was  confirmed  .  .   .  adding  .SlOO  to  the 

salary  of  one.  .  .  ." 
Coninient:     No  increase  of  salary  was  granted  to  any  of  the  three.     None  was  recom- 
mended in  the  "tentative  budget." 

2.  Dr.  Allen  fails  to  list  one  class  of  "Professor  B.,"  Containing  40  students. 

3.  Dr.  Allen  omits  to  state: 

(a)  That  all  of  the  facts  regarding  numbers  in  classes  are  in  the  semester  reports  and 

that  these  reports  hadbeen  in  the  hands  of  the  budget  committee  and  constantly 
consulted  by  them  in  preparing  the  "tentative  budget." 

(b)  That  these  men  had  been  on  the  university  faculty  for  periods  of  0,  14,  19  years 

respectively. 

(c)  That  in  the  case  of  the  man  who  had  been  here  the  shortest  time,  much  of  his 

work  is  done  in  collaboration  with  other  teachers. 

There  was,  therefore,  no  reason  for  special  visits  to  tiie  classes  of  tli^se  men,  since  the 
character  of  their  teaching  was  well  known  to  their  colleagues,  both  in  the  res- 
pective departments  and  outside  of  them.     It  was  also  well  known  to  the  dean. 

All  of  the  alleged  missing  "facts"  listed  by  Dr.  Allen  were  either  already  in  the  pos- 
session of  the  regents  or  immediately  available  for  them. 

B,  These  are  relatively  unimportant  matters.     The  fundamental  point  which   Dr.  Allen 

847 


University  Survey  Report 

urges  is  that  the  report  of  the  dean  ought  not  to  have  been  a  confidential  document, 
based  on  a  quiet  investigation  of  the  facts,  but  ought  to  have  been  a  pubUc  document, 
based  on  a  public  investigation  of  the  men  reported  upon,  and  containing  full  details 
of  that  investigation  as  well  as  the  dean's  conclusions. 

I  oppose  squarely  and  direcllj'  this  judgment  of  Dr.  Allen.  In  these  cases  I  acted  as  I 
always  have  done  in  similar  cases  and  as  I  propose  always  to  act.  I  made  a  full  and 
careful  inquiry  of  those  members  of  the  faculty  who  were  in  a  position  to  know  the 
work  of  the  men  in  cjucstion.  I  obtained  from  them  and  through  them  the  judgments 
of  others,  including  faculty  and  students.  All  this  was  done  with  every  care  not  to 
"investigate"  in  a  way  to  injure  the  influence  or  harm  the  work  of  the  persons  in 
question. 

I  submitted  to  the  president  a  report  giving  my  conclusions  on  the  matter.  I  wa^  ready 
to  present  orally  detailed  information  as  fully  as  the  regents  might  ask. 

Questions  that  involve  the  teaching  ability  of  a  member  of  a  faculty  and  his  suitability 
to  the  place  he  is  holding  should  in  ail  cases  be  reported  on  confidentially  and  dis- 
cussed in  executive  session. 

This  is  a  fundamental  and,  in  my  belief,  a  correct  principle  of  university  administra- 
tion. I  am  sure  that  any  person  who  has  had  large  executive  experience  in  a  uni- 
versity will  agree  with  me  in  asserting  and  maintaining  it. 

(Signed)   E.  A.  BIRGE. 


III.      "HOW    THE     REGENTS'     QUESTIONS     REGARDING    THE    NEED    FOR 
ESTABLISHING  THE  WISCONSIN  HIGH  SCHOOL    WERE   ANSWERED" 

No.  Ill  is  briefly  discussed  and  may  be  briefly  answered  in  this  place. 

A.  The  University  reasserts  the  incorrectness  of  the  statements  made  by  Mr.  Allen,  and 
again  denies  the  validity  of  his  numerous  conclusions.  This  matter  has  already  been  fully 
discussed  in  the  comment  upon  Exhibit  23  and  the  supplements  thereto.  These  supplements 
include  the  paper:  "Significant  Facts  Regarding  the  Wisconsin  High  School  which  the 
University  Survey  wishes  to  go  over  in  Detail  with  the  Special  Committee  of  the  University 
Board  of  Regents,"  considered  at  the  hearing  on  October  2,  1914;  and  also  the  reply  pre- 
sented by  President  Van  Hise  to  these  significant  "facts." 

The  contentions  and  allegations  of  Mr.  Allen,  regarding  the  steps  taken,  and  the  informa- 
tion possessed  by  the  regents,  have  already  been  shown  to  be,  in  all  essential  particulars, 
captious  and  untrustworthy.     (See  university  comment  on  Allen  exhibit  23). 

B.  The  "beginning  maintenance  cost"  of  the  school  is  stated  by  Mr.  Allen  to  be  about 
§10,000;  it  was  reallj'  less  than  $1,000  net.  The  "ultimate  maintenance  cost"  is  stated  to 
be  from  .$50,000  to  .$75,000;  in  truth  the  net  maintenance  cost  for  the  next  two  years  will 
actually  be  less  than  $30,000  annually. 

C.  IVIr.  Allen  again  repeats  the  allegation  that  "an  inadequate  investigation  was  made." 
This  apparently  rests  upon  the  evidence  selected  by  him  for  presentation  in  his  first  assem- 
bling of  "Significant  Facts." 

That  this  evidence  is  garbled,  incomplete,  and  inaccurate  has  already  been  shown  by  the 
university  (see  university  comments  sul^mitted  by  President  Van  Hise  to  Board  of  Public 
Affairs,  October  3,  1914,  contained  in  Supplement  to  Allen  exhibit  23.) 

The  university  asserts: 

1.  That  its  investigation  was  intelligent  and  adequate. 

2.  That  its  conclusions  were  right. 

The  essential  facts  in  the  case  are  perfectly  clear. 
,  Among  the  very  significant  facts  omitted  by  Mr.  Allen  throughout  his  attack  on  the  ex- 
tablishment  of  the  Wisconsin  High  School  are  these: 

(a)  That  there  is  today  no  state  university  comparable  in  size  and  location  to  the  Univer- 

sity of  Wisconsin,  endeavoring  to  train  teachers  for  high  schools  in  an  effective 
manner,  that  has  not  already  established  a  secondary  school  under  its  own  auspices, 
or  is  not  making  an  effort  to  do  so. 

(b)  That  there  is  today  no  state  university,  comparable  in  size  and  location  to  the  Uni- 

versity of  Wisconsin,  attempting  to  solve  the  problem  of  the  practical  training  of 
teachers  through  utilization  of  public  schools,  in  which  such  arrangement  is  not  and 
was  not  openly  regarded  as  a  makeshift. 

(c)  That  such  important  and  comparable  institutions  as  the  University  of  California,  the 

University  of  Nebraska,  the  University  of  Washington,  and  Ohio  State  LTniversity 
are  far  more  favorably  located  than  the  University  of  Wisconsin  for  co-operation 
with  public  schools  in  the  matter  of  providing  practical  facilities  for  the  training  of 
teachers.  All  of  them  reported  such  co-operation  in  1908,  and  out  of  this  circum- 
stance Mr.  Allen  made  much  in  his  "Significant  Facts";  but  they  have  found  it 
impossible  to  carry  out  successfully  such  co-operation.  The  insuperable 
difTiculties  which  have  been  encountered  by  these  institutions  were  clearly  foreseen 
by  the  officers  of  the  University  of  Wisconsin,  at  the  time  of  their  early  investiga- 
tfons.    According  to  Mr.  Allen  these  oflicers  should  be  penalized  for  their  foresight. 

(d)  That  if  the  plan  of  public  school  co-operation  has  such  essential  elements  of  strength 

in  it   as  Mr.  Allen  asserts,  why  did  the  State  Board  of  Education  of  California  find 


Exhibit  35 

it  necessary,  in  March,  1914,  to  urge  the  authorities  of  the  University  of  California 
and  Stanford  University  to  organize  at  each  university  a  training  school  of  secondary 
grade  in  which  prosjjective  high-school  teachers  may  be  given  opportunity  for 
practice  teaching  under  direct  supervision  of  the  university  faculty? 

(e)  That,  if  the  plan  of  public  school  co-cperation  is  as  feasible  as  Mr.  Allen  asserts,  how 

does  he  explain  the  fact  that,  after  a  number  of  years  of  careful  study  by  members 
of  the  university  faculty  and  by  representatives  of  the  state  teachers'  association,  a 
recommendation  was  made  in  Fel)ruary,  1915,  by  the  Regents  of  the  University  of 
Michigan  that  the  legislature  of  that  state  appropriate  8300,000  for  the  erection  of 
a  building  and  the  establishment  of  a  school  similar  to  the  Wisconsin  High  School? 

(f)  In  truth,  the  question  of  the  establishment  of  the  Wisconsin  High  School  was  inves- 

tigated by  the  university,  and  investigated  intelligently.  What  is  vastly  more  im- 
portant for  the  State  of  Wisconsin,  the  course  of  action  decided  upon  by  the  regents 
is  proving  effective  in  aiding  to  solve  the  problems  of  the  practical  training  of  teach- 
ers. 
D.  Mr.  Allen  implies,  in  the  summary  presented,  that  the  regents  and  the  legislature  were 
deceived  and  misled,  and  that  some  one  was  interested  in  deceiving  and  misleading  them. 

He  does  not  and  cannot  produce  evidence  to  support  this  charge.  The  matter  of  the  Wis- 
consin High  School  was  openly  and  publicly  discussed. 

Representatives  of  the  high-school  system  of  the  state  had  for  years  urged  the  establish- 
ment of  a  school  such  as  is  the  Wisconsin  High  School. 

The  subject  had  been  presented  and  discussed  in  the  meetings  of  the  State  Teachers, 
Association,  beginning  as  far  back  as  1906. 

The  leaders  among  the  high-school  principals  and  superintendents  of  the  state  regard  the 
Wisconsin  High  School  as  the  best  evidence  of  the  interest  of  the  state  in  better  teachers  for 
the  high  schools  and  the  most  effective  testimony  to  the  ability  of  the  university  to  find  a 
solution  of  a  most  difficult  educational  problem. 

(Signed)   E.   C.  ELLIOTT. 


IV.     "HOW    THE     REGENTS'     QUESTIONS     REGARDING    SUPERVISION     OF 
INSTRUCTION    WERE    ANSWERED    IN    1907" 

Dr.  Allen's  criticism  of  this  "investigation"  is  rendered  worthless,  except  for  the  light  it 
sheds  on  his  methods,  by  his  failure  to  present  fairly  the  question  before  the  regents  and 
administrative  officers  of  the  faculty.  Dr.  Allen  gives  to  the  regents'  original  action  a  mean- 
ing quite  foreign  to  the  actual  purpose  of  the  regents,  and  then  criticises  the  following  actions 
of  the  faculty  and  regents  on  the  basis  of  his  ownferversion  of  the  facts.  He  secures  his 
starting  point  in  this  case,  as  in  others,  by  misquotations — in  this  instance  a  misquotation 
of  the  regent's  recorded  vote. 

It  should  be  noted  that  this  misquotation  is  essential  to  the  entire  criticism  made  by  Dr. 
Allen  on  regents  and  faculty. 

A.  The  action  of  the  regents. 

1.  Here  is  the  regents'  resolution  of  October  15,  1907: 

"RESOLVED:  that  the  president  of  the  university  and  the  educational  offi- 
cers of  the  university  be  requested  to  report  to  the  board  at  its  next  meet- 
ing as  to  a  feasible  plan  for  the  supervision  of  the  work  of  instruction  in 
the  university." 

2.  How  Dr.  Allen  misquotes  this: 

"1.  In  October,  1907,  the  regents  instrueted  the  president  of  the  university 
and  the  educational  officers  to  report  at  the  next  meeting  of  the  board,  Dec- 
ember, 1907,  'a  feasible  plan  for  the  supervision  of  the  work  of  instruction 
in  the  university.'  " 

Comment:     Important  words  are  underscored  in  both  quotations. 

One  important  modification  by  Dr.  Allen  appears.  He  has  omitted  the  words  "as  to"  from 
the  phrase  which  he  quotes  and  from  his  summary. 

By  this  omission  of  two  words — omitted  either  by  deliberate  intent  or  by  inconceivable 
carelessness — he  entirely  changes  the  meaning  and  scope  of  the  action  of  the  regents.  The 
regents,  by  their  resolution,  ask  the  judgment  of  the  president  and  other  oflicers  as  to  (or 
in  regard  to)  a  plan  for  supervision.  By  Dr.  Allen's  vei-sion  they  asked  for  a  plan  and  had 
the  right  to  expect  a  plan  to  be  presented!  Dr.  Allen's  entire  criticism  proceeds  on  the  latter 
version,  which  he  gets  by  a  garbled  quotation  of  the  regents'  action. 

It  should  be  noted  that  the  words  "as  to,"  which  Dr.  Allen  omits,  immediately  precede  the 
words  which  he  quotes.  They  could  hardly  have  been  overlooked.  His  statement,  quoted 
above,  contains  every  signihcant  word  in  the  regent's  resolution  except  the  two  on  which  the 
real  meaning  of  the  resolution  depends.  On  these  two  depend  also  the  scope  of  the  report 
which  the  president  presented  to  the  regents;  the  nature  of  the  conclusions  reached  by  presi- 
dent and  deans;  the  character  of  the  advice  which  they  gave;  and,  as  wqII,  the  result  of  the 
report  when  presented  to  the  regents. 

B.  1.  Dr.  Allen,  having  wrongly  asserted  that  the  regents  gave  instructions  for  "a  plan 
for  supervision,"  proceeds: 

(a)iTo  examine  and  criticise  the  reports  of  president  and  deans  on  that  false  basis. 

819 

Sub.— 54 


University  Survey  Report 

(b)  To  criticise  the  regents  for  not  deriving  at  least  a  partial  and  suggestive  plan 

from  the  reports  which  were  presented. 
Since  the  basis  of  the  criticism  is  false,  the  whole  criticism  falls. 
2.  Dr.  Allen  in  summing  up  his  criticisms  makes  the  following  statement: 
"5.  Instead  of  a  plan  for  supervision,  which  had  heen  requested  by  the  regents, 
the  report  submitted  reasons  why  no  plan  was  advisable,  other  than  the  plan  to 
leave  conditions  and  methods  as  they  were."     (Italics  not  in  original.) 
This  is  quoted  as  an  example  of  the  numerous  misstatements  that  follow  from  Dr.  Allen's 
original  misquotations.    The  regents  did  not  request    "a  plan  for  supervision";    they    asked 
for  a  report  "as  to  a  plan  for  supervision."  \ 

The  report  which  was  submitted  conformed  exactly  to  the  regents'  request.  It  reported 
"as  to  a  plan  for  supervision."  It  stated,  in  substance,  that  in  the  judgment  of  the  president 
and  officers  of  the  university,  from  whom  the  report  was  requested  no  plan  for  centralized 
supervision  was  desirable.  It  stated  in  substance  the  preference  of  the  officers  for  the  present 
plan  of  departmental  supervision,  with  only  general  counsel,  rather  than  supervision,  by 
the  deans. 

The  faculty  believe  that  the  plan  of  departmental  responsibility  for  instruction  is  prefer- 
able to  the  method  of  centralized  supervision.  The  reports  to  the  president  expressed  that 
belief  in  various  ways  and  with  various  reasons.  The  president's  report  conveyed  that  gen- 
eral statement  to  the  regents,  with  his  reasons.  The  regents  accepted  his  report  and  took  no 
further  action. 

3.  Whether  the  reasons  presented  by  deans  and  president  were  sufficient  or  insufficient 

need  not  be  discussed  here.  The  principle  followed  in  this  case  is  fundamental  in 
all  the  policy  of  the  university.  It  has  been  fundamental  or  more  than  forty  years, 
and  the  faculty  believe  that  it  has  been  an  important  condition  of  whatever  success 
the  university  has  reached.  The  university  is  ready  to  discuss  it  and  to  defend  it, 
if  necessary,  on  any  serious  occasion.  If  the  regents  had  questioned  it,  a  suitable 
and  (it  is  believed)  an  adequate  defense  would  have  been  made.  But  no  such  pur- 
pose existed  and  the  reports  were  wholly  sufficient  for  the  occasion. 

4.  Dr.  Allen  says  of  his  work  on  this  "investigation": 

"Everything  contained  in  the  regents'  minutes  .  .  .  was  examined  by  the  survey.  Re- 
lated information  has  been  sought  and  found  in  annual  reports,  catalogues,  sem- 
ester reports,  etc." 

Is  it  not  strange  that  with  all  of  his  study  Dr.  Allen  should  have  failed  to  see  the  two  words 
"as  to"  on  which  the  meaning  of  the  regents'  resolution  turned,  which  meaning  was  funda- 
mental to  his  study  and  criticism? 

Is  it  not  also  worth  repeating  that  the  same  failure  to  give  trustworthy  reports  of  matters 
which  he  criticises  is  constantly  found  in  his  reports? 

C.  Dr.  Allen  lists  50  different  "suggestions"  which  might  have  been  "commended  to  re- 
gents and  departments."  In  this  he  is  following  his  usual  practice  of  assuming  that  whatever 
might  have  been  done  ought  to  have  been  done,  and  charging  the  not-doing  of  it  as  a  fault 
of  the  university.  These  50  "suggestions"  are  in  large  measure  statements  of  what  is  being 
done  by  different  departments  in  different  ways.  In  large  part  they  are  suggestions  of  the 
kind  constantly  made  in  faculty  meetings  and  elsewhere.  Dr.  Allen  thinks  that  these  should 
have  been  combined  into  a  system  of  centralized  supervision;  a  system  headed  by  president 
and  deans  as  chief  supervisors.  In  this  matter  the  judgment  of  the  faculty  differs  from  Dr. 
Allen's.  If  the  reports  had  done  what  he  claims  they  should  have  done  they  would  have 
abandoned  the  very  principle  which  underlay  them — that  of  departmental  responsibility 
for  instruction. 

In  brief,  the  reports  gave  the  regents  what  they  asked  for — a  "report  as  to  a  plan  of  super- 
vision." They  were  adequate  and  explicit  enough  for  their  purpose.  Dr.  Allen's  criticisms 
are  based  on  fundamental  misrepresentation  of  their  scope  and  purpose.  His  underlying 
motive  is  to  discredit  all  faculty  and  regent  "investigations"  in  order  to  show  the  necessity 
of  his  scheme  of  a  "division  of  reference  and  research"  under  the  immediate  control  of  the 
business  manager.  This  "division"  is  to  give  the  business  manager  the  information  on  which 
he  (not  the  educational  officers)  will  "coordinate  educational  and  financial  data." 

It  would  not  be  a  difficult  task  to  follow  Dr.  Allen's  criticism  in  detail,  accepting  correc- 
tions, if  such  are  present,  and  pointing  out  numerous  errors  of  fact  or  interpretation.  But 
the  task  would  be  wearisome,  both  for  critic  and  reader.  It  would  not  be  worth  doing,  since, 
if  the  basis  of  a  criticism  is  wrong,  its  details  are  of  little  consequence.  No  attempt,  therefore, 
is  made  to  examine  details  under  this  head. 

The  university  will  gladly  meet  any  criticisms  which  are  addressed  to  the  real  facts.  It 
will  accept  any  criticisms  that  are  just  and  will  try  to  profit  by  them.  But  it  is  a  waste  of 
time  to  answer  criticisms'  from  a  professional  critic,  that  are  based  on  a  fundamental  mis- 
statement of  the  facts,  except  as  such  answer  may  serve  to  disclose  the  methods  of  the  critic. 

(Signed)  E.   A.   BIRGE. 


850 


Exhibit  35 

V.     HOW   THE    REGENTS"    QUESTIONS    REGARDING    THE    QUANTITY    AND 
QUALITY  OF  INSTRUCTION  BY  TEACHING    ASSISTANTS  AND  TEACH- 
ING INSTRUCTORS  WERE  ANSWERED  IX  1912 

1.   General   statement 

This  "investigation"  is  treated  by  Dr.  Allen  at  great  length,  almost  half  of  exhibit  35 
being  devoted  to  it.  It  is,  therefore,  worth  while  to  examine  his  report  more  fully  than  in  the 
other  cases. 

Dr.  Allen  attempted  to  secure  a  basis  for  his  attack  on  the  report  of  1907  by  misquoting 
the  action  of  the  regents  which  called  out  the  report.  This  misquotation  gave  him  an  easy 
method  of  misrepresenting  the  nature,  purp  >ses,  and  effect  of  the  rc[)ort  he  attacked.  In 
the  present  case,  the  report  of  1912,  he  gains  his  position  of  attack  by  misrepresenting  the 
nature,  importance,  and  scope  of  the  regents'  action  and  of  the  reports  that  followed  it. 
That  he  may  do  this  more  easily  Dr.  Allen  refrains  from  quc)ting  the  regents'  votes,  on  which 
the  whole  matter  depended,  nor  does  he  even  give  an  abstract  of  them.  It  will  be  convenient 
to  make  a  brief  statement  of  the  facts  in  order,  prefacing  it  by  a  quotation  from  exhibit  35 
to  show  that  the  facts  essentially  as  here  stated,  must  have  been  known  to  Dr.  .Mien. 

"Everything  contained  in  the  regents'  minutes  with  reference  to  these  two  studies 
[i.  e.,  the  reports  of  1907  and  1912]\vas  examined  by  the  survey.  Related  information 
has  been  S3ught  and  found  in  annual  reports,  catalogues,  semester  reports." 

A.  Events  leading   up   to   the  report  of  1912 

1.  On  Friday,  April  25,  1912,  Regent  Cary  introduced  in  the  Board  of  Regents  a  resolution 
(quoted  in  full  below)  abolishing  the  system  of  assistants  as  teachers  in  the  university. 

The  regents  referred  this  resolution  to  a  special  committee  by  a  resolution  (quoted  below). 
The  committee  was  to  report  "before  the  June  meeting  of  the  board." 

On  Saturday,  April  26,  President  Van  Hise  sent  copies  of  the  Cary  resolution  to  the  deans. 
He  asked  reports  from  them  for  the  use  of  the  regents,  and  requested  the  reports  to  be  ready, 
"if  possible,  by  May  4."  These  notices  would  reach  the  deans  at  the  earliest  on  Monday, 
April  28.  The  entire  work  of  the  deans  was,  therefore,  to  be  done  in  one  week.  This 
fact  alone  sufficiently  indicates  the  purposes  of  the  regents  in  their  resolution,  the  scope  of 
the  "investigation"  which  the  deans  were  to  make,  and  the  nature  and  extent  of  the  reports 
expected  from  them. 

The  reports  went,  in  fact,  to  President  Van  Hise  on  or  before  May  9.  The  committee  of 
the  regents  met  on  May  17  and  prepared  a  report.  All  of  these  reports  are  reproduced  in 
full  as  an  appendix  to  this  comment. 

2.  At  the  same  meeting,  the  regents  adopted  a  resolution  (quoted  in  full  below)  request- 
ing (1)  t^at  Dean  Birge  report  on  certain  criticisms  made  in  the  public  press  by  Regent  Cary; 
(2)  that  Regent  Cary  furnish  to  the  regents  information  regarding  these  criticisms. 

These  two  requests  were  correlated  with  each  other.  It  was  understood  that  Regent  Gary's 
information  would  furnish  the  "fact  basis"  for  beginning  the  study  preliminary  to  Dean 
Birge's  report. 

3.  When,  however.  Regent  Cary  sui)plied  this  information  to  the  regents  on  May  17,  they 
took  it  up  in  connection  with  the  reports  already  submitted  from  the  faculty  and  reported 
on  it  at  once,  without  asking  for  Dean  Birge's  report.  (See  paragraphs  VA  and  14  of  regents' 
report  in  appendix.) 

B.  Dr.   Allen's  handling  of  these  facts 

1.  These  two  transactions  are  mingled  by  Dr.  Allen.  He  represents  them  as  constituting 
an  "investigation  of  instructional  cfllciency,"  by  which  the  regents  expected  to  cover  in  de- 
tail the  work  of  instructors,  assistants,  and  teaching  fellows.  He  thus  extends  the  purpose 
of  the  "investigation"  very  far  beyond  the  scope  attempted  by  regents,  deans,  or  faculty. 
By  employing  as  his  standard  of  criticism  his  intlated  represenlalu)ii  of  what  the  "inves- 
tigation" should  have  been,  he  easily  shows  the  reader,  who  is  ignorant  of  the  facts,  that  the 
reports  both  of  deans  and  regents  were  grossly  inadequate  to  reach  the  ends  proposed.  Thus 
he  attempts  to  attain  his  purpose  of  discrediting  the  work  of  regents  and  faculty,  not  on  the 
basis  of  the  real  facts  in  the  case,  but  through  an  a.ssumed  state  of  facts  for  which  he  has 
no    warrant. 

2.  In  the  last  "investigation"  presented  in  exhibit  35,  which  was  necessarily  written  by 
Dr.  Allen  after  this  one  had  been  sent  in  and  had  received  comment  by  the  university,  he 
attempts  to  justify  his  presentation  of  this  case  by  quoting  from  President  \'an  Hise's  "bien- 
nial report.    This  matter  will  be  discussed  below  in  its  proper  place. 

3.  The  fundamental  unfairness  in  this  section  of  exhii)it  35  is  not  that  it  calls  the  report 
an  "investigation,-"  l)ut  that  it  grossly  misrepresents  the  purpose  and  scope  of  the  "investi- 
gation"—so  grossly  that  the  '"investigation"  pictured  by  Dr.  Allen  is  an  imaginary  one  in  its 
magniture  and  importance.  This  unfairness  is  visible  everywhere  in  Dr.  Allen's  criticism, 
magnitude  and  importance.  This  unfairness  is  visible  everywhere  in  Dr.  Allen's  criticism. 
Its  quantitative  element  appears  very  definitely  in  Dr.  Allen's  statements  made  in  exhibit 

851 


University  Survey  Report 

35  under  the  head  of  "the  1912  report  on  instructional  efficiency."  In  these  statements  he 
enumerates  the  faculty  of  585  persons,  students  numbering  5,748,  clerical  staff,  graduate 
and  undergraduate  students,  etc.  He  states  that  the  services  of  these  were  "available"  to 
the  deans  for  the  "investigation"  which  the  regents  "ordered."  The  absurdity  and  the  in- 
flated nature  of  Dr.  Allen's  view  is  instantly  manifest  when  these  proposals  are  compared 
with  President  Van  Hise's  request  for  information  about  assistants,  sent  officially  by  him  to 
the  deans  and  asking  them  to  report  within  a  week! 

Dr.  Allen  thus  linds  a  short  and  easy  way  to  show  the  inadequacy  of  regents'  "investi- 
gations." He  represents  reports  prepared  in  little  over  a  week,  addressed  to  a  concrete,  spe- 
cific resolution  which  the  regents  were  considering,  as  reports  which  ignorantly  attempted 
to  meet  the  regents'  call  for  a  general  "investigation,"  for  whose  proper  completion  months 
of  time  and  the  services  of  scores  of  persons  would  be  needed.  In  fact,  the  reports  were  ade- 
quate for  their  real  purpose,  as  any  impartial  reader  of  them  will  see.  Dr.  Allen  is  able  to  call 
them  inadequate  only  because  he  conceals  their  real  purpose  and  affirms  one  which  did  not 
exist  in  the  sense  in  which  he  asserts  it. 

4.  In  carrying  out  the  general  plan  of  criticisms,  indicated  under  B  1  above,  Dr.  Allen 
attemp  s  also  to  point  out  errors  and  misrepresentations  in  the  several  reports,  especially  in 
those  from  the  College  of  Letters  and  Science  and  in  the  report  of  the  regents.  Most  of  these 
criticisms  have  no  warrant  whatever.  Some  of  them  are  examined,  but  so  great  and  so  weari- 
some detail  would  be  necessary  to  examine  them  all  that  the  task  is  not  attempted. 

5.  The  reader  is  invited  to  study  the  detailed  comment  which  follows,  if  his  interest  in  the 
subject  warrants  the  task.  However,  he  is  especially  invited  to  read  the  reports  reproduced 
in  the  appendix  to  this  comment,  and  judge  them  for  what  they  are — reports  prepared  in  the 
course  of  about  a  week,  to  meet  a  specific  resolution  proposing  to  abolish  a  system  that  had 
been  long  in  operation  in  the  university  to  the  general  satisfaction  both  of  its  officers  and  fac- 
ulty. He  is  invited  to  read  the  resolutions  of  the  regents  and  the  reports,  and  to  compare 
them  with  Dr.  Allen's  statements. 

II.   What   the  regents  wanted  in   the  1912  report 

A.   As  stated  in  the   minutes  of  the  regents: 

(a)  There  are  given  herewith  extracts  from  the  minutes  of  the  regents  April  25,  1913. 
No  other  reference  to  the  maj.ter  under  consideration  appears  in  the  minutes 
of  that  date. 
1.      "Resolution  introduced  by  Regent  Gary,  April  25,  1912 

"Whereas  It  has  been  the  custom  for  a  number  of  years  in  the  University  of  Wisconsin 
to  employ  at  low  salaries,  say  $400  to  §600  a  year,  as  instructors  and  quiz  masters,  a 
considerable  number  of  students  who  are  pursuing  advanced  studies;    and 

Whereas  Such  a  plan  subjects  many  students,  particularly  in  their  freshman  and 
sophomore  years,  to  the  instruction  of  inexperienced  and  immature  teachers  whose  main 
interests  are  in  their  graduate  studies  rather  than  in  the  instructional  work;   and 

"Whereas  We  believe  the  best  obtainable  grade  of  instruction  should  be  given  to  all 
students  who  are  here  spending  their  time  and  money  to  obtain  a  higher  education, 
therefore 

"Be  it  resolved.  That  the  system  of  student  instructors  be  and  hereby  is  abolished, 
and  that  thoroughly  competent  instructors  selected  for  their  teaching  ability  and  de- 
voting their  entire  time  to  instruction  be  substituted,  this  resolution  to  ta!ke  effect  at 
the  opening  of  the  academic  year  1913-14,  provided  that  this  resolution  shall  not  be 
construed  to  exclude  the  taking  of  advanced  courses  occasionally  by  regular  instructors 
on  approval  by  the  dean." 
In  regard  to  this  resolution,  it  was  on  the  same  day 

2.  "Voted,  That  a  committee  to  appointed,  consisting  of  the  President  of  the  University, 
the  President  of  the  Board  of  Regents,  and  Regent  Gary,  to  report  before  the  June 
meeting  of  the  Board." 

Immediately  following  the  passage  of  this  motion,  the  following  action  was  taken  by  the 
regents : 

3.  "Recommendation  No.  1  of  the  Gommittee  on  Letters  and  Science  was  taken  up  for 
consideration,  and  amended  to  read:    'That  Dean  Birge  be  requested  to  furnish  a   report 

to  the  Gommittee  on  the  criticisms  as  to  the  quality  of  teaching  and  the  system  of  assistants, 
instructors  and  teaching  fellows  made  by  Superintendent  Gary  in  the  Public  Press;  and 
that  Mr.  Gary  be  requested  to  furnish  to  the  Gommittee  such  specific  information  as 
he  may  have  as  to  the  teachers  whose  instruction  is  inefficient.  The  Committee  on  Letters 
and  Science  to  meet  jointly  with  the  Committee  appointed  to  consider  the  Cary  resolution'." 

On  motion  of  Regent  Buckstaff,  Recommendation  No.  1  was  adopted  as  amended.  This 
action  will  be  referred  to  as  the  Birge-Cary  request. 

These  extracts  show  clearly  the  following  facts: 

1.  Regent  Gary  introduced  a  resolution  with  preamble. 
This  will  be  referred  to  as  the  Cary  resolution. 

2.  This  resolution  was  referred  to  a  joint  committee.  (Note  that  no  report  from 
faculty  or  educational  officers  is  requested  in  the  Gary  resolution  or  in  the 
vote  referring  it.) 

852 


Exhibit  35 

3.  This  committee  was  to  report  "before  the  June  meeting  of  the  Board." 

4.  a.  Dean  Birge  was  requested  to  report  on  certain  criticisms. 

b.  Regent  Gary  was  requested  to  give  certain  specific  information. 
a  and  ^>  were  to  be  furnished  not  to  the  joint  committee  but  to  the  com- 
mittee on  letters  and  science. 

5.  The  Gary  resolution  related  to  "student  instructors"  who  are  defined  as  per- 

sons employed  "at  low  salaries,  say  $400  to  .$600  a  year,"  and  who  "are 
pursuing  advanced  studies."  The  persons  so  defined  are  known  as  assist- 
ants and  will  be  so  referred  to. 

B.    How   Dr.   Allen   describes   the   action   of  the  regents 

1.  Dr.  Allen:  "Although  the  resolution  called  for  information  regarding  student  instruc 
tors  and  not  merely  regarding  assistants,  no  statement  appeared  in  the  dean's  report  as  to 
whether  there  were  instructors  who  were  at  the  same  time  doing  graduate  work." 

Comment:  Only  the  Gary  resolution  used  the  term  "student  instructors."  This  reso- 
lution does  not  "call  for  information."  The  Gary  resolution  so  defined  "student  instructors" 
as  to  make  the  term  equivalent  to  assistant.  (See  above.)  The  dean  was  therefore  right  in 
not  including  any  others  than  assistants. 

This  criticism  is  directed  by  Dr.  Allen  toward  the  dean  of  the  College  of  Agriculture.  No 
resolution  of  the  regents  or  any  other  resolution  called  on  him  either  directly  or  by  implica- 
tion for  information  about  instructors. 

In  the  above  statement.  Dr.  Allen  mixes  the  Gary  resolution  and  the  Birge-Carj-  request, 
and  misrepresents  both. 

2.  Dr.  Allen:  "It  should  be  recalled  that  the  letters  and  science  report  had  to  do  with  the 
main  resolution  relating  to  student  instructors  of  whatever  rank  and  a  second  resolution 
having  to  do  with  the  quality  of  teaching  and  the  system  of  assistants,  instructors  and  teach- 
ing fellows." 

Comment:  In  this  quotation  several  errors  occur.  The  "main  resolution"  is  evidently 
the  Gary  resolution.  This  does  not  relate  to  "student  instructors  of  whatever  rank"  but 
the  term  is  so  defined  as  to  limit  the  meaning  to  assistants. 

The  "second  resolution  (Birge-Gary  request)  had  to  do  not  with  the  "quality  of  teaching, 
etc."  but  with  certain  criticisms  made  in  the  press  on  teaching,  etc. 

The  letters  and  science  report  (see  appendix)  states  specifically  in  its  first  paragraph  that 
it  is  a  report  regarding  the  Gary  resolution.  It  states  in  the  same  paragraph  that  other 
information  is  given  at  the  request  of  President  Van  Hise.  This  information  was,  therefore, 
not  reported  in  response  to  any  request  made  by  the  regents. 

3.  Dr.  Allen:  "In  April,  1912,  the  regents  ordered  a  second  investigation  of  instructional 
efficiency." 

Comment:  No  such  order  was  made.  See  the  resolutions  as  quoted  above.  Many 
quotations  involving  this  error  may  be  given. 

4.  Dr.  Allen:  "The  regents'  resolution  challenged  the  work  done  both  by  instructors 
and  assistants  and  asked  for  information  upon  the  efficiency  of  both." 

Comment:  The  regents'  resolution  does  not  "challenge"  the  work  of  assistants  or  of 
anyone  else. 

5.  Dr.  Allen:  "By  failing  to  include  instructors  with  assistants,  an  understatement  of 
work  involved  in  the  resolution  was  given." 

6.  Dr.  Allen:  "Although  the  question — teaching  by  student  instructors,  including  instruc- 
tors, assistants  and  fellows — is  an  educational  question,  which,  according  to  the  uni- 
versity's by-laws,  is  subject  for  departmental  and  faculty  consideration.  .  .  ." 

7.  Dr.  Allen:  Instructors  and  assistants  "the  two  chief  classes  of  instructors  which  the 
regents  asked  to  have  investigated." 

Comment:  The  report  criticized  relates  to  the  Gary  resolution  which  included  assistants 
only. 

8.  Dr.  Allen:  "The  regents'  resolution  was  mischaracterized  in  the  first  sentence  of  the 
first  summary  in  the  final  report.  It  is  spoken  of  as  a  resolution  'abolishing  the  system  of 
assistants'  whereas  the  resolution  specifically  related  to  the  teaching  work  only  of  assistants." 

Comment:  This  quotation  calls  the  Gary  resolution  "the  regents'  resolution";  thus 
"mischaracterizing"  it.  The  Gary  resolution  is  not  "mischaracterized"  when  it  is  spoken 
of  as  "abolishing  the  system  of  assistants."  Of  91  assistants  in  the  College  of  Letters  and 
Science,  89  were  teaching  in  class  or  laboratory.  A  resolution  which  abolished  their  teaching 
would  also  abolish  the  system. 

3.   Results  of  Dr.  Allen's  faulty  analysis  of  the  regents'  actions 

Dr.  Allen  hopelessly  confuses  the  history  and  meaning  of  the  events  and  documents  which 
he  criticises.  The  fundamental  confusion  is  found  in  the  following  statement  by  Dr.  Allen, 
whose  complex  and  intertwined  errors  could  not  be  unraveled  without  taking  far  too  much 
space. 

"It  should  be  recalled  that  the  letters  and  science  report  had  to  do  with  the  main  resolu- 
tion relating  to  student  instructors  of  whatever  rank  and  a  second  resolution  having  to  do 
with  the  quality  of  teaching  and  the  system  of  assistants,  instructors  and  teaching  fellows. 

853 


University  Survey  Report 

"The  reports  were  merged  although  technically  the  first  part  of  the  report  had  to  do  with 
student  instructors." 

Coniment:  The  regents  had  two  distinct,  though  related,  matters  before  them. 

1.  The  Gary  resolution  abolishing  the  system  of  assistants.  This  was  referred  to  a  com- 
mittee for  prompt  report. 

2.  Certain  criticisms  made  by  Regent  Gary  in  the  public  press.  A  report  on  these  (no 
time  specified)  was  requested  of  Dean  Birge.  ' 

Dr.  Allen  states  that  these  two  matters  were  merged.  This  statement  is  not  accurate. 
The  reports  which  he  has  examined  relate  to  the  Gary  resolution,  as  is  shown  by  the  follow- 
ing facts;  in  addition  to  those  already  stated. 

1.  They  arc  addressed  to  the  president  who  is  a  member  of  the  joint  committee,  not  to  the 
committee  on  letters  and  science,  which  was  designated  to  receive  Dean  Birge's  report. 

2.  They  come  from  several  deans  and  not  from  Dean  Birge  alone. 

3.  They  relate  primarily  to  assistants  and  only  slightly,  if  at  all,  deal  with  instructors. 

4.  They  say  nothing  of  criticism. 

5.  The  report  of  the  regents'  committee  states  that  it  relates  to  the  Gary  resolution.  It 
does  not  name  or  report  on  instructors  and  teaching  fellows. 

The  facts  regarding  the  later  history  of  the  Birge-Cary  request  are  not  stated  by  Dr. 
Allen. 
They  are  as  follows: 

1.  The  "specific  information"  requested  from  Supt.  Gary  was  given  to  the  joint  com- 
mittee of  the  regents  on  May  17th. 

2.  This  information  proved  to  be  so  small  that  instead  of  referring  it  to  Dean  Birge  as  a 
basis  for  starting  his  report,  the  committee  reported  on  it  directly. 

3.  In  consequence,  the  matter  of  the  report  from  Dean  Birge  was  dropped  by  common 
consent.     The  Gary  resolution  was  definitely  considered  and  acted  on  by  the  regents. 

4.  Fundamental  errors  of  Dr.  Allen 

1.  Dr.  Allen:  "How  the  Regents'  Questions  Regarding  the  Quantity  and  Quality  of 
Instruction  by  Teaching  Assistants  and  Teaching  Instructors  were  Answered  in  1912." 

2.  Dr.  Allen:  "1 — the  regents  called  for  an  investigation." 

3.  Dr.  Allen:  "In  April,  1912,  the  regents  ordered  a  second  investigation  of  instructional 
efTiciency." 

4.  Dr.  Allen:  "No  more  important  question  will  ever  be  investigated  by  any  board  of 
regents,  by  any  college  or  university." 

Comment:  All  of  these  quotations  misstate  the  resolution  of  the  regents,  both  as  to  words 
and  meaning. 

They  give  the  action  of  the  regents  an  importance  and  scope  never  stated  in  any  resolu- 
tion of  the  regents  and  never  contemplated  by  them.  The  resolutions  were  never  so  under- 
stood by  the  regents,  by  any  educational  or  administrative  officer  of  the  university,  or,  so 
far  as  records  show,  by  any  human  being  until  Dr.  Allen  gave  them  this  inflated  meaning. 
Both  the  resolutions  of  the  Board  and  their  report  show  clearly  what  they  wanted  and  also 
that  it  was  very  different  from  the  "investigation"  indicated  by  Dr.  Allen. 

Dr.  Allen,  having  reached  this  erroneous  conclusion,  bases  his  entire  criticism  upon  it. 
Methods  and  results  are  measured  by  the  standard  of  this  imaginary  "investigation"  and 
are  condemned  as  not  reaching  it. 

The  reports  of  deans  and  of  the  regents  are  held  by  Dr.  Allen  to  be  imperfect  and  faulty 
because  they  do  not  contain  matter  which  is  not  germane  to  the  subject  that  they  really  con- 
sider. 

The  methods  of  regents  and  deans  are  held  to  be  grossly  wrong  because  they  do  not  ad- 
dress themselves  to  the  purposes  of  this  imagined  "investigation,"  which  neither  regents  nor 
deans  ever  contemplated. 

See  the  statement  of  facts  in  the  introduction  to  this  comment  on  investigation  V. 

5.  Illustration  of  criticism  of  the  sort  just  referred  to 

No  better  illustration  of  false  criticism  can  be  given  than  the  following  passage: 

Dr.  Allen:  "In  April,  1912,  the  regents  ordered  a  second  investigation  of  instructional 
efficiency.  For  that  year  5,748  students  were  enrolled  for  all  courses,  and  4,022  enrolled 
in  regular  courses. 

"The  four  principal  officers  who  were  asked  to  conduct  the  investigation  also  participated 
in  the  1907  study  of  supervision;  they  had  been  at  the  university  respectively  31,  37,  29  and 
19  years  and  had  by  1912  held  their  then  administrative  positions  of  president  and  deans 
respectively  9,  11,  9  and  6  years. 

"For  investigation  there  was  available  not  only  the  entire  instructional  stafT  of  585,  but  a 
large  clerical  stall  and  in  addition  a  large  number  of  graduates  and  undergraduate  students 
who  might  to  their  own  profit  have  helped  secure  definite  and  comprehensive  data." 

Comment:  Such  is  Dr.  Allen's  picture  of  what  might  have  been  done.  What  are  the 
facts  regarding  the  preparation  of  the  reports  which  the  deans  actually  made? 

The  reports  were  prepared  between  April  28  and  May  9  as  extreme  dates.  The  work  must 
be  done  in  this  time  and  results  sent  out  to  regents.     These  facts  were  known  to  Dr.  Allen. 

854 


Exhibit  35 

He  states,  in  effect,  that  in  little  more  than  week  the  four  deans  should  conduct  an  "inves- 
tigation" so  comprehensive  that  they  must  enlist  services  from  an  instructional  staff  of  585, 
plus  a  large  clerical  staff,  plus  a  large  number  of  graduates,  plus  a  large  number  of  under- 
graduates. In  this  way  the  deans  should  have  secured  "definite  and  comprehensive  data" 
for  this  report. 

It  is  probable  that  the  deans  should  feel  themselves  complimented  by  Dr.  Allen's  estimate 
of  their  powers  of  organization,  compilation,  digestion,  and  production. 

Dr.  Allen's  estimate  of  the  powers  of  his  own  staff  is  more  moderate. 

In  1914  Dr.  Allen  made  an  investigation  of  teaching  at  the  university.  For  his  purpose* 
there  were  available: 

More  graduates  to  help  than  were  available  in  1912 

More  undergraduates  than  in  1912 

A  larger  faculty  than  in  1912 

A  larger  clerical  staff  at  the  university 

A  very  large  clerical  staff  of  its  own 

A  large  sum  of  money  directly  devoted  to  investigation 

Many  skilled  assistants  from  other  institutions,  to  visit  and  report  on  classes 

Six  months  of  time  instead  of  two  weeks 

A  director  who  is  a  professional  investigator. 

And  yet  with  all   these  powers   Dr.    Allen  was   unable  to   make  an   investigation  of 

efficiency  of  teaching. 

With  all  these  resources,  he  secured  only  132  (or  287)  reports  on  teaching.  He  states  the 
result  of  his  work  as  "opportunity  to  help,  not  appraisal"  of,  teaching.  He  states  that  his 
study  "is  qualitative,  not  quantitative."  He  declines  to  pass  on  the  efficiency  of  the  teaching 
as  a  whole  or  on  that  of  a  single  instructor.  (Exhibit  3,  section  2.)  He  makes  no  recom- 
mendation regarding  the  system  of  assistants. 

Dr.  Allen  makes  the  following  statement  regarding  the  investigation  of  instructional 
efTiciency  of  instructors  and  assistants: 

"No  more  important  question  will  ever  be  investigated  by  any  board  of  regents,  by  any 
college  or  university." 

His  sincerity  in  making  this  statement  may  be  tested  by  his  practice  in  studying  the  teach- 
ing at  the  university. 

The  university  has  been  able  to  extract  from  him  only  287  reports  of  visits  to  classes, 
out  of  432  which  are  claimed  to  have  been  made.  Of  these  287  only  5  are  to  4  assistants; 
only  42  to  26  instructors,  19  more  to  one  instructor,  while  141  visits  were  made  to  full  and 
associate  professors.  (The  exact  number  stated  will  depend  on  how  four  visits  made  to 
joint  classes  are  counted.)  The  record,  therefore,  shows  that  Dr.  Allen  attached  no  great 
"importance"  to  the  study  of  assistants  and  instructors  when  he  was  making  his  own  investi- 
gation of  teaching. 

Dr.  Allen  further  says  that  the  decision  of  the  regents  to  continue  the  system  of  assistants 
was  one  of  two  "generally  worded  propositions  which  carry  convictions  of  tremendous 
moment  to  the  university." 

Yet  in  his  report  on  teaching  Dr.  Allen  does  not  mention  specifically  this  matter  of  "tre- 
mendous moment."  He  did  not  investigate  the  system  of  teaching  by  assistants.  The 
classes  of  assistants  were  visited  in  only  one  college  of  the  university,  and  only  5% 
of  the  assistants  in  that  college.  (Of  287  reported  visits  to  classes  only  five  were  to  classes 
of  assistants.) 

If  Dr.  Allen  regarded  the  report  made  on  this  subject  in  1912  as  inadequate,  why  did  he 
not  use  his  abundant  resources  to  investigate,  and  report  on  a  question  so  "important"  and 
to  present,  for  the  guidance  of  the  university,  his  conclusions  on  a  subject  of  such  "tre- 
mendous moment?" 

6.      Dr.  Allen's  comments  on  the  Letters  and  Science  reports 

When  many  gross  errors  are  made  in  attemjiting  to  represent  resolutions  of  the  regents 
that  occupy  a  page  of  typewriting,  similar  errors  are  likely  to  occur  in  dealing  with  reports 
that  cover  more  pages  than  the  regents'  resolutions  contain  lines. 
General  statements  of  Dr.  Allen  regarding  these  reports 

(a)  "Many  answers  were  misstated  in  the  official  summary." 

(b)  "General  assertions  were  made  that  were  not  only  not  supported  by  the  detailed 
reports,  but  were  in  contradiction  of  such  reports." 

Dr.  Allen  tries  to  support  these  statement  by  six  quotations  from  Dean  Birge's  report  and 
by  a  tabulation  of  the  replies  which  he  claims  were  used  as  a  basis  for  the  statements. 

I  attempted  by  reading  the  reports  of  the  department  chairmen  to  find  how  anil  where  I 
had  misrepresented.  I  was  unable  to  discover  that  I  had  done  so.  I  referred  the  matter 
for  investigation  to  Professor  Guyer,  who  made  an  examination  and  reported  that  my  state- 
ments agreed  with  the  reports.  I  then  wrote  to  Dr.  Allen  asking  for  the  names  of  the  men 
whom  he  counted  as  opposed  to  my  statements.  Under  dale  of  December  9  he  declined  to 
give  this  information. 

He  thus  charges  me  with  misstatement  and  when  I  ask  for  evidence  of  the  charge    my 

855 


University  Survey  Report 

request  is  refused  although  such  information  surely  is  at  hand  in  the  "working  papers," 
if  it  exists  at  all. 

I  therefore  turned  the  reports  and  the  statements  of  Dr.  Allen  over  to  Professor  Paxson 
with  a  request  to  work  out  the  results  and  to  tabulate  them.  His  report  on  these  six  state- 
ments is  as  follows: 

Report  of  Professor  Paxson 

* 

Dr.  Allen  states  six  propositions  made  by  Dean  Birge  and  endeavors  to  tabulate  the 
reports  of  departmental  chairmen  in  order  to  show  how  far  the  dean  represented  the  facts. 
He  evidently  did  not  study  the  reports  carefully,  for  his  tabulations  are  entirely  misleading. 

1.  The  first  proposition  had  to  do  with  the  devotion  of  chairmen  and  full  professors  to  the 
instruction  of  freshmen  and  sophomores.  Upon  this,  Dr.  Allen  says  'the  actual  expressions 
of  opinion'  were  seven  with  the  dean,  three  against  him,  and  three  "not  for." 

The  fact  is  that  Guyer,  Hubbard,  Slichter,  and  Smith  were  openly  and  clearly  with  the 
dean;  Allen,  Oilman,  Hohlfield,  Ely,  Kahlenberg,  Munro,  and  Snow  were  with  him  by  clear 
inference;  Slaughter  was  silent,  and  Elliott  had  no  underclassmen.  And  no  one  opposed 
the  dean's  opinion. 

2.  The  second  proposition  stated  that  the  work  of  assistants  is  on  the  whole  as  good  as 
that  of  other  members  of  the  faculty  in  the  elementary  class. 

Upon  this  Dr.  Allen  says  that  none  were  with  the  dean;  seven  were  against  him;  six  were 
"not  for." 

It  is  difTicult  to  beUeve  that  the  observer  here  was  both  honest  and  intelUgent,  assuming 
that  the  exhibit  is  correct  in  its  proof-reading.  The  dean  was  supported  on  this  point,  often 
by  explicit  statement,  by  Allen,  Elliott,  Guyer,  Hohlfeld,  Hubbard,  and  Kahlenberg;  Munro, 
Smith,  and  Snow  supported  him,  by  inference;  Gilman,  Slaughter,  and  Slichter  were  silent; 
and  only  one  chariman,  Ely,  was  opposed. 

3.  The  third  proposition  expressed  the  belief  that  a  university  ought  to  train  graduates  for 
teaching  positions. 

Upon  this  Dr.  Allen  says  that  three  were  with  the  dean;  none  against;  ten  "not  for." 
The  truth  is  that  Allen,  Elliott,  and  Hohlfeld  were  with  the  dean;  Ely,  Hubbard,  Kahlen- 
berg, and  Munro  were  by  inference  with  him;  Gilman,  Guyer,  Slaughter,  Slichter,  Smith, 
and  Snow  were  silent. 

4.  The  fourth  proposition  expressed  the  conviction  that  assistants  do  not  neglect  their 
instruction  for  their  graduate  work. 

Upon  this  Dr.  Allen  says  that  four  were  with  the  dean;  three  against;  six  "not  for." 
Eight  chairmen  were  really  with  the  dean;  Allen,  Elliott,  Ely,  Gilman,  Guyer,  Hohlfeld, 

Kahlenberg,  and  Munro;  and  five  were  silent;  Hubbard  and  Slaughter,  Slichter,  Smith,  and 

Snow. 

5.  The  fifth  proposition  advised  that  the  Regents  reject  Regent  Gary's  recommendation. 
Upon  this  Dr.  Allen  says  six  were  with  the  Dean;  one  against;  six  "not  for," 

In  fact  every  one  of  the  thirteen  was  with  the  Dean  explicitly  or  by  clear  inference. 

6.  The  sixth  proposition  expressed  the  belief  that  the  University  is  fundamentally  right 
in  its  use  of  assistants. 

Upon  this  Dr.  Allen  says  nine  were  with  the  dean;  three  against;  one  "not  for." 

In  fact,  all  of  the  chairmen  recommended  the  continuation  of  the  present  system.     Twelve 

directly,  and  one  (Munro)  by  inference. 

The  result  of  this  examination  of  Dr.  Allen's  criticism  of  the  dean's  tabulation  of  the 

answers  of  the  thirteen  chairmen  chiefly  concerned  in  the  use  of  assistants  proves  that  the 

pretended  tabulation  of  the  reports  leads  to  conclusions  directly  at  variance'  with  the  facts, 

since  the  dean's  summary  of  the  opinion  of  chairmen  was  correct. 

(Signed)  F-IL.  PAXSON 

Comment:  This  is  Professor  Paxson's  report  and  conclusion.  If  he  is  right.  Dr.  Allen's 
tabulation  is  wrong  in  17  out  of  32  cases  of  alleged  "silence"  (not  for)  and  in  16  cases  out  of 
17  alleged  "against."  '  It  is  probable  that  Dr.  Allen's  tabulation  rests  on  the  use  of  detached 
phrases  of  these  letters,  of  sentences  quoted  incorrectly  or  abstracted  so  as  to  change  their 
meaning;  in  short,  that  in  this  matter  he  has  followed  the  methods  employed  by  him  in  regard 
to  the  following  matters,  also  reported  on  by  Professor  Paxson. 

In  regard  to  the  reports  listed  as  "not  for"  the  following  general  statement  is  to  be  made. 
My  report  was  not  a  mere  abstract  of  the  reports  of  the  13  chairmen.  I  was  reporting  as 
dean  and  drew  upon  all  of  my  knowledge,  not  merely  on  that  contained  in  the  reports.  My 
statements  ought  not  to  contradict  the  13  reports,  but  their  silence  is  a  matter  of  entire 
indifference,  since  my  statements  were  not  based  exclusively  upon  the  reports. 

Of  the  six  statements  quoted  from  me  only  one  (the  first)  is  so  stated  as  to  depend  directly 
on  the  13  reports.  The  second  statement  does  so  by  inference.  A  wider  basis  than  the  13 
reports  is  asserted  for  each  of  the  other  four  statements.  In  all  of  them  I  referred  not  only 
to  thirteen  members  of  the  faculty  but  also  to  the  others,  whose  opinion  I  knew. 

Dr.  Allen  states  that  the  dean  omitted  from  his  report  certain  "radical  proposals"  and 
"important  facts."     Six  "  proposals"  and  seven  "facts"  are  listed. 

I  twice  requested  Dr.  Allen  by  letter  for  the  passages  which  he  purported  to  represent 
in  this  statement.    The  request  was  refused,  once  by  telephone  and  once  in  writing. 

856 


Exhibit  35 

This  part  of  his  statement  was  therefore  examined  by  Professor  Paxson.  His  report  is 
given  herewith. 

Report  of  Professor  Paxson  on   "Proposals"   and   "'Facts" 

The  incompetence  with  which  Dr.  Allen  tabulated  the  oi)inions  of  the  thirteen  reports 
from  the  chairmen  makes  it  improbable,  when  he  next  proceeds  to  list  six  "radical  proposals" 
made  to  the  dean  by  the  chairmen,  and  concealed  by  him,  and  seven  "important  facts," 
likewise  concealed,  that  ho  would  be  able  to  rejiresent  the  contents  of  the  reports  with  any 
better  fidelity. 

I  have  searched  the  re[)orts.  and  have  succeeded  in  finding  the  statements  upon  which 
he  has  based  his  "radical  proposals"  and  "important  facts."  In  most  cases  Dr.  Allen  so 
perverted  the  statements  in  the  reports  that  the  university  would  be  entirely  justified  in 
denying  the  existence  of  the  "proposals"  and  "fads." 

Dr.  Allen's  six  "proposals"  follow,  corrected  i)y  the  facts  in  each  case: — 

1.  ""Higher  salaries  to  teachers  capable  of  condin'tinfr  recitations."  This  is  from 
Kahlenberg  where,  after  stating  that  the  situation  is  working  well,  he  says  that  to  maintain 
efficiency,  'it  will  be  necessary  in  the  future  to  secure  higher  salaries  for  the  teachers  who 
are  capable  to  conduct  "such  recitations  properly.'  "  By  examining  the  four  words 
underscored,  it  will  be  seen  that  Dr.  Allen  misquotes  Kahlenberg,  and  entirely  changes 
his  meaning. 

2.  "Instruction  could  be  improved  by  closer  supervision."  This  is  a  correct  quo- 
tation from  Hubbard,  where  he  says  "The  instruction  in  these  courses  [Freshman  English] 
couldfbe  improved  by  closer  supervision." 

3.  "No  classroom  teachinji  should  be  assigned  to  assistants."  Professor  Allen 
stated  as  the  policy  of  his  department  that  "It  has  been  our  plan  to  confine  the  teaching 
responsibilities  of  assistants  to  laboratory  work."  He  also  states  that  assistants  were  being 
used;  he  recommended  their  continuance  and  did  not  even  remotely  suggest  the  general 
statement  given  by  the  Allen  exhibit. 

4.  "General  charge  of  laboratory  or  quiz  sections  should  not  be  given  to  assis- 
tants." This  is  from  Allen,  where  he  is  again  stating  departmental  policj',  and  is  expressing 
what  is  true  throughout  the  University,  that  "general  charge"  is  not  given  to  assistants. 
They  work  under  supervision.  His  words  were,  '  We  do  not  believe  ....  that  general  charge 
of  laboratory  sections  or  charge  of  quiz  sections  should  be  put  in  the  hands  of  assistants." 

5.  "Proportion  of  assistants,"  etc.     This  is  correctly  quoted  from  Allen. 

6.  "Each  department  should  report  to  the  dean  upon  the  character  of  work  done 
by  assistants  not  later  than  the  15th  of  November  each  year,  such  reports  to  receive 
careful  study  by  a  responsible  member  of  the  department."  This  is  garbled  from 
Elliott.  The  real  words  are,  "This  report  should  be  more  than  a  formal  statement;  it  should 
be  of  such  content  as  to  necessitate  and  receive  careful  study  by  some  responsible  person 
within  the  department."  Dr.  Allen  evidently  has  in  mind  a  subsequent  review  of  the  report 
rather  than  the  careful  preparation  that  is  really  recommended. 

Dr.  Allen's  seven  "facts"  follow,  corrected  in  each  case  from  the  record: — 

1.  "Classes  are  not  visited."  Snow  says,  after  describing  in  detail  his  method  for 
securing  proper  teaching,  "It  has  not  been  my  practice  to  go  into  the  class  and  observe  the 
teaching."  Dr.  Allen's  partial  truth  here  is  wholly  misleading  as  to  what  occurred  in  phy- 
sics.    (See  Snow's  report  in  appendix.) 

2.  "Scholarship  is  the  prime  consideration  in  selecting  assistants  and  instruc- 
tors." It  has  not  been  possible  to  identify'  the  original  of  this  with  certainty.  It  probably 
came  from  Smith,  where  in  a  discussion  of  the  method  of  selecting  assistants  and  instructors 
it  is  stated  that  "Ability  and  promise  of  scholarship  are  important,  because  they  are  essential 
factors  in  making  a  teacher."  If  this  is  really  the  origin.  Dr.  Allen  is  seriously  in  error 
because  Smith  had  already  said,  on  the  same  page,  "The  first  of  these  [qualities]  is  his  promise 
of  efficiency  as  a  teacher." 

3.  "Promise  of  research  ability  is  the  primary  consideration  and  teaching  ability 
the  secondary  consideration."  This  is  based  upon  a  discussion  of  university  men,  not 
of  assistants  per  se,  by  Allen.  The  words  really  used  are  "In  the  selection  of  instructors 
the  attempt  has  always  been  made  to  obtain  men  who  gave  promise  ...  of  continuing  in 
university  work.  ...  In  the  first  place  the  man  who  is  to  go  on  in  university  work  must 
have  a  taste  for  research.  ...  In  the  second  place,  it  is  necessary  for  the  man  who  is  to 
succeed  in  university  work  to  have  the  qualities  of  a  successful  teacher."  This  is  an  enu- 
meration of  factors  of  co-ordinate  importance;  not  an  enumeration  of  factors  in  the  order 
of  their  importance,  as  Dr.  Allen  represents  it.  The  reader  will  note  how  Dr.  Allen  radically 
alters  the  meaning  of  the  passage  by  substituting  for  Allen's  olorless  words,  "In  the  first 
place,"  "in  the  second  place,"  his  own  emphatic  terms  "primary-  consideration,"  "secondar^' 
consideration." 

4.  "Capable  persons  of  good  and  pleasing  personality  are  chosen  without  regard 
to  specific  teaching  qualifications."  This  is  untrue.  Snow  uses  the  words  "capable 
fellow  and  of  good  and  pleasing  personality,"  but  the  containing  paragraph  shows  clearly 
that  tests  of  capacity  and  teaching  promise  were  required. 

[Snow's  full  and  careful  account  of  his  method  is  too  long  to  quote;  the  reader  is  referred 
to  the  appendix.  The  reader  is  requested  to  consider  whether  he  has  ever  seen  a  more  gross 
misrepresentation  of  the  meaning  of  a  passage  than  was  here  perpetrated.     E.A.  B.] 

857 


University  Survey  Report 

5.  "There  is  danger  of  assistants  doing  too  much  work  for  students."  This  is 
untrue.  C.  E.  Allen  says,  "there  is  sometimes  the  danger  of  doing  too  much  of  the  student's 
work  for  him."     This  is  emphatically  different  from  "doing  too  much  work  for  students." 

6.  "It  requires  abler  persons  than  the  majority  of  average  assistants  to  conduct 
oral  reviews  in  the  class  room."  By  selecting  a  part  of  the  statement  of  Kahlenberg, 
his  meaning  has  been  destroyed.  He  said,  "Some  of  the  abler  and  more  mature  assistants 
have  been  entrusted  with  the  work  of  holding  quizzes  .  .  .  while  the  assistants  can  satis- 
factorily supervise  laboratory  work  under  the  direction  of  a  professor,  it  requires  somewhat 
more  mature  and  abler  persons  to  conduct  the  oral  reviews  in  the  class  room  .  .  .  some 
of  the  assistants  who  are  holding  quizzes  are  doing  this  work  quite  as  well  as  instructors  of 
higher  rank." 

7.  "No  classes  below  junior  grade  are  taught  by  an  assistant."  No  report  seems 
to  make  this  statement  in  this  form;  but  Elliott  states  that  his  department  has  no  classes  of 
freshmen  and  sophomores;  and  here  is  probably  where  Dr.  Allen  picked  up  the  idea. 

Summary 

My  detailed  examination  of  Dr.  Allen's  lists  of  alleged  "radical  proposals"  and  "important 
facts,"  shows  that: 

1.  Of  the  six  "proposals"  and  the  seven  "facts"  only  two  are  so  fairly  stated  as  to  consti- 
tute truthful  representations  of  what  the  chairmen  reported. 

2.  Neither  these  two,  nor  the  eleven  garbled  and  untrue  statements  of  Dr.  Allen  contain 
either  "radical  proposals"  or  "important  facts." 

(Signed)  F.  L.  PAXSON 

Comment  on  Professor  Paxson's  report:  The  report  shows  conclusively  that  Dr.  Allen 
did  not  abstract  statements  and  documents  either  adequately,  or  fairly.  He  seems  unable 
to  quote  even  a  brief  statement  in  the  words  of  the  original;  when  he  attempts  to  give  its 
meaning  in  his  own  words  he  usually  misrepresents  it. 

As  to  the  "radical"  nature  of  propositions  made  by  the  departments: — 

None  of  them  is  radical  in  the  sense  that  Regent  Gary's  proposal  to  abolish  the  system  of 
assistants  is  radical. 

I  stated  in  my  report  that  "no  radical  proposals  are  made;  the  lines  of  improvement  which 
are  indicated  are  of  the  same  type  as  those  which  departments  are  always  urging  on  me," 
etc. 

This  statement  from  my  report  is  correct. 

7.,  Other  misrepresentations  of  Letters  and  Science  reports  which  appear  in  Dr. 
Allen's  criticism  singly,  rather  than  in  batches 

1.  Dr.  Allen:  "3.  The  dean  of  letters  and  science  was  requested  to  furnish  a  report  on 
the  criticism;  made  by  the  state  superintendent  of  instruction  in  the  public  press,  regarding 
the  'quality  of  teaching  and  the  system  of  assistants,   instructors,    and  teaching  fellows.'  " 

Comment:  This  statement  shows  that  Dr.  Allen  probably  saw  the  Birge-Cary  request. 
He  has  changed  the  wording  of  the  resolution  so  that  as  given  above  it  leaves  the  reader 
doubtful  whether  Dean  Birge  is  "to  report  on  criticisms"  or  to  report  "regarding  the  quality 
of  teaching." 

The  latter  construction  is  apparently  that  which  Dr.  Allen  uniformly  places  on  the  reso- 
lution. 

The  resolution  of  the  regents  is  unequivocal.  The  report  was  to  deal  with  "criticisms." 
The  resolution  reads  as  follows:  "That  Dean  Birge  be  requested  to  furnish  a  report  to  the 
Committee  on  the  criticisms  as  to  the  quality  of  teaching  and  the  system  of  assistants, 
insructors  and  teaching  fellows  made  by  Superintendent  Gary  in  the  Public  Press."  (See 
resolution  in  full  on  earlier  page.) 

2.  Dr.  Allen:  "The  circular  [sent  by  the  dean]  which  went  to  various  chairmen  of  depart- 
ments calling  for  information  did  not  state  that  the  inquiry  had  been  called  for  by  the 
regents." 

Comment:  The  "inquiry"  was  not  "called  for"  by  the  regents.  The  circular  was  sent 
out  in  response  to  a  request  from  the  President.      (See  "Statement  of  facts,"  above.) 

3.  Dr.  Allen:  "The  eight  questions  sent  .  .  .  lent  themselves  as  the  results  show,  to 
general  answers  where  specific  information  alone  could  answer  the  questions  raised  by  re- 
gents." 

Comment:  The  departments  gave  general  answers,  which  were  desired  and  expressly 
requested  by  me.    The  statement  is  as  follows: 

"A  list  of  questions  .  .  .  was  furnished  to  the  chairman  in  my  report  of  each  department, 
with  the  explanation  that  it  was  not  to  be  treated  as  a  list  of  questions  to  be  an 
swered  seriatim."     (Bold  face  type  not  in  original.) 

4.  Dr.  Allen:  "Of  13  letters  and  science  chairmen  only  two  (Latin  and  German)  indicated 
that  they  had  conferred  with  others  in  their  department." 

Comment:  This  statement  indicates  that  Dr.  Allen  was  unable  to  find  more  than  two 
departments  whose  reports  indicated  conference  with  other  members  of  the  department. 
The  following  "indications,"  which  he  overlooked,  are  added. 

858 


Exhibit  35 

(a)  Physics:  "The  consensus  of  opinion  in  the  dcpartmenL  of  physics,"  etc. 

(b)  Romance:  "As  far  as  our  department  is  concerned  our  committee  is  unanimous"  etc. 

(c)  Botany:  "In  our  opinion  the  employment  of  assistants"  etc. 

(d)  Political  Economy:  "I  think  it  is  the  unanimous  opinion  of  all  in  our  department" 
etc. 

(e)  Commerce:  "This  department  cannot,  in  our  judgment,  operate  on  a  different  basis" 
etc. 

5.  Dr.  Allen:  "The  second  resolution,  which  in  the  report  is  merged  with  the  first, 
specifically  included  the  teaching  work  of  instructors  and  fellows." 

Comment:  The  "second  resolution"  is  not  "merged;"  it  is  not  referred  to  in  my  report; 
so  far  as  my  report  deals  with  other  matters  than  assistants,  it  does  so  "in  accordan<-e  with 
your  [i.e..  President  Van  Hise's]  direction,"  as  stated  in  the  report.  (Bold  face  type  not 
in  report.) 

6.  Dr.  Allen:  "Criticisms  published  in  the  press  by  the  state  superintendent  were  neither 
specifically  mentioned  nor  adequately  answered,  as  the  resolution  requested." 

Comment:  Criticisms  were  not  mentioned  because  the  report  did  not  deal  directly  with 
criticisms.    It  was  on  the  Cary  resolution,  with  additions  requested  by  the  president. 

7.  Dr.  Allen's  computations  of  amount  of  work  by  assistants  agree  with  mine  so  far  as 
the  two  are  parallel.  I  gave  22  per  cent  as  the  amount  done  by  assistants  in  the  departments 
listed.  He  reaches  21  per  cent  on  a  somewhat  different  basis.  He  also  computes  the  amount 
of  teaching  by  instructors.  I  did  not  do  so  and  it  was  none  of  my  business  to  do  so  in  this 
report,  which  dealt  primarily  with  assistants. 

8.  Some  numerical   mistakes  or   misrepresentations  of  Dr.   Allen's 

1.  Dr.  Allen:  Of  34  persons  of  professorial  rank  in  the  college  of  engineering,  one,  the 
dean,  is  represented  so  far  as  the  record  shows. 

Comment:  See  Appendix,  Report  of  Dean  Turneaure,  where  reports  of  12  engineering 
departments  are  summarized,  who  closes  the  summary  with  the  words  "The  reports  of 
individual   departments   are   in   my   hands   and   can   be   submitted  if  so   desired." 

(Bold  face  type  not  in  original.) 

2.  Dr.  Allen:  "Of  32  persons  of  professorial  rank  in  the  college  of  agriculture  17  par- 
ticipated in  the  report." 

Comment:  All  departments  of  the  college  of  agriculture  were  represented  by  reports  if 
they  had  assistants.  (See  appendix,  Report  of  Dean  Russell.)  The  inference  that  professors 
in  these  departments  were  not  consulted  is  an  unwarranted  assumption  made  by  Dr.  Allen 
without  evidence. 

3.  Dr.  Allen:  "Of  30  departments  in  letters  and  science,  13  were  asked  for  information; 
of  departments  not  receiving  letters  ahd  science  questions,  11  then  had  20  assistants." 

Comment:  There  are  24  departments  in  the  college  of  letters  and  science,  not  30  as  stated 
by  Dr.  Allen.  Four  of  Dr.  Allen's  30  are  medical  departments  reported  on  by  Dean  Bar- 
deen  (as  Dr.  Allen  knows);  the  other  two  are  music  and  physical  education,  neitherof  which 
had  assistants  doing  instruction  and  quiz  work  in  the  sense  of  the  Cary  resolution. 

The  13  departments  which  reported  had  82  assistants.  The  remaining  departments  had 
nine.     The  reports  covered  about  90  per  cent  of  the  assistants.     (See  also  No.  5  below.) 

4  Dr.  Allen:  "The  chairmen,  without  stating  that  only  13  out  of  30  departments  had 
been  questioned,  were  said  to  be  unanimous." 

Comment:  "My  report  states:  "I  asked  the  chairmen  of  13  of  the  larger  departments 
to  report.  .  .  .  These  departments  include  all  whose  teaching  would  be  greatly  affected." 

5.  Dr.  Allen:  "The  catalogue  shows  for  that  year  not  91  assistants,  as  mentioned  by  the 
dean,  but  101  assistants,  excluding  music  and  hygienic  laboratory." 

Comment:  The  catalogue  shows  91  assistants  in  the  letters  and  science  departments, 
excluding  persons  who  had  resigned  during  the  year  and  were  replaced  by  other  persons, 
and  assistants  who  are  doing  no  teaching  and  therefore  not  in  the  scope  of  the  Cary  reso- 
lution.    Including  these,  there  were  97  in  the  catalogue. 

6.  Dr.  Allen:  "Of  88  letters  and  science  instructors  (or  82  .  .  .  ),  who  are  reported  in 
the  catalogue  for  that  year." 

Comment:  Dr.  Allen  gives  88  (or  82)  instructors;  Dean  Birge  gives  78.  The  catalogue 
shows  at  most  76.  Whether  the  mistake  in  Dean  Birge's  report  is  a  misprint  or  a  miscount 
cannot  be  decided  at  this  late  date. 

7.  Dr.  Allen:  "Of  124  faculty  members  of  professorial  rank  in  letters  and  science,  18 
were  represented  in  the  answers  presented  to  the  regents. 

859 


University  Survey  Report 

Comment:  See  Comment  on  2,  above,  last  sentence. 

8.  Dr.  Allen:  Averages  of  teaching  experience  were  given,  but  no  details  to  show  how 
many  of  those  employed  were  just  out  of  college  and  inexperienced. 

Comment:  My  report  states:  "These  [assistants]  averaged  at  that  time  2.5  years  out  of 
college;  12  had  just  graduated;  25  of  the  forty  had  teaching  experience,  averaging  4.5  years 
each,  15  were  without  regular  experience;  five  of  these  being  laboratory  assistants  in  physics 
and  the  others  distributed  among  various  departments." 

9.  Dr.  Allen:  "Of  247  answers  called  for  from  13  letters  and  science  departments  (i.e., 
19  from  each),  82,  or  33  per  cent,  were  not  answered  and  165  were  answered." 

Comment:  My  report  states:  "A  list  of  questions,  given  with  this  part  of  the  report 
(in  1912)  was  furnished  to  the  chairman  of  each  department,  with  the  explanation  that 
it  was  not  to  be  treated  as  a  list  of  questions  to  be  answered  seriatim."  (Bold  face 
type  not  in  original.) 

10.  Dr.  Allen:  "How  many,  if  any,  of  these  17  or  27  assistants  were  undergraduates, 
no  facts  showed." 

Comment:  My  report  gives  seven  as  the  "undergraduate"  i.e.,  student  assistants. 

9.   The  report  of  the  joint   committee  as  adopted  by  the  regents 

Introductory  comment: 

This  report  summarizes  the  results  that  the  regents  derived  from  some  70  pages  of  closely 
type  written  matter  received  from  the  departments,  as  well  as  oral  information  from  other 
sources. 

The  reports  of  departments  summarize  the  views  of  the  men  who  held  the  greatest  respon- 
sibility for  the  teaching  in  the  main  divisions  of  the  university  and  in  its  largest  departments. 
They  present,  from  different  angles,  views  of  a  policy  which  the  university  had  maintained 
for  years.  The  reports  express  the  common  judgment  implied  in  the  practice  of  the  faculty 
and  give  this  judgment  with  all  possible  individual  and  departmental  variations  and  excep- 
tions. 

Such  reports  necessarily  deal  with  certain  aspects  of  efTiciency  of  teaching.  They  neces- 
sarily cover  a  somewhat  larger  field  than  that  of  the  Gary  resolution,  narrowly  construed. 
In  the  letters  and  science  reports,  especially,  I  desired  that  the  regents  should  see  the  policy 
of  the  larger  departments  regarding  instruction  by  those  members  of  the  faculty  who  are  of 
secondary  rank. 

Such  reports  may  properly  be  said  to  constitute  an  "investigation."  They  were  so  char- 
acterized by  President  Van  Hise  in  his  biennial  report  of  1912.  Their  occasion  was  a  resolu- 
tion offered  to  the  regents  and  to  be  passed  upon  by  that  body.  The  reports  were  intended 
to  aid  the  board  in  reaching  a  decision,  regarding  this  resolution.  They  were,  therefore, 
made  for  the  regents,  although  not  in  specific  terms  requested  by  them.  Since  the  reports 
dealt  with  teaching,  conclusions  regarding  teaching  might  properly  be  and  were  drawn  from 
them  in  the  regents'  report. 

But  they  were  not  the  result  of  a  "second  investigation  of  instructional  efficiency"  ordered 
by  the  regents.  They  were  reports  presented  in  the  ordinary  course  of  business  with  regard 
to  an  important  resolution.  They  were  prepared  and  presented  in  two  weeks  or  less  so  that 
the  Board  and  its  committee  might  have  time  to  study  them,  to  ask  for  further  information 
if  such  was  desired,  and  still  be  able  to  report  "before  the  June  meeting  of  the  Board." 

It  is  submitted  that  the  reports  and  the  actions  of  the  regents  are  entitled  to  be  judged  on 
the  basis  of  these  and  similar  well  known  facts,  and  not  on  that  of  their  conformity  to  the 
demands  of  an  imaginary  situation  such  as  that  which  Dr.  Allen  pictures. 

The  i-cport  is  reproduced  in  full  in  the  appendix  to  this  comment. 

A.   The  purpose  of  the  report 

1.  As  stated  in  the  report:  "Regent  Gary's  resolutions  relating  to  instruction  by  assis- 
tants in  the  University  have  been  fully  considered  by  the  joint  committee  consisting  of  the 
Gommittee  of  Letters  and  Science,  the  President  of  the  Regents,  and  the  President  of  the 
University,  to  which  committee  the  resolution  was  referred  by  the  regents  at  a  meeting 
held  April  25,  1912." 

2.  As  stated  by  Dr.   Allen: 

a.  "The  final  report  failed  in  the  following  respects  to  give  the  regents  the  information 
necessary  to  intelligent  action  regarding  the  resolution  before  them." 

b.  Certain  "respects"  specified  by  Dr.  Allen: 

1.  "The  report  begins  by  mentioning  only  one  of  the  three  classes  of  instructors  regarding 
whom  the  regents  asked  information:  namely,  it  mentions  assistants  but  omits  instruc- 
tors and  teaching  fellows." 

860 


Exhibit/  35 

2.  "To  say  to  the  regents  that  professors  were  in  charge  of  a  course  did  not  meet  the 
question  in  the  regents'  resolution  as  to  who  was  teaching  elementary  courses." 

3.  "Again,  this  paragraph  omits  reference  to  two  of  the  three  classes  of  instructors  included 
in  the  regents'  question — the  instructor  and  the  teaching  fellow." 

4.  "Again  the  work  of  instructors  and  teaching  fellows  is  omitted." 

5.  "Here  again,  only  assistants  were  mentioned  to  the  board  and  in  the  board's  report, 
whereas  the  board's  original  question  applied  to  assistants,  instructors,  and  teaching  fellows." 

6.  "The  regents  asked  .  .  .  that  the  quality  of  instruction  by  three  difTerent  classes  of 
teachers  be  investigated — instructors,  assistants,  and  fellows." 

7.  "The  regents  did  not  ask  whether  a  thorough  plan  was  given  or  talked  over  by  assistants, 
instructors  and  teaching  fellows,  but  whether  the  execution  of  plans  by  assistants,  instructors, 
and  teaching  fellows  was  efficient." 

Comment:  In  these  quotations,  the  difference  between  Dr.  ^Vllen's  imagination  and 
the  facts  comes  out  quite  as  plainly  as  before,  and  in  a  more  ludicrous  form. 

1.  The  joint  committee  supposed  and  said  that  it  w'as  reporting  on  the  Carj'  resolution 
which  was  referred  to  it,  and  which  was  the  only  matter  referred  to  it  by  the  regents. 

2.  Dr.  Allen  states,  in  substance,  that  the  report  is  defective  because  it  does  not  discuss 
the  amount  and  quality  of  instruction  by  instructors,  assistants,  and  teaching  fellows,  i.e., 
the  "investigation"  which  he  alleges  was  "ordered"  by  the  regents.  Dr.  Allen  cannot  believe 
even  the  plain  and  reiterated  statements  of  the  regents'  report: 

a.  The  preamble  of  the  report  names  "Regent  Gary's  resolution  regarding  instruction 
by  assistants." 

b.  Assistants  are  specifically  named  in  eight  of  the  15  sections  of  this  report. 

c.  Neither  instructors  nor  fellows  are  named  in  any  part  of  the  report. 

Thus  Dr.  Allen's  criticism  implies  that  the  committee  of  the  regents  did  not  know  what 
they  were  to  report  upon  and  he  will  not  believe  the  words  of  the  report  regarding  its  own 
nature. 

The  "information  asked  for,"  the  "question  in  the  regents'  resolution,"  "the  regents' 
question,"  "the  original  question"  the  investigation  of  the  "quality  of  instruction  by  three 
different  classes  of  teachers"  named  in  the  above  quotations  from  Dr.  Allen,  exist  only  in  his 
imagination.  They  are  like  the  " "second  investigation"  spoken  of  before,  illegitimate  infer- 
ences fronu  the  Birge-Cary  request  developed  in  Dr.  Allen's  imagination  and  definitely 
asserted  to  De  the  action  of  the  regents. 

B,   Alleged  errors   in   the   reports   of  the   regents 

Dr.  Allen  specifies  particulars  in  which  the  report  of  the  regents  misrepresents  the  reports 
of  deans  and  departments.  A  general  denial  is  made  of  the  correctness  of  his  statements 
under  this  head.     A  few  of  them  are  taken  up  in  detail. 

1.  Dr.  Allen:  "The  first  paragraph  contains  a  fundamental  inference  that  is  contrary  to 
the  record;  namely,  that  four  deans  and  all  chairmen  of  larger  departments  are  unanimous  in 
the  belief  that  assistants  should  be  employed  as  teachers.  The  only  employment  of  assis- 
tants that  was  before  the  committee  was  the  employment  of  assistants  as  teachers." 

Comment:  (A.)  It  w^as  understood  by  all  parties  that  the  employment  of  assistants  as 
teachers  was  the  question  before  them.  The  "system  of  assistants"  related  to  persons  who 
are  teaching  in  laboratory,  quiz,  or  class.  Any  statement,  therefore,  regarding  assistants 
in  general  refers  to  assistants  as  teachers. 

(B.)  a.  As  to  the  "record:"  Dean  Russell's  report  states:  'Regarding  the  policy  of  utilizing 
assistants  for  laboratory  instruction  in  which  they  are  giving  only  a  i)ortion  ot  their  time  to 
the  university,  I  would  say  that  I  should  think  this  would  enable  the  University  to  take 
advantage  of  a  higher  grade  of  instruction  than  would  normally  be  the  case.  .  .  .  If  the  work 
of  these  assistants  is  closely  supervised  by  an  instructor  or  a  professor,  whose  whole  time  is 
being  given  to  the  university,  it  seems  to  me  that  the  interests  of  the  students  are  being 
properly  subserved.  No  complaint  has  been  brought  to  my  attention  by  students  in  the 
College  of  Agriculture  which  would  indicate  that  there  was  any  radical  defect  in  the  system 
which  has  been  developed. 

b.  Dean  Bardeen's  report  states:  "Student  assistants  employed  as  we  have  hitherto  em- 
employed  them  in  the  Medical  School,  I  believe  to  have  proved  thoroughly  successful.  .  .  . 

I  do  not  think  that  the  right  to  employ  student  assistants  should  be  abolished  by  the  Board 
of  Regents." 

c.  Dean  Turneaure's  report  states:  "Relative  to  the  general  policy  of  employing  assistants, 
our  experience  in  this  college  has  been  entirely  satisfactory.  More  woulc)  be  employed  in 
this  college  if  satisfactory  men  were  available  at  the  small  salaries  offered;  and  I  see  no  reason 
w'hy,  as  a  general  proposition,  the  practice  of  employing  assistants  should  be  discontinued, 
if  the  work  of  such  assistants  is  properly  limited  and  supervised." 

d.  Even  Dr.  Allen  will  concede  that  Dean  Birge  was  in  favor  of  employing  assistants  as 
teachers. 

861 


University  Survey  Report 

e.  The  judgment  of  the  chairmen  of  larger  departments  is  discussed  by  Professor  Paxson  in 
his  report  quoted  on  earlier  pages.  He  finds  their  judgment  unanimous  as  stated  by  the 
regents.     The  four  deans  were  also  unanimous.     The  regents'  statement  is  correct. 

2.  Dr.  Allen:  "Secondly,  the  testimony  before  the  committee  was  not  conclusive  but 
conflicting.  Of  two  disadvantages  mentioned  by  one  dean,  the  second  was  that  the  assis- 
tant's graduate  work  'may  be  so  remote  from  his  studies  that  there  is  danger  he  will  have 
insufficient  interest  in  his  instructional  work  to  do  it  satisfactorily.'  Two  of  13  department 
chairmen  answering  stated  that  scholarship  and  promise  of  research  ability  were  primary 
considerations  in  selecting  assistants." 

Comment:  Here  Dr.  Allen  states  that  the  testimony  was  conflicting  in  two  particulars. 
In  neither  case  is  the  testimony  conflicting  and  both  cases  are  misrepresented 

a.  The  statement  that  study  "may  be"  so  remote  as  to  injure  instruction  does  not  "con- 
flict" with  the  regents'  statement  that  "instruction  is  put  first." 

The  passage  quoted  above  from  Dean  Turneaure  goes  on  to  say:  "It  seems  to  me  this  is 
largely  a  matter  of  administration.  If  the  assigned  work  parallels  closely  his  studies,  or  if 
he  is  preparing  himself  to  teach  in  the  particular  department  in  which  he  is  working,  it  seems 
to  me  that  his  studies  should  not  detract  from,  l)ut  rather  add  to  his  efficiency." 

If  the  whole  passage  had  been  quoted,  even  Dr.  Allen  could  not  have  used  it  to  show 
"conflict"  of  testimony. 

b.  If  the  second  alleged  statement  were  correct,  it  would  not  "conflict."  "Scholarship" 
and  "promise  of  research  ability"  may  be  "primary  considerations"  and  ability  to  instruct 
may  be  a  primary  consideration  also.     Three  considerations  may  be  primary  as  well  as  two. 

But  the  alleged  statement  is  not  made  by  "two  of  13  department  chairmen." 

3.  Dr,  Allen:  "The  fifteenth. paragraph,  which  concludes  the  report  drawn  for  the  com- 
mittee, submitted  by  it  to  the  board,  and  adopted  by  the  board,  is  not  a  conclusion  which 
summarizes  the  facts  for  which  the  regents  asked.  Its  result  when  adopted,  was  to  commit 
the  university's  governing  body  to: 

"1.  Employment  of  men  of  different  ranks  from  professor  to  assistants  in  proper  propor- 
tion. 

"2.  Greatly  increased  effectiveness  of  teaching  when  combined  with  scholarly  work 
because  of  its  inspirational  power. 
"Where  the  regents  asked  for  definite  information,  here  again  they  were  given  two 
generally  worded  propositions  which  carry  conviction  of  tremendous  moment  to  the 
University,  but  which  were  not  relevant  to  the  issues  before  the  regents." 

Comment:  1.  Note  that  these  propositions  which  Dr.  Allen  says  were  given  to  the 
regents  are  a  report  from  a  committee  of  the  regents. 

2.  They  were  exactly  relevant  to  the  proposition  before  the  regents. 

The  proposition  before  them  was  that  the  system  of  assistants  be  abolished. 

The  reason  implied  in  the  Gary  resolution  was  that  advanced  study  and  good  teachign 

are  incompatible. 
The  regents'  resolution  asserted: 

That  the  regents  would  continue  to  employ  assistants. 

That  scholarly  work  (the  regents'  equivalent  for  "advanced  study")  far  from  hurting 
teaching,  helps  it. 
Will  Dr.  Allen  frame  answers  more  "relevant"? 

4.  Br.  Allen:  "Finally,  none  of  these  answers  were  based  upon  an  analysis  of  quantity 
or  quality  of  attention  given  to  teaching  or  to  graduate  work,  but  represented  merely  the 
judgment  of  the  persons  whose  judgments  the  regents  asked  to  have  investigated." 

Comment:  The  "answers"  are  given  in  the  appendix  where  they  can  be  examined  and 
judged  by  the  reader. 

The  regents  had  not  asked  fo-r  an  investigation  of  the  judgments  of  the  authors  of  the 
answers. 

These  persons  had  submitted  statements  to  the  regents  through  the  president,  showing 
their  plans  and  methods  and  their  judgment  of  the  results.  These  were  furnisheci  that  the 
regents  might  decide  on  the  necessity  or  wisdom  of  "abolishing  the  system"  of  assistants, 
which  was  the  "issue"  and  the  only  issue  before  the  regents. 

5.  Dr.  Allen:  "Instead  of  there  being,  as  declared,  no  'foundation  for  the  allegation  that 
the  main  interests  of  the  assistants  are  in  their  graduate  studies  rather  than  in  their  instruc- 
tional work'  there  was  allegation  from  the  faculty  itself  to  such  effect  as  above  quoted." 

Comment:  No  such  allegation  can  be  found  in  the  reports  from  the  faculty.  (See  Appen- 
dix.) 

Conclusion  on   Dr.   Allen's   Criticism   of  the   1912    Report 

Only  a  very  small  part  has  been  noted  of  the  false,  wrong,  exaggerated,  or  partial  state- 
ments of  Dr.  Allen  in  his  criticism  of  the  report  of  1912.  The  small  part  commented  on  is 
probably  enough  to  weary  the  reader.     But  if  he  is  wearied,  he  may  all  the  better  appreciate 

862 


Exhibit  35 

the  situation  of  the  University  of  Wisconsin,  all  of  whose  work  has  been  subjected  by  Dr. 
Allen  to  criticism  essentially  of  the  same  kind  as  here  examined.  This  must  serve  as  a  par- 
tial excuse  for  taking  time  to  examine  such  a  production. 

Dr.  Allen's  exhibit  35,  so  far  as  it  deals  with  the  1912  report,  is  a  mere  bog  of  misrepresen- 
tations in  which  almost  no  solid  ground  of  truth  and  fairness  appears. 

YI.     HOW  THE  REGENTS'  QUESTIONS  REGARDING  THE  CORRECTNESS  OR 

INCORRECTNESS  OF  THE  UNIVERSITY  SURVEY  P.EPORTS 

ARE  BEING  ANSWERED 

A    summary    of   Dr.    Alle.n's    general    eharges    on    this    point 

This  topic  is  treated  twice  by  Dr.  Allen:  first  near  the  beginning,  and  secondly  (and  at 
greater  length)  toward  the  close,  of  exhibit  35. 

In  the  first  handling  of  the  topic  Dr.  Allen  says,  in  efTect,  that  the  regents  asked  for  an 
investigation  of  the  correctness  or  incorrectness  of  his  reports  and  left  the  investigation  to 
President  Van  Hi-se,  who,  in  turn,  entrusted  the  investigation  of  the  reports  and  the  prepa- 
ration of  comments  upon  them  to  university  committees.  These  committees,  according  to 
Dr.  Allen,  were  for  the  most  part  made  up  of  persons  "having  a  personal  and  hence  sensitive 
interest  in  the  matter  discussed."  Furthermore,  Dr.  Allen  alleges,  these  committees  did  not 
live  up  to  the  agreement  to  hold  conferences  with  him,  although  "early  conferences  showed 
it  was  easy  for  the  university  and  the  survey  (Dr.  Allen]  to  come  into  agreement  regarding 
sections;"  these  committees  put  into  their  comments  "statements  contrary  to  the  record;" 
"other  answers,  contrary  to  the  record,  were  distributed  to  the  regents  even  after  the  survey 
[Dr.  Allen]  had  placed  evidence  of  incorrectness  in  the  hands  of  the  president  of  the  uni- 
versity." As  a  consequence  (according  to  Dr.  Allen),  the  university  committees  said  and 
did  things  contrary  to  the  facts  and  to  earlier  agreements  with  him,  and  thus  "the  uni- 
versity and  the  regents  themselves  were,  >vithout  the  regents'  knowledge,  committed  to 
positions  which  as  shown  later  in  the  detailed  discussion  of  this  point  places  the  university 
at  a  serious  disadvantage  before  the  people  of  the  state  and  the  educators  of  the  country." 
(See -exhibit  35,  near  the  beginning.) 

In  the  introductory  portion  of  his  second  statement  on  the  topic  Dr.  Allen  asserts  that 
the  "regents  were  from  the  first  treated  by  the  university's  administrative  oflicers  as  if  they 
were  not  entitled  to  information;  as  if  they  did  not  know  the  difference  between  information 
and  assertion,"  etc.  Then  he  says  that  a  reading  of  the  university's  comments  prompts  three 
questions,  which,  after  we  strip  them  of  the  declamatory  embroidery,  amount  to  three 
charges  which  he  formally  makes  against  administrative  officers  and  the  university  faculty- 
members  who  have  supplied  comments  on  his  exhibits: 

1.  The  Board  of  Regents  is  used  as  a  screen  behind  which  the  administrative  officers 
evade  question  and  fact. 

2.  The  methods  used  by  the  authors  of  the  university  comments  do  more  harm  than  is 
offset  by  scientific  research  at  the  university. 

3.  The  methods  employed  by  thesG  faculty  members  and  the  administrative  officers  of  the 
university  in  answering  Dr..  Allen's  questions  "hobble  and  hamper  the  desire  for  scholar- 
ship, for  higher  learning,  for  truth  and  for  public  service  which  the  rank  and  file  of  the  uni- 
versity [i.e.,  the  remaining  members  of  the  faculty]  and  of  the  people  of  the  state  wish  to 
stimulate."     (See  exhibit  35,  near  the  end.) 

To  be  sure  Dr.  Allen  does  not  intend  these  charges  to  reflect  upon  the  ui)rightness  of  the 
persons  he  complains  of,  for  he  says,  in  the  third  last  paragraph  of  this  exhibit:  "It  is  not 
suggested  that  with  respect  to  any  investigations  or  any  fact,  it  was  the  intention  of  any 
university  officer  either  to  withhold,  misstate,  or  intentionally  to  neglect  to  seek  essential 
facts."  Evidently,  then.  Dr.  Allen  thinks  that  the  evasions,  misstatements,  "statements 
contrary  to  the  record,"  etc.,  were  due  to  administrative  and  faculty  bias,  ignorance,  and 
weakness  of  intellect  generally. 

Comment   on  Dr.    Allen's    General   Charges  on   this   Point 

No  detailed  defense  of  the  university  or  its  representatives  is  necessary  and  none  will  be 
attempted.  Anyone  who  has  read  these  exhibits  and  the  comments  until  number  35  has 
been  reached  will  appreciate  the  fact  that  the  main  contention  of  the  university  has  been 
that  Dr.  Allen  is  neither  rit'hi  in  his  statement  of  facts  nor  fair  in  his  handling  of  evidence. 
If  the  university  is  wrong  in  this  belief,  no  argument  will  prevail  against  Dr.  Allen's  charges. 
If  it  is  right — and  in  this  matter  the  reader  of  exhibits  and  comments  must  judge  for  him- 
self— no  weight  will  be  given  to  any  general  and  unsupported  charges  made  by  Dr.  Allen 
and  they  need  no  reply. 

As  to  two  or  three  other  charges  a  few  words  will  suffice. 

Strictly  speaking,  the  regents  did  not  ask  questions  of  the  sort  here  nam9d  and  have  not 
called  for  an  "investigation."  Thev  saw  to  it  that  the  University  officers  should  have  a 
chance  to  crit  cize  the  Allen  findings.'  That  appears  to  be  the  basis  for  Dr.  Allen's  invention 
regarding  the  regents'  questions.  Dr.  Allen  was  an  employee  of  the  Board  of  Public  .Mlairs. 
His  statements  and  reports  were  made  to  his  employers,  not  to  the  regents.  The  university 
comments,  were  addressed  to  the  Board  of  Public  Affairs,  not  to  the  regents.    It  would  be  the 

863 


University  Survey  Report 

duly  of  the  regents  to  consider  carefully  any  recommendations  of  the  Board  of  Public  Affairs. 
But  Dr.  Allen's  statements  could  have  little  or  no  official  standing  until,  or  unless  so  adopted, 
and  the  regents  were  not  called  upon  to  consider  them  until  they  had  passed  the  scrutiny  of 
Dr.  .Allen's  employers.  If  they  are  accepted  after  such  scrutiny  the  regents  should  give  them 
full  consideration.  If  they  are  not  adopted  by  the  Board  of  Public  Affairs,  whether  they 
are  published  or  not,  the  regents  will  doubtless  consider  them,  with  the  university  replies, 
and  give  them  the  weight  that  is  warranted  by  the  accuracy  and  impartiality  with  which 
they  state  facts  and  the  breadth  and  wisdom  of  their  conclusions. 

As  to  tlie  charge  that  "the  regents  were  not  given  information  essential  to  intelligent 
judgment,"  etc.,  all  that  needs  to  be  said  is  that  they  were  given  everything  that  was  furn- 
ished to  the  Board  of  Public  Affairs,  that  is.  Dr.  Allen's  reports  and  exhibits  and  the  uni- 
versity comments  thereon. 

With  regard  to  the  abandonment  of  conferences  with  Dr.  Allen,  although  "e^ly  con- 
ferences showed  it  was  easy  for  the  university  and  the  survey  [Dr.  Allen]  to  come  to  anagree- 
ment  regarding  sections,  the  reader  who  scans  "Significant  Facts"  on  the  Wisconsin  High 
School,  and  President  Van  Hise's  comment  thereon  (both  in  exhibit  23,  supplements  II 
and  III )  will  not  need  to  be  told  that  it  was  not  at  all  easy, — in  fact,  it  was  quite  impossible — 
to  get  Dr.  Allen  to  make  a  proper  statement  of  facts.  This  matter  of  the  High  School  was 
the  first  case  of  conference!  The  reasons  why  conferences  had  to  be  abandoned  are  set  forth 
at  length  in  the  university  comment  on  Dr.  Allen's  report. 

*'Thc  principal  illustrations" 

The  reader  is  now  asked  to  consider  the  "Principal  illustrations  of  how  the  university 
survey  reports  were  received  and  analyzed  for  regents,"  which  are  number  from  1  to  7. 

Illustration  1.  Dr.  Allen:  "The  fifth  investigation  above  mentioned  ...  is  said  not 
to  have  been  an  investigation,  except  in  the  survey's  imagination." 

Comrnent:  No  such  words  as  those  quoted  above  occur  in  my  comment.  On  the  con- 
tary  I  said  that  the  reports  of  the  University  officers  may  "properly  be  said  to  constitute  an 
investigation." 

The  substance  of  what  I  really  said  is  fairly  given  in  the  next  sentence  of  illustration  1, 
namely:  that  Dr.  Allen  attached  to  the  matter  an  importance  and  scope  never  before  under- 
stood, etc.  This  statement  I  now  repeat  and  refer  to  my  original  statements  made  in  full 
in  preceding  pages. 

Dr.  Allen  attempts  no  defense  on  the  main  issue.  He  does  not  say,  or  imply,  that  my 
comment  is  wrong  in  charging  that  he  misrepresented  the  resolutions  of  the  regents.  This 
significant  reticence  is  wise. 

Dr.  Allen  brings  forward  certain  words  of  President  Van  Hise,  quoted  from  the  biennial 
report  of  1912,  with  the  evident  purpose  of  showing  that  President  Van  Hise  construed  the 
actions  of  the  regents  as  Dr.  Allen  did.     To  this  I  reply  as  follows: 

1.  Dr.  Allen  claimed  to  derive  his  statement  of  facts  from  the  "regents'  minutes."  I 
tested  his  statements  regarding  the  actions  of  the  regents  by  the  standard  which  he  invoked 
and  I  found  them  wanting.  He  cannot  claim  (as  he  conslantly  does  in  exhibit  .35)  to  represent 
the  resolutions  and  purposes  of  the  regents  and  afterwards  shift  the  basis  for  these  state- 
ments to  words  of  President  Van  Hise.  He  must  defend  his  accuracy  (if  at  all)  on  the  ground 
of  the  authorities  which  he  himself  chose. 

2.  President  Van  Hise  did  not  fall  into  Dr.  Allen's  errors  regarding  the  regents'  plans 
or  resolutions.  He  wished  to  present  to  the  public  the  conclusions  of  the  regents,  so  far  as 
they  could  fairly  be  used  in  that  way.  -  Considerations  of  propriety  forbade  him  to  refer  to 
the  Gary  resolution,  or  to  Regent  Gary's  criticisms  made  in  the  public  press.  Under  these 
circumstances,  he  could  give  only  an  incomplete  statement  of  the  actions  and  motives  of  the 
regents,  since  the  primary  consideration,  expressed  in  their  resolutions,  could  not  be  pre- 
sented. His  statement,  therefore,  was  correct  so  far  as  it  went  but  was  necessarily  incom- 
plete. 

3.  President  Van  Hise's  words  constitute,  therefore,  an  incomplete  statement,  to  be  con- 
strued in  the  light  of  the  facts  and  of  the  regents'  actions.  Thus  construed  they  are  wholly 
intelligible.  When  I  stated  that  Dr.  Allen  had  "exaggerated"  and  "infiated"  matters,  I 
had  these  words  of  President  Van  Hise's  reports  partly  in  mind.  My  charge  was  not  that 
Dr.  Allen  had  made  up  an  "  investigation"  out  of  whole  cloth,  but  that  he  had  distorted  and 
"inflated"  the  facts  beyond  recognition.  This  statement  I  still  maintain  to  be  true,  and 
refer  the  reader  to  preceding  pages. 

4.  Dr.  Allen's  distortion  of  the  facts  is  essential  to  his  criticism  of  the  regents'  investi- 
gation. The  point  of  this  criticism  is  that  the  investigation  was  not  adequate  to  the  ends 
proposed.  The  exaggeration  and  "inflation"  of  the  purposes  of  the  investigation  are  neces- 
sary preliminaries  to  Dr.  Allen's  plan  of  finding  the  methods  of  investigation  inadequate. 
Had  he  stated  his  basal  facts  correctly  he  could  not  have  gone  on  with  his  criticism. 

Dr.  Allen  says:  "Similarly  the  university  faculty  was  told  in  the  autumn  of  1912  that  the 
regents  had  investigated  and  that  sweeping  conclusions  had  been  reached." 

Here  is  the  extract  from  minutes  of  University  faculty  meeting,  held  October  7,  1912. 

"The  president  spoke  at  considerable  length  upon  the  subject  of  class  instruction  and  of 
the  supervision  of  work  of  instructors  and  assistants.     He  outlined  the  results  of  the  recent 

864 


Exhibit  35 

conterence  and  the  reports  of  the  deans  submitted  from  the  heads  of  departments.  Emphasis 
was  placed  on  the  importance  of  departmental  supervision  over  the  work  of  the  instructors 
and  assistants.     (See  faculty  file  book,  page  10.5.)" 

This  is  the  full  text  of  the  only  mention  of  this  matter  in  the  minutes  of  the  faculty  for  the 
autumn  of  1912.  The  records  show  no  reference  by  the  President  to  the  "regents,"  to  an 
"investigation,"  or  to  "sweeping  conclusions." 

The  "faculty  file  book,  p.  10.5"  contains  the  1912  report  of  the  regents  without  note  or 
comment. 

Illustration  2.  This  petty  "illustration"  refers  to  a  statement  attributed  to  Principal 
Miller  by  Dr.  Allen  and  questioned  by  him  and  by  the  university. 

The  statement  is  found  in  "Significant  Facts"  (exhibit  23,  supplement  III)  and  is  as  fol- 
lows : 

"In  the  summer  session  the  principal  recorded  himself  as  opposed  to  dilTerent  kinds  of 
high  schools  for  different  sets  of  students  and  declared  that  there  should  be  but  one  high 
school  course,  that  fundamentally  that  course  should  be  the  same  for  all, — 'definite,  teach- 
able, hard.'  " 

Mr.  Miller  claimed  (1)  that  this  statement  was  not  made  by  him;  (2)  that  his  statement 
containing  the  quoted  words  "definite,  teachable,  hard,"  related  to  foreign  language  and 
mathematics  as  parts  of  the  high  school  course  and  not  to  the  course  as  a  whole,  to  which 
Dr.  Allen  applies  them.  (3)  He  referred  to  notes  made  by  a  stenographer  in  his  class  as 
confirming  claim   (2). 

His  claim  was  originally  presented  by  President  Van  Hise  (Comment  on  "Significant 
Facts,"  reproduced  in  exhibit  23,  supplement  II)  and  the  matter  has  been  referred  to  on 
several  occasions. 

Examination  of  the  notes  taken  by  Dr.  Allen's  observers  (copies  of  which  are  in  the  pos- 
session of  the  University)  confirms  Mr.  Miller's  claim  (2).  Notes  made  by  L-49  and  P-19 
show  that  the  words  were  used  as  Mr.  Miller  claimed.  The  notes  show  also  that  the  state- 
ment which  Dr.  Allen  attributes  to  Mr.  Miller  is  composed  of  words  and  phrases  from  notes 
taken  on  various  lectures.  These  Dr.  Allen  picked  out,  detached  them  from  their  con- 
nections, and  combined  them  into  a  sentence  which  Mr.  Miller  claims  does  not  represent 
fairly  any  statement  of  his  or  his  ideas  on  the  high  school  course. 

Dr.  Allen  claimed  in  his  original  installment  LIV, 'p.  75  (now  in  exhibit  23),  thai  "several 
observers  heard  the  lectures"  and  that  "their  notes  were  directly  quoted."  This  is  true  in 
the  sense  that  each  phrase  or  word  in  the  sentence  comes  from  some  observer,  and  that  the 
notes  of  several  observers  are  united  in  it.  It  is  not  true  that  the  sentence  as  a  whole, 
or  anything  resembling  it,  occurs  in  the  notes  of  one  or  of  several  observers. 

I  do  not  comment  on  Dr.  Allen's  method  of  making  up  the  statement  which  he  attributed 
to  Mr.  Miller.  But  I  do  not  exaggerate  when  I  say  that  a  sentence  so  made  up  is  very  apt 
to  give  an  incorrect  impression  of  the  views  of  the  person  to  whom  it  is  attributed.  \\'hen 
Mr.  Miller  challenged  the  correctness  of  the  passage  Dr.  Allen  should  have  done  two  things: 
(1)  he  should  have  produced  the  full  evidence  for  his  statement,  so  as  to  show  his  good  faith 
in  making  it;  (2)  he  should  have  invited  Mr.  Miller  to  rephrase  the  sentence  in  a  form  which 
Mr.  Miller  would  accept  as  correctly  giving  his  ideas.  Dr.  Allen  could  then  have  proceeded 
— if  he  wished  to  do  so — to  criticise  these  ideas  from  his  own  point  of  view.  As  a  matter  of 
fact,  he  would  hardly  have  tried  to  criticise  them  when  so  presented. 

Instead  of  so  doing.  Dr.  Allen  has  merely  insisted  on  his  statement  and  on  the  inade- 
quacy of  our  disproof  of  it.  He  dwells  particularly  on  the  matter  of  the  stenographer  in 
the  passage  here  commented  on. 

In  order  to  show  that  the  university  was  in  error.  Dr.  Allen  quotes  a  passage  from  the 
stenographer's  notes.  He  does  not  quote  the  right  one,  but  one  written  on  a  lecture  for 
which  his  observers  made  no  notes.  The  right  passage  in  these  stenographer's  notes  is  easily 
found  and  agrees  closely  with  the  note  on  the  same  lecture,  made  by  L-49,  Dr.  Allen's  ob- 
server and  witness.  Mr.  Miller  would  accci)l  either  of  these  last  two  notes  as  substantially 
correct  and  as  confirming  his  claim  regarding  the  passage  in  question. 

In  conclusion,  if  Dr.  Allen  makes  this  matter  a  "principal  illustration"  of  unfair  treatment 
by  the  university  he  must  have  difliculty  in  finding  "illustrations." 

The  statements  of  the  university  were  made  in  the  belief  thai  Dr.  Allen  was  giving  a 
definite  proposition  which  he  claimed  had  been  put  forth  by  Mr.  Miller.  If  the  way  in  which 
Dr.  Allen  built  up  the  sentence  in  question  had  been  known,  the  comment  would  have  been 
dift'erent  in  form  but  I  fear  it  would  not  have  pleased  Dr.  Allen  any  better. 

Illustration  3:  "The  regents  were  told  that  the  committee  on  assigning  rooms  had  before 
it  on  sheets  written  estimates  of  the  size  of  class  for  which  rooms  were  requested." 

Comment:  The  Board  of  Public  Affairs  (and  incidentally,  the  regents)  were  told  as 
follows: 

"The  survey  states:  'When  assigning  space  in  autumn  of  1914,  the  committee  on  time  and 
place  worked  without  information  with  respect  to  small  classes.'  This  statement  is  incor- 
rect. The  committee  had  information  regarding  small  classes  when  rooms  were  assigned." 
(Report  on  original  installment  XIX). 

This  is  the  only  ofiicial  statement  made  on  this  matter  to  anybody.  It  contains  no  refer- 
ence to  "sheets,"  or  to  "written  estimates."  No  statement  was  made  like  that  reported  by 
Dr.  Allen.      The  above  statement  is  still  found  in  comment  on  exhibit  25. 

865 

Sttr. — 55 


University  Survey  Report 

Illustration  4:  This  relates  to  the  matter  of  "practice  teaching"  in  the  Madison  Public 
Schools. 

Comment:  The  correspondence  referred  to  by  Dr.  Allen  is  given  in  full  in  the  university's 
comment  on  exhibit  23.  The  reader  is  referred  to  this  and  is  asked  to  judge  of  the  fairness 
and  truth  of  Dr.  Allen's  comment  made  here.  The  facts  are  simply  these:  Dr.  Allen  had 
made  before  the  Board  of  Public  Affairs  statements  regarding  the  relation  of  the  University 
and  the  Madison  high  school,  which,  in  the  judgment  of  the  University's  representatives, 
were  incorrect  and  misleading.  The  letters  were  written  that  the  real  facts  might  be  made 
a  matter  of  record.  The  letters  confirm  the  position  taken  by  the  University  and  are  directly 
opposed  to  the  assertions  made  by  Dr.  Allen. 

Illustration  5:    The  use  of  space  in  University  buildings. 

Comment:  The  correctness  of  this  illustration  may  be  tested  by  reading  the  comments 
by  the  university  on  exhibit  27,  relating  to  use  of  rooms.  The  reader  of  this  comment  will 
be  in  a  position  to  judge  whether  the  university's  reply  to  Dr.  Allen  was  an  "unsupported 
comment."  It  consists  of  many  closely  written  pages.  It  criticises  Dr.  Allen's  report' as  to 
its  facts,  its  conclusions,  its  recommendations.  These  criticisms  are  specific,  detailed,  and 
supported  by  evidence. 

Illustration  6:    The  position  of  the  business  manager. 

Comment:  In  the  "organization  chart"  referred  to  by  Dr.  Allen,  the  business  manager 
is  not  "made  coordinate  with  the  president."  The  chart  does  not  fully  express,  or  attempt 
fully  to  express  the  regents'  by-laws  (Chap.  II,  sec.  7).  It  is  to  be  interpreted  by  the  by- 
laws; it  does  not  supersede  them;  it  does  not  contradict  them.  Dr.  Allen's  statement  is  incor- 
rect. It  is  another  of  the  numerous  false  inferences  which  he  has  presented  as  facts.  It  is 
typical  of  much  that  the  University  has  had  to  criticise  in  his  reports. 

Dr.  Allen's  second  statement  is  similarly  incorrect  and  misleading.  The  quotation  from 
the  University's  comment  is  correctly  made  from  comment  on  Part  IV  of  Dr.  Allen's  report. 
The  grounds  for  the  conclusion  are  there  presented.  Dr.  Allen  made  four  recommendations 
on  the  subject  in  his  report.  These  were:  (1)  that  the  business  manager  be  made  responsible 
to  the  regents  and  to  them  alone;  (2)  that  he  be  given  final  responsibility  for  preparation 
of  budget;*  (3)  that  he  be  given  final  responsibility  for  coordination  of  educational  and 
financial  data;  (4)  that  he  have  sole  power  to  authorize  expenditures  for  any  purposes. 

It  is  submitted  that  the  University  was  right  in  concluding  from  these  recommendations 
that  the  business  manager  was  to  be  the  "sole  responsible  oflicer  of  the  university  (under 
the  regents)  for  all  expenditures." 

The  University  drew  its  conclusion  from  four  premises.  Dr.  Allen  in  complaining  of  the 
injustice  of  the  conclusion,  tries  to  make  the  reader  believe  that  it  was  based  on  only  one  of 
them.  Curiously  enough,  he  quotes  only  the  suggestion  which  was  introductory  to  the 
financial  proposals,  and  the  only  one  of  the  four  which  does  not  itself  deal  with  the  financial 
powers  of  the  business  manager. 

Illustration  7:  This  is  an  enumeration  of  what  Dr.  Allen  says  he  has  shown,  i.e.,  proved, 
regarding  teaching  in  the  University,  the  intent  being  to  demonstrate  the  wrong-headedness 
of  the  University  statement  (in  university  comment  on  Allen  report)  that  "the  survey 
[Dr.  Allen]  has  not  been  effectively  interested  in  the  most  important  function  of  the  uni- 
versity." 

Comment  on  behalf  of  the  University  is  svipplied  by  Professor  Sellery  for  the 
whole  of  illustration  7. 

Dr.  Allen's  introductory  statement  beginning  with  "After  the  survey  had  sent  to  the 
university  descriptions  of  classroom  instruction  selected  from  432  descriptions"  calls  for 
only  brief  comment.  (1)  The  idea  of  Dr.  Allen  that  the  president  and  the  dean  should  visit 
these  university  classes  is  not  shared  by  the  University.  The  university  is  not  a  high  school 
in  which  the  president  and  dean  (like  superintendent  and  principal)  are  familiar  with  the 
subject  matter  of  each  department.  The  University  is  a  university,  and  anyone  who 
like  Dr.  Allen  believes  that  the  president  and  dean,  whose  duties  are  now  overwhelming, 
should  also  be  supervisors,  when  other  officers,  whose  knowledge  of  subject-matter  of  the 
department  concerned  is  specially  recognized,  perform  the  function  of  supervision  of  instruc- 
tion (see  university  comments  on  Allen  exhibit  2) — anyone  holding  this  idea  may  well  be 
left  to  his  opinion.  (2)  The  adequacy  of  Dr.  Allen's  criticisms  on  grading  may  be  judged 
from  his  exhibit  13  and  the  university  comments  upon  it. 

*  In  revising  his  report  for  the  press  Dr.  Allen  has  inserted  the  word  "mechanical"  be- 
fore, "preparation"  in  this  phrase,  apparently  to  give  substance  to  the  charge  of  inaccuracy  which  he 
here  makes  against  the  university.  The  dominating  position  of  the  business  manager  in  Dr.  Allen's 
scheme,  is  however,  plain  enough,  even  after  this  revision.  He  is  the  sole  permanent  administrative 
officer  of  the  ideal  university,  with  a  "bureau  of  reference  and  research"  under  his  exclusive  control 
and  is  charged  with  the  "final  responsibility"  for  "coordination  of  educational  and  financial  data." 
r)r.  Allen  can  afford  to  weaken  one  phrase  and  yet  leave  the  business  manager  with  powers  that  give 
him  entire  control  of  financial  matters. 

866 


Exhibit  35 

I  shall  now  Lake  up  the  alleged  proofs  which  are  prefaced  with  "after  it  had  been  shown." 

"That  foreign  language  is  used  little  in  foreign  language  classes."  There  is  no  excuse  for 
this  untruth.  See  comment  on  exhibit  12,  especially  under  the  heading  "The  aim  and 
method  of  foreign  language  instruction  in  the  University  and  in  the  Wisconsin  High  School." 

"That  scholarly  use  of  foreign  language  was  not  expected  even  for  a  doctor's  degree.'* 
Same  comment.  See  comment  on  exhibit  12,  under  the  heading  "Foreign  Language  Re- 
quirements for  the  Doctor's  degree." 

"That  graduate  students  were  being  required  to  do  work  of  high  school  or  grammar  school, 
or  junior  college  grade."  Same  comment,  unless  Dr.  Allen  is  quibbling  (e.g.,  that  foreign 
language  may  be  regarded  as  a  grammar  school  subject).     See  comment  on  exhibit  1. 

"That  graduate  students  were  for  the  most  part  doing  undergraduate  work."  An  ab- 
surdity, unless  based  on  a  quibble  that  "courses  for  graduates  and  undergraduates"  are 
undergraduate  courses.     See  comment  on  exhibit   I. 

"That  exclusively  graduate  work  was  being  done  chiefly  by  students  having  faculty  con- 
nection."    Intentionally  misleading.     See  comment  of  exhibit  4. 

"That  scholarship  represented  by  doctors'  theses  was  not  scholarly."  False  as  a  general- 
ization.    See  comment  on  exhibit  i. 

"That  the  president,  directors,  deans,  departmental  chairmen,  supervisors  of  courses  were 
not  expected  to  visit  classes."  Partly  true  and  as  it  should  l)e  (see  above).  Untrue  or  mis- 
leading so  far  as  implying  lack  of  adequate  supervision.  See  comments  on  exhibits  2  and  3, 
and  the  discussion  of  Dr.  Allen's  methods  in  lirst  j)art  of  comment  on  Allen  report. 

"That  instructors  were  not  selected  primarily  for  proved  or  prospective  teaching  ability." 
Misleading  in  intent.  Instructors  are  chosen  for  teaching  ability,  scholarly  promise,  per- 
sonality, etc.     See  earlier  pages  of  this  comment  on  exhibit  35. 

"That  unproved  and  unsupervised,  and  therefore  unknown,  ability  in  research  was  rated 
more  highly  than  ability  as  a  teacher."  A  quibble  and  untrue  as  a  generalization.  See 
comment  on  exhibit  3. 

"That  the  very  poorest  instruction,  the  most  careless  grading  of  papers,  has  been  observed 
in  the  Department  of  Education."  Preposterous,  as  a  generalization,  and  based  on  personal 
animus.     See  comment  on  exhibits  3,  13,  and  23. 

"That  in  departmental  courses  for  teachers  many  instructors  have  not  been  selected  be- 
cause of  special  teaching  fitness."     A  gross  exaggeration.     See  comment  on  exhibit  23. 

"That  several  do  not  believe  in  the  courses  they  are  giving."  Misleading.  See  comment 
on  exhibit  23. 

"That  several  waste  time  in  giving  general  educational  principles  which  are  given  in  other 
special  courses."  It  is  inevitable  and  necessary  that  general  educational  principles  should 
be  illustrated  and  empha^sized  in  special  courses.  Doubtless  this  may  be  regarded  by  some 
as  a  waste  of  time.     See  also  the  suceeding  paragraph. 

"That  several  are  using  methods  in  the  class  room  and  in  relations  with  students  which 
could  not  possibly  succeed  in  high  schools,  which  do  not  succeed  at  the  university,  and 
which  could  not  be  safely  emulated  by  high  school  teachers."  I  would  accept  this  as  true 
at  times  of  my  own  teaching.  University  teachers  are  only  human.  But  does  Dr.  Allen 
make  any  quantitative  judgment,  any  appraisal  of  university  teaching  as  a  whole?  See 
comments  on  exhibit  3,  section  2,  and  on  exhibits  13  and  23. 

"That  in  freshman  English  classes  there  is  too  little  oral  English  and  too  much  argument 
against  the  possibility  of  cultural  results  from  vocational  courses."  This  charge  is  ade- 
quately met  by  Professor  Young  in  comments  on  exhibits  10  and  11. 

"That  in  class  after  class  instructors,  even  of  highest  rank,  were  unable  to  hold  attention 
of  students;  material  was  given  in  lectures  which  could  easily  be  read  in  books:  class  time 
was  wasted;  students'  experience  was  not  capitalized  nor  students'  needs  recognized." 

This  statement  is  a  particularly  good  example  of  Dr.  Allen's  habit  of  skirting  the  edge  of 
inveracity.  In  his  exhibit  3.  section  2.  he  explicitly  disclaims  any  intention  to  make  an 
appraisal,  and  in  fact  brings  forward  only  a  few  cases  of  the  sort  mentioned  above.  To  be 
sure  the  cases  he  thus  brings  forward  usually  will  not  bear  examination  (see  comment  on 
exhibit  3,  section  2),  but  let  that  pass.  The  point  is,  that  in  exhibit  3,  section  2.  the  facts  he 
alleges  exercise  some  restraint  upon  him.  \Vhen,  however,  his  own  data  are  not  immediately 
under  his  eye,  their  restraining  power  is  gone,  and,  as  in  the  statement  above  quoted,  he 
makes  sweeping  charges  which  he  cannot  and  which  his  own  cited  data  do  not  substantiate. 
The  reader  of  these  lines  is  particularly  requested  to  test  this  matter  for  himself,  in  exhibit 
3,  section  '?  and  the  university  comment  which  accompanies  it. 

"That  faculty  members  feel  the  lack  of  educational  leadership  and  educational  discussion 
in  faculty  meetings."     Quite  misleading.     See  comment  on  exhibit  24. 

"That  many  courses  were  being  given  without  modification  which  had  been  given  two  or 
more  times  before."  Quite  misleading.  It  all  depends  on  which  is  to  be  understood  by 
"modification."     See  comment  on  exhibit  3,  section  4. 

"That  research  work  by  students  was  inadequately  supervised."  Never  proven  in  any 
real  sense  or  in  any  substantial  amount.     See  comment  on  exhibit  4. 

"That  students  have  too  little  contact  with  instructors  out  of  class."  This  is  a  com- 
plicated question  which  Dr.  Allen  did  not  really  investigate.  He  collected  rather  than 
weighed  opinions,  and  emphasizes  those  which  help  him  to  make  a  case.  ^See  comment  on 
exhibit  3. 

"That  requirements  of  courses  have  been  lowered  in  one  case  one-third  in  quantity  be- 
sides much  in  quality  to  fit  what  many  instructors  feel  is  a  lower  scholarship  requirement  as 
compared  with  ten  years  ago."     Note  that  the  requirements  have  been  lowered  in  one  case. 

867 


University  Survey  Report 

There  are  several  hundred  instructors.  What  of  the  many  cases  where  requirements  have 
been  raised?  See  the  opinions  which  Dr.  Allen  prints  in  exhibit  20,  and  see  also  university 
comment  thereon. 

"That  too  little  practical  work  is  given  to  students  of  engineering,  agriculture,  journalism, 
education,  commerce."  A  mere  assertion,  based  upon  opinion.  See  university  comment 
on  Part  IV  of  Allen  report  and  see  especially  the  comment  of  Dean  Turneaure  on  exhibit  15. 

"That  modern  vocational  tests  for  disclosing  strong  and  weak  points,  aptitudes  and  defi- 
ciencies of  students  are  not  applied."  This  is  true  if  the  word  "formally"  is  inserted  before 
the  word  "applied."  But  university  instructors  have  for  generations  been  giving  fairly 
intelligent  counsel  on  the  choice  of  vocations. 

"That  a  large  number  of  instructors  had  come  to  the  university  without  previous  teaching 
experience  and  were  left  to  teach  without  knowledge  on  the  part  of  the  university  as  to  class 
room  methods."  Misleading,  of  course.  When  Professor  Shambaugh  writes  to  Dr.  Allen 
telling  his  method  of  training  inexperienced  instructors.  Dr.  Allen  praises.  But  if  Wisconsin 
trains  some  assistants,  then  we  get  the  above  statement.  The  wilful  unfairness  of  Dr.  Allen 
in  this  matter  is  well  demonstrated  in  comment  on  exhibit  2. 

"That  108  of  140  interviews  with  the  president  last  year  regarding  educational  matters  were 
by  one  individual."  Of  no  value.  See  comment  on  exhibit  2,  and  also  the  third  paragraph 
on  "Illustration  7,"  above. 

"That  it  is  not  expected  of  administrative  officers  to  know  individually  even  the  new 
instructors  although  the  equivalent  of  the  time  spent  by  the  president  in  attending  a  meeting 
of  the  Carnegie  Foundation  in  November,  1914,  would  provide  a  20  minute  interview  with 
each  of  the  105  new  members  of  the  institutional  staff."  The  first  part  of  the  statement 
needs  no  comment  for  anyone  who  understands  a  modern  university's  problems.  The 
second,  statistical,  part  is  interesting.  The  President  went  East  to  attend  a  meeting  of  the 
Foundation,  transportation  paid  by  the  Foundation,  and,  outside  of  the  half-day  meeting 
of  the  Foundation,  attended  to  university  matters. 

"That  regents  are  asked  at  budget  time  to  increase  a  salary  because  of  alleged  highly 
efficient  service  when  the  teacher's  immediate  superior  agreed  with  the  survey  that  this 
service  was  not  highly  efficient."  Notice,  please,  that  Dr.  Allen  has  one  case  in  mind,  but 
puts  his  charge  in  the  present  tense,  so  that  the  implication  is  that  this  is  customary. 
The  charge  itself  will  probably  not  bear  investigation. 

"That  when  the  faculty  investigate  teaching  efficiency  its  investigations  are  too  narrow 
in  scope  and  too  superficial  in  method."  Unproved  and  baseless.  See  comment  on  exhibit 
35,  especially  the  appended  report. 

"That  when  regents  ask  for  investigations  of  teaching  efficiency  they  are  given  instead 
unsupported  conclusions,  etc.,  etc."  Same  comment  as  above.  Exhibit  35  is  the  gem  of 
Dr.  Allen's  collection.  If  the  reader  must  limit  himself  to  a  few  of  the  exhibits  and  com- 
ments he  should  not  fail  to  study  exhibit  35  and  the  university  comment  on  it. 

The  university  may  well  repeat  its  statement  that  Dr.  Allen  has  not  been  effectively- 
interested  in  teaching. 

Conclusion  on  Allen  exhibit   35 

The  reader  who  has  followed  the  path  I  have  been  compelled  to  take  in  tracing  the  devious 
windings  of  Dr.  Allen  in  this  exhibit,  is  in  a  position  to  understand  why  Dr.  Allen's  report 
and  exhibits  inspire  little  or  no  confidence. 

The  objections  of  the  university  are  directed  in  large  measure  to  Dr.  Allen's  statements 
of  alleged  fact,  which  the  university  shows  are  wrong,  incomplete,  or  perverted. 

In  many  cases  the  university's  claim  is  that  Dr.  Allen  has  used  unfair,  wrong,  and  mis- 
leading methods  in  stating  alleged  facts  and  conclusions. 

So  far  as  such  comments  justly  represent  Dr.  Allen's  reports,  the  university  is  fully  war- 
ranted in  asking  the  Board  of  Public  Affairs  not  to  accept  them. 

So  far  as  the  university's  adverse  comments  are  true.  Dr.  Allen's  reports  do  not  represent 
"questions  by  the  people  of  the  state"  or  answers  to  such  questions. 

The  University  has  the  full  right  and  duty  of  any  institution  or  person  to  defend  itself 
against  ignorant  or  wilful  misi-epresentation. 

(Signed)  E.  A.  BIRGE 


APPENDIX  TO  UNIVERSITY  COMMENT  ON  EXHIBIT  35 

TEXT  OF  THE  1912  REPORTS  ON  THE  PROPOSAL  TO  ABOLISH  THE  SYSTEM 
OF  ASSISTANTS  AS  TEACHERS 

Report  on  Organization  of  Instruction  and  Work  of  Assistants,  College  of 

Agriculture 

Agricultural  education  and  extension 

No  assistants  or  instructors.     All  work  done  by  Professor  Hatch. 

868 


Exhibit  35 

Veterinary  Science 

No  assistants  or  instructors.    All  work  by  Professors  Hadley  and  Alexander. 

Agricultural  journalism 

All  instructional  work  by  Mr.  Beatty.    Assistant  R.  E.  Hodges'  time  all  spent  in  editorial 
work. 

Agricultural  Bacteriology 

Madison,  Wisconsin,  May  1,  1912. 
Dean  Russell: 

The  following  is  a  report  on  the  instructional  work  of  the  Department  of  Agricultural 
Bacteriology,  as  requested  in  your  letter  of  April  30: 

Course  1.   General  Agricultural  Bacteriology 

Lectures  by  Dr.  M.  P.  Ravenel,  Prof.  C.  PIofTman,  Prof.  E.  G.  Hastings. 
Laboratory  work  supervised  by  Prof.  E.  G.  Hastings.     Under  immediate  charge  of 

Mr.  W.  H.  Wright.    Assistants,  R.  L.  Primm,  M.  J.  Iloppert. 
Quizzes.  Ten  minutes  written  quizzes  at  beginning  of  hour.   Papers  examined  by  Prof. 

E.  G.  Hastings  and  Prof.  C.  Hoffman. 

Course  19.    Thesis.    Under  charge  of  Profs.  E.  G.  Hastings  and  C.  HofTinan. 

Course  121.      Dairy  bacteriology 

Lectures  by  Prof.  E.  G.  Hastings. 

Laboratory  work  supervised  by  Prof.  E.  G.  Hastings. 

Laboratory  work  by  Mr.  W.  H.  Wright. 

Quizzes  by  Prof.  E.  G.  Hastings. 

Course  123.      Soil  bacteriology 

Lectures  by  Prof.  C.  Hoffman. 
Laboratory  work  by  Prof.  C.  Hoffman. 
Quizzes  by  Prof.  C.  Hoffman. 

Course  230.     Advanced  agricultural  bacteriology 

Special  work  under  charge  of  Profs.  E.  G.  Hastings  and  C.  Hoffman. 

Course  231.      Seminar  in  agricultural  bacteriology 

Under  charge  of  Prof.  E.  G.  Hastings. 

Dairy  School.    Lectures  in  dairy  bacteriology  by  Prof.  E.  G.  Hastings. 

Short  Course.    Lectures  in  agricultural  bacteriology'  by  Prof.  C.  Hoffman. 

R.  L.  Primm.    Graduate  of  the  University  of  Missouri.    One  year's  graduate  work  at 

University  of  Missouri.  One  semester's  work  (graduate)  at  University  of  Wisconsin. 

No  teaching  experience. 

Instructional  work  alone.   Laboratory  instruction  25  hours  per  week.   Additional 

time  in  preparation  of  material  for  students. 

Registered  as  student  in  University  for  five-fifths  work. 
M.  J.  Hoppert.    Completed  work  for  bachelor's  degree  in  3^  years.    Receives  degree  in 

June.     No  teaching  experience.     Instructional  work  and  work  in  preparation  of 

material  5  hours  per  week.   Remainder  of  time  devoted  to  extension  of  thesis  work. 

Not  registered  as  student.    Attending  three  lectures  as  visitor. 

The  assistants  are  not  in  charge  of  separate  laboratory  sections,  but  arc  working  in  con- 
nection with  Mr.  Wright. 

Yours  truly, 

E.  G.  HASTINGS,  Chairman. 

Agricultural   Chcniistrv 

May  7,  1912. 
Dean  Russell: 

In  reply  to  your  request  for  information  rohilivc  to  assistants  and  the  organization  of 
instructional  work  in  the  department  of  agricultural  chemistry,  I  submit  the  following: 

8(J9 


University  Survey  Report 

1.  No  assistants  engaged  in  teaching. 

(a)  One  fellow,  assistant  in  laboratorv  instruction.  P.  H.  Wessels,  fellow.  (Graduate 
Mich.  Agr.  College  chem.  course,  1904;  R.  I.  Expt  Sta.  1904-9;  fellow,  Dept. 
Agr.  Chem.  U.  W.  1910-12.) 

Mr.  Wessels  is  a  successful  teacher  and  investigator  and  is  a  candidate  for  the 
doctor's  degree,  June,  1912. 

(b)  Has  charge,  1911-12,  of  one  laboratory  section  in  agr.  chemistry  2,  and  assists  in 
the  laboratory  instruction  in  agr.  chemistry  6,  the  course  for  girls. 

(c)  About  one-third  of  time  devoted  to  advanced  study. 

2.  In  regard  to  organization  and  supervision  of  instructional  work  in  the  department. 

Course  1.     Agricultural  Chemistry.    Lectures  by  Prof.  Hart.    Quizzes  by  Prof.  Hart. 
Course  2.     Agricultural  Analysis.     Laboratory  instr.  by  Asst.  Prof.  Tottingham  and 

Instr.  Peterson.     Supervision  of  lab.  work  by  Prof.  Hart. 
Course  3.     Plant  Chemistry.   Lectures  by  Asst.  Prof.  Tottingham.    Quizzes  by  Totting 

ham.    Lab.  instruction  by  Tottingham.    Supervision  of  lab.  work  by  Tottingham. 
Course  4.     Dairy  Chemistry.    Lectures  by  Prof.  Hart.     Quizzes  by  Prof.  Hart.     Lab" 

instr.  by  Asst.  Prof.  Tottingham.    Supervision  of  lab.  work  by  Prof.  Hart. 
Course  5.     Animal  Chemistry.     Lectures  by  Asso.  Prof.  McCollum.     Quizzes  by  Mc- 

Collum.    Lab.  instr.  by  McCollum.    Supervision  of  lab.  work  l^y  McCollum. 
Course  6.     Household  Chemistry.    Lectures  by  Instr.  Peterson.    Quizzes  by  Peterson. 

Labr.  instr.  by  Peterson  and  Mr.  Wessels.    Supervision  of  lab.  work  by  Prof.  Hart. 

The  supervision  of  instruction  is  made  through  conferences  between  me  and  instructors  on 
the  content  of  the  lecture  work  and  conferences  on  the  work  of  the  individual  student  and 
arrangement  of  quiz  questions.  All  experimental  work  in  the  laboratory  is  rearranged  through 
the  definite  preparation  of  manuals  or  outlines  submitted  to  me  before  being  put  into  practice. 

This  centralizes  the  responsibility  and  correlates  all  the  work  given. 

Very  respectfully. 


Agrricultural   Economics 


E.  B.  HART. 


May  1,  W12. 


Dean  H.  L.  Russell, 

College  of  Agriculture. 
Dear  Mr.  Russell: 

In  reply  to  the  request  for  statements  regarding  the  work  of  assistants,  I  beg  leave  to  sub- 
mit the  following  report: 

Mr.  James  A.  Valentine  devoted  his  entire  time  to  instructional  and  research  work  during 
the  first  semester  of  1911  and  12,  but  resigned  at  the  end  of  the  first  semester.  He  taught  the 
course  in  Farm  Accounts  given  to  the  Short  Course  students,  also  the  course  in  the  same  sub- 
jects given  as  Course  VIII,  in  Agricultural  Economics.  I  was  in  close  touch  with  Mr.  Valen- 
tine's work  and  am  sure  that  the  work  was  given  in  a  highly  satisfactory  form. 

William  A.  Shoenfeld  and  George  S.  Wehrwein  were  employed  for  the  specific  purpose  of 
carrying  on  investigative  work  in  the  marketing  of  farm  products.  They  are  doing  no  teaching 
work  neither  are  they  taking  any  courses  in  the  University. 

Mr.  0.  G.  Lloyd  is  a  graduate  student  and  at  the  same  time  an  assistant  in  the  Department 
of  Agricultural  Economics.  His  work  is  primarily  that  of  handling  the  financial  accounts  of 
the  farms  with  which  we  are  co-operating  in  keeping  cost  accounts.  He  assisted  Mr.  Valen- 
tine in  the  laboratory,  work  in  Farm  Accounts  with  the  Short  Course  students,  at  which  time 
he  was  working  in  the  same  laboratory  and  under  the  supervision  of  Mr.  Valentine.  Aside 
from  this,  Mr.  Lloyd  assists  in  reading  the  examination  papers  in  Course  I,  in  Agricultural 
Economics,  which  work  is  done  under  my  immediate  supervision. 

Respectfully  submitted, 

H.  C.  TAYLOR. 

Agricultural  Engineering 

Dean  H.  L.  Russell, . 

Dear  Dean  Russell: 

Please  find  enclosed  outline  of  work  performed  by  Mr.  H.  Johnson  in  the  Department  of 
Agricultural  Engineering. 

Mr.  Johnson  is  not  in  charge  of  any  of  the  laboratory  work  as  both  Mr.  White  and  myself 
supervise  in  all  of  the  work  and  in  the  class  work  he  only  assists  during  class  periods.  He  has 
nothing  to  do  with  making  out  the  questions  further  than  submitting  certain  lines  of  work 
which  he  may  have  emphasized  in  some  of  the  different  exercises. 

For  his  preparation  he  spent  one-half  year  in  the  College  of  Engineering.  The  last  three 
and  one-half  years  of  his  course  were  spent  in  the  College  of  Agriculture  emphasizing  the 
work  in  Agricultural  Engineering  but  majoring  in  Animal  Husbandry. 

870 


Exhibit  35 

Mr.  Johnson's  practical  training  was  obtained  on  a  farm,  and  we  feel  that  he  is  well  quali- 
fied for  the  work  which  he  has  been  doing  in  our  department. 

He  has  not  taken  any  advanced  work  this  year,  but  spent  his  whole  time  in  laboratory 
instruction.     I  am. 

Respectfully  yours, 

CHAS.  A.  OCOCK. 

Report  of  work  performed  by  Mr.  II.  Johnson  in  the  Department  of  Agricultural  Engi- 
neering. 

First   Semester 


Xo.  of  Course 

Lectures 

Laboratory 

Quiz 

One 

None 

Assists  in  laboratory 

Assists  in  quiz  work. 

Three                    

None 

Assists  in  laboratory 

Assists  in  quiz  work. 

Second  Semester 


No.  of  Course 

Lectures 

Laboratory 

Quiz 

One    

None 

Assists  in  laboratory 

Assists  in  quiz  work. 

Five 

None 

Assists  in  laboratory 

Assists  in  quiz  work. 

The  laboratory  work  in  under  the  direction  of  the  head  of  the  department  and  the  in- 
structor. 


Agronomy 


May  1,  1912. 


Dean  H.  L.  Russell, 

College  of  Agriculture. 
My  dear  Dean  Russell : 

Yours  of  April  30th,  concerning  the  instructional  work  in  the  department  of  Agronomy, 
and  especially  that  done  by  assistants,  came  duly  to  hand,  and  I  am  handing  you  herewith  a 
description  of  the  various  courses  given  and  a  general  outline  of  the  work  done  by  Asst.  L.  F. 
Graber. 

L.  F.  Graber  acts  as  half-time  assistant  in  Agronomy  and  is  working  for  an  ^L  S.  in  Agri- 
culture. Mr.  Graber  was  brought  up  on  one  of  our  up-to-date  farms  of  the  state  and  gradu- 
ated from  the  high  school  before  entering  our  college.  He  has  taken  his  B.  S.  emphasizing 
the  work  in  agronomy.  He  was  then  appointed  a  half-time  assistant  in  the  Department  of 
Agronomy  by  which  he  devoted  the  second  semester  and  the  summer  to  work  pertaining  to 
the  department.  The  first  semester  he  was  to  have  his  entire  time  for  study.  This  has  been 
carried  out  as  far  as  possible.  Last  year  on  account  of  the  press  of  important  work  I  had  to 
take  some  of  the  time  which  belonged  to  him,  with  the  understanding  he  could  havr  as 
many  hours  for  study  during  the  second  semester  as  he  had  worked  for  us  during  the  first 
semester.  With  this  exception,  the  working  time  and  the  time  for  study  has  been  entirely 
separate. 

Mr.  Graber  has  exceptional  ability  and  is  developing  into  an  exceedingly  line  instructor. 
I  have  had  him  do  some  lecture  work  with  the  Short  (bourse  men,  also  m  my  long  course 
Forage  Crops  work  under  my  direct  supervision.  I  am  exceedingly  well  pleased  with  the  pro- 
gress he  is  making  and  feel  assured  that  he  is  going  to  be  one  of  the  coming  men  of  our  college. 
Mr.  Graber  is  also  doing  exceptionally  good  extension  work.  He  is  a  ready  talker  and  well 
posted  on  the  subjects  he  handles.  If  nothing  prevents  he  takes  his  M.  S.  in  June  and  then 
becomes  a  regular  instructor  in  the  Department  of  Agronomy. 

I  am  exercising  general  supervision  over  the  work  m  the  Agronomy  Department.  This 
pertains  not  only  to  laboratory  work,  but  lecture  work  as  well.  I  expect  to  emphasize  this 
fine  of  effort  more  strongly  in  the  future  than  I  have  in  the  past,  although  1  have  no  complaint 
whatever  to  make  in  regard  to  the  instructional  force.  I  feel  the  instructional  work,  both 
laboratory  and  lecture,  is  done  in  a  very  satisfactory  manner.  " 

Sincerelv  yours, 


R.  A.  MOORE,  Prof,  of  Agronomy 


871 


University  Survey  Report 

Work  of  L.  F.  Graber  (half-time  assistant)  in  the  College  of  Agriculture,  Dept.  of  Agron- 
omy.    Instructional  work,  1911-1912. 

1.  Short  Course. 

Agronomy  C.    Lectures  two  weeks,  five  times  per  week  on  corn,  soy  beans,  field  and 

canning  peas. 
Agronomy  B.    Laboratory  seven  weeks,  four  hours  per  week.    Grain  judging. 

2.  Long  Course. 

Agronomy,  Forage  Crops.    Lectures  three  weeks,  three  hours  per  week.    Lectures  on 
corn. 
Research  Work. 

Experimental  work  on  breeding  and  growing  alfalfa,  clover,  field  and  canning  peas  and 
field  beans.    Keeping  records  and  making  observations. 
Extension  Work. 

Attending  meetings  of  corn  schools,  agricultural  clubs,  County  Orders,  Farmers'  Insti- 
tutes, County  Fairs,  etc.    About  twenty  of  these  meetings  attended. 

Prepared  and  supervised  Agricultural  Exhibit  of  Agronomy  Department  at  State  Fair. 

No.  of  Course:  1. 

Title  of  Course:    Description,  Classification  and  Judging  of  Cereals. 
Lectures  by:  No  lectures 

Lab.  Instruction  by:  B.  D.  Laith,  Sec.  I.     A.  L.  Stone,  Sec.  II 
Quizzes  by:   B.  D.  Laith 
Supervision  of  Lab.  work  by:   A.  L.  Stone. 

No.  of  Course:  2. 

Title  of  Course:   Forage  Plants 

Lectures  by  R.  A.  Moore  and  L.  F.  Graber 
Lab.  Instruction  by:   No  lab. 
Quizzes  by:   R.  A.  Moore  and  L.  F.  Graber 
Supervision  of  lab.  work  by: 


No.  of  Course:   3. 

Title  of  Course:   Sugar  and  Fiber  Crops 
Lectures  by  C.  P.  Norgord 
Lab.  instruction  by:   No  lab. 
Quizzes  by  C.  P.  Nordgord 
Supervision  of  lab.  work  by:    


No.  of  Course:   4. 

Title  of  Course:    Cereals. 
Lectures  by  B.  D.  Leith 
Lab.  Instruction  by:   No  lab. 
Quizzes  by  B.  D.  Leith 
Supervision  of  Lab.  work  by: 


No.  of  Course:    120. 

Title  of  Course:   Grain  Inspection  and  Weed  Control. 
Lectures  by  A.  L.  Stone 
Lab.  Instruction  by  A.  L.  Stone 
Quizzes  by  A.  L.  Stone 
Supervision  of  Lab.  work  by  R.  A.  Moore. 

No.  of  Course:    130. 

Title  of  Course:    Breeding  Grains  and  Forage  Plants. 
Lectures  by  C.  P.  Norgord 
Lab.  instruction  by:    No  lab. 
Quizzes  by  C.  P.  Norgord 
Supervision  of  Lab.  work  by:    No  lab. 

Animal  Husbandry 

Madison,  Wisconsin,  May  2,  1912. 
Dean  Russell, 

Dear  Sir:  Replying  to  your  communication  of  April  30th  with  reference  to  Mr.  Gary's 
resolution  on  instructional  work,  I  will  say  that  the  instructional  work  in  this  department  of 
Long  Course  students  is  given  entirely  by  men  who  rank  as  or  above  instructors  with  the 
possible  exception  that  in  stock  judging  Messrs.  Delwiche,  Fox,  Kersten  and  Kirst,  barn 

872 


Exhibit  .35 

foreman,  assist  in  the  preparation  of  the  classes  of  animals,  and  to  some  extent  in  the  distri- 
bution of  score  cards  and  the  direction  of  the  work.  These  men,  however,  do  not  do  any 
lecture  or  quiz  work.  The  organization  of  the  instructional  work  with  reference  to  different 
subjects  is  as  follows: 

Course  1.    Elementary  Live  Stock  Judging. 

A  laboratory  course  given  by  Messrs.  Fuller,  Tormcy,  and  Oosterhuis.  The  course  con- 
sists largely  of  score  card  work,  using  score  cards  which  have  been  prepared  by  combining 
the  ideas  of  the  most  expert  stockmen  of  the  country  and  adopted  by  the  department. 

Course  2.    Live  Stock  Practice. 

By  Messrs.  Alexander,  Fuller,  Tormey,  Oosterhuis,  and  Kleinheinz.  Each  instructor 
gives  lectures  and  quizzes,  pertaining  to  one  class  of  live  stock  with  which  he  is  most  familiar. 
The  course  deals  with  approved  methods  in  the  care  and  management  of  farm  animals  as 
recognized  and  practiced  by  most  up-to-date  stockmen. 

Course  19.     Thesis  Work. 

This  work  is  accomplished  oy  assigning  subjects  to  students  who  confer  with  some  one  of 
the  following  members  of  the  department:  Messrs.  Humphrey,  Fuller,  Oosterhuis,  and 
Tormey.  This  member  confers  with  the  student  and  assists  in  directing  his  work,  and  finally 
approves  of  the  thesis. 

Course  120.     Breeds  of  Live  Stock. 

Lectures  and  quizzes  by  Mr.  Fuller.  This  course  consists  of  lectures  with  references,  and 
follows  the  general  outline  of  the  history  and  characteristics  of  the  breeds  of  live  stock  as 
discussed  in  such  books  as  Professor  Plumb's  "Types  and  Breeds  of  F"arm  Animals"  and 
Professor  Shaw's  "Study  of  Breeds"  and  other  books  dealing  with  the  history  of  specific 
breeds. 

Course  123.     Advanced  Live  Stock  Judging. 

This  course  is  in  advance  of  Course  1,  Elementary  Stock  Judging.  It  consists  of  lectures 
and  laboratory  work  by  Messrs.  Alexander,  Fox,  Fuller,  Humphrey,  Kleinheinz,  and  Tormey. 
The  work  is  so  divided  that  each  man  gives  work  with  the  class  of  stock  in  which  he  is  par- 
ticularly interested  and  with  which  he  has  specialized. 

Course  124.     The  Art  of  Breeding. 

Lectures  and  quizzes  by  Mr.  Humphrey.  This  course  has  to  do  with  a  study  of  the  prin- 
ciples and  approved  methods  relating  to  the  breeding  of  live  stock  as  recognized  and  prac- 
ticed by  most  successful  stock  men. 

Course  126.     Live  Stock  Feeding. 

Lectures  and  quizzes  by  Mr.  Tormey.  Professor  Henry's  book  on  "Feeds  and  Feeding" 
is  used  as  a  text  book.  The  course  is  partially  given  by  lectures  which  include  the  practical 
application  of  the  principles  given  in  Professor  Henry's  book,  together  with  the  feeding  of 
farm  animals  as  practiced  by  the  best  stockmen. 

Course  127.     Live  Stock  History. 

Lectures,  seminars,  and  quizzes  by  Mr.  Fuller.  The  course  consists  of  a  study  of  leading 
individuals  and  faniiUes  ot  live  stock,  including  records  and  pedigrees.  Students  compile 
from  the  herd  books  a  large  number  of  pedigrees  of  leading  animals. 

Course  130.     Live  Stock  Problems. 

This  course  consists  of  experimental,  research  or  practical  work  directed  by  one  of  the 
following  members  of  the  department:  Messrs.  Alexander,  F'uUer,  Humphrey,  Oosterhuis 
and  Tormey.  It  is  intended  for  advanced  students  who  desire  to  make  a  special  study  of 
some  particular  subject  relating  to  Animal  Husbandry. 

Yours  very  truly, 

GEO.  C.  HUMPHREY,  Chairman. 


Dairy   Husbandry 


May  3.  1912. 


Dr.  H.  L.  Russell, 

Dean  and  Director. 

Dear  Sir:  In  reply  to  your  comnumication  of  April  30.  I  beg  to  say  that  Mr.  A.  C  Baer, 
an  assistant  in  this  department,  is  a  graduate  from  the  U.  W.  College  of  .\grioulture.  He  is 
a- man  about  thirty  years  old,  and  in  reply  to  your  request  for  a  brief  statement  concerning 
him,  I  beg  to  report: 

873 


University  Survey  Report 

1.  He  has  good  qualifications  as  a  teacher  and  as  an  extension  man.  I  was  told  by  Pro- 
lessor  Hatch  that  Mr.  Baer  is  an  exceptionally  good  man  in  the  extension  work;  he  demon- 
strated this,  according  to  Mr.  Hatch,  at  the  several  farmers'  courses  which  he  attended  during 
the  last  year.  His  ability  as  an  investigator  has  not  yel  been  demonstrated  but  the  indica- 
tions at  the  present  time  are  that  he  will  develop  into  an  accurate  observer. 

2.  His  work  in  teaching  includes  a  course  of  five  lectures  and  twenty  laboratory  periods  on 
ice  cream  making,  for  the  winter  course  dairy  students;  as  laboratory  assistant  in  Dairy 
Husbandry,  Course  1,  his  work  includes  the  arranging  of  materials,  correcting  of  note  books, 
etc.,  which  requires  nearly  all  of  his  time  for  the  fust  twelve  weeks  of  the  second  semester. 
He  also  gives  a  three-fifths  course  in  city  milk  supply  and  ice  cream  making  during  the 
second  semester.    This  course  is  open  to  juniors,  seniors,  and  graduates. 

3.  His  research  work  during  the  past  year  has  been  confined  to  a  study  of  a  number  of 
factors  affecting  the  ice  cream  making  process  and  the  effect  on  the  cleanliness  of  milk  of 
the  use  of  small  top  pails  by  our  creamery  patrons.  More  details  in  regard  to  his  research  work 
can  be  given  if  desired. 

4.  None  of  his  time  is  devoted  to  advanced  studies  for  which  he  is  to  receive  credit  in  the 
University  for  a  degree. 


Organization  and  Instruction 

The  courses  of  instruction  in  Dairy  Husbandry  include: 

Course  1,  General  Farm  Dairying.  Lectures  by  Mr.  Farrington,  who  also  plans  the  various 
exercises  taken  up  in  the  laboratory  work,  but  the  laboratory  instruction  is  given  by  Mr 
Benkendorf  and  Mr.  Baer  with  the  help  of  IVIr.  Marty,  cheesemaker,  and  Mr.  Blank,  fellow. 
Laboratory  quizzes  given  by  Mr.  Benkendorf.    Over  250  students  in  this  course. 

Course  2,  Milk  Inspection.  Lectures  by  Farrington  who  plans  the  laboratory  work  which 
is  given  by  Mr.  Benkendorf  and  Mr.  Marty.    Quizzes  by  Mr.  Benkendorf. 

Course  3,  Creamery  Buttermaking.  Lectures  by  Farrington  who  plans  the  laboratory  work 
which  is  given  by  Mr.  Lee.    Quizzes  by  both  Farrington  and  Lee. 

Course  4.  Cheesemaking.  Lectures  by  Mr.  Sammis,  who  plans  the  laboratory  work  in 
which  he  is  assisted  by  Mr.  Marty.    Quizzes  by  Mr.  Sammis. 

Course  5,  City  Milk  Supply  and  Ice  Cream  Making.  Lectures,  laboratory  and  quizzes  by 
Mr.  Baer. 

Course  6,  Dairy  Machinery.  Lectures  by  Mr.  Benkendorf  who  plans  the  laboratory  work 
in  which  he  is  assisted  by  Mr.  Singler.    Quizzes  by  Mr.  Benkendorf. 

Course  19,  Thesis.  Planned  by  Mr.  Farrington  and  Mr.  Sammis.  Some  of  the  laboratory 
work  supervised  by  Mr.  Sammis,  Benkendorf  and  Mr.  Lee. 

Course  121,  Butter  Yield  and  Quality.  Lectures  by  Mr.  Farrington  and  laboratory  by  Mr. 
Lee.    Quizzes  by  Mr.  Farrington  and  Mr.  Lee. 

E.  H.  FARRINGTON. 


College  of  Agriculture,  Department  of  Economic  Entomology 

In  this  department  all  lectures  and  quizzes  are  given  by  the  head  of  the  department.  The 
laboratory  work  is  carried  on  under  the  direct  supervision  of  the  head  of  the  department  and 
instructor. 

J.  G.  SANDERS,  Associate  Professor  of  Economic  Entomology.  Mr.  Burril,  instructor, 
aids  in  laboratory  work.    No  assistant  in  department. 


Experimental  Breeding 

May  2,  1912. 
Dean  H.  L.  Russell. 

My  dear  Dean  Russell: 

In  response  to  your  request  dated  April  30th,  I  am  making  the  following  report  with  respect 
to  the  work  of  my  assistant,  Mr.  F.  J.  Kelly. 

(1)  Training.  Under-graduate  work  in  the  University  of  Pennsylvania,  one  year  of 
graduate  work  in  the  same  institution  and  three  summers  in  the  Marine  Biological  Labora- 
lory.  Woods  Hole,  Mass.  Experience.  No  previous  teaching.  Qualifications.  Is  well 
qualified  for  investigation  and  has  a  good  manner  of  presentation  which  should  make  him  a 
good  teacher.    No  experience  in  extension  lines. 

(2)  Work  Performed.  First  semester  assisted  in  preparing  demonstrations  and  in  reading 
blue  books  (under  supervision)  in  Experimental  Breeding  1.  Second  semester,  has  been 
giving  special  instruction  to  one  graduate  student. 

874 


Exhibit  .'55 

Research.  The  greater  part  of  Mr.  Kelly's  time  is  occupied  in  assisting  in  the  investiga- 
tional work  of  the  department,  especially  in  the  matter  of  taking  daily  records.  No  extension 
work. 

(3)  Approximately  one-half  time  devoted  to  advanced  studies. 

The  only  course  in  this  department  which  is  taken  by  any  considerable  number  of  under- 
graduates is  Experimental  Breeding  1.  This  course  is  planned  by  and  the  lectures  given  en- 
tirely by  the  head  of  the  department.  Oral  quizzes  are  also  given  by  the  head  of  the  de- 
partment, and  he  has  corrected  the  larger  number  of  blue  books  on  quizzes  and  special  ex- 
ercises. A  part  of  this,  however,  has  been  done  by  the  assistant  under  the  direction  of  the 
head  of  the  department. 

Trusting  that  this  contains  the  information  desired,  I  am. 

Verj'  truly  yours. 

LEON  J.  COLE. 


Home   Ecoiiumics 

May  2,  1912. 
Dean  H.  L.  Russell, 

College  of  Agriculture. 

Dear  Dr.  Russell:  In  reply  to  your  letter  of  April  .30th.  I  enclose  the  report  on  the  training, 
experience,  and  qualifications  of  the  four  assistants  in  the  Department  of  Home  Economics. 
It  is  as  follows: 


Training 

Experience 

Instruction 

Re- 
search 

Extension 

Time 

K.  Donovan 

5^  yrs.   Univ.  of 

Wis. 
B.  A.  from  Wis. 

1910;      M.      S. 

from  Wis.  1911. 

1  yr.  asst.  in  H. 
Ec,  Univ.   of 
Wis. 

Lab.  asst.  in 
H.     E.     I., 
Ill,  IV. 

Full 
time 

A.  Turner 

1  yr.  Milwaukee 
Normal  2  yrs. 
Milwaukee 
Downer  College. 
B.S.  degree  from 
Wis.  Univ.  Feb., 
1911. 

5  yrs.  teaching 
in  grades; stu- 
dent asst.   1 
yr.;    IJ  hours 
reg.  asst. 

Lab.  asst.  in 
H.  E.  I.,  H. 
E.    v.,    H. 
E.  III.,  H. 
E.  X.,  H. 
E.  21,11.  E. 
11. 

Textile  work 
in  one  week 
school       at 
Berlin  and 
Milwaukee 

Full 
time. 

J.  Grady 

4  yrs.  Art  Insti- 
tute, Chicago. 
3  yrs.  Wis. 

2     yrs.     Univ. 
asst.  in  H.  E. 

Lab  asst.  H. 
E.  L.H.E., 
II.,    H.    E. 
VIII. 

Full 
time. 

C.  Kelly 

Uyrs.  Univ.  III. 
2^  yrs.  Univ.  of 
Wis.;  B.  S.  from 
Univ.     Wis.    in 
Feb.  1911. 

1    yr.    asst.   in 
H.    E.    Univ. 
Wis.;  1  mo.  in 
M  i  1  w  a  ukee 
Trade  School 
for  Girls. 

Lab.  asst.  in 
H.  E.  III., 

IV,  VI.  IX, 

V,  VII. 

Home  Econ. 
Booth    at 
State    Fair 
2  weeks. 

Full 
time. 

875 


University  Survey  Report 
Home  Economics 


No.  of 
Course 

Title  of  Course 

Lecturer 

Lab.  In- 
structors 

Quiz 

Supervis- 
ion of  Lab. 
Work  by 

I          .  .  .    . 

General  survey 

Marlatt 

Loomis 
Kelly 
Donovan 
Turner , 
Grady 

Loomis 

Marlatt 
and 

Loomis 

II 

Art  and  Design 

Hope 

Hope  and 
Grady 

Hope 

Hope 

Ill 

Principle  of  Selection  and  Prep- 
aration of  Food 

Loomis 

Loomis 

Kelly 

Donovan 

Loomis 

Loomis 

IV 

Economic     Problems     of     the 
Food  Supply 

Loomis 

Loomis 
Kelly 

Loomis 

Loomis 

V 

Textiles 

Marlatt 

Turner 
Grady 
Hope 
Kelly 

Marlatt 
Turner 

Marlatt 

VI 

Dietetics             ... 

Loomis 

Loomis 
Hope 

Loomis 

Marlatt 

and 
Loomis 

VII 

Home  Architecture  and  Sani- 
tation     

Marlatt 

Marlatt 

Kelly 

Turner 

Marlatt 

Marlatt 

VIII 

Household  Decoration 

Hope 

Hope  and 
Grady 

Hope 

Hope 

IX 

Humanics 

Marlatt 

X 

Household  Management 

Marlatt 

Marlatt 

Kelly 

Turner 

Marlatt 

Marlatt 

XI 

Selection  and  Manufacture  of 
Clothing 

Denny 

Denny 

and 

Turner 

Denny 

Denny 

XX 

Seminary ...        

Marlatt 
Loomis 

XXI 

Teachers  Course 

Marlatt 
Denny 

Marlatt 
Denny 

Marlatt 
Denny 

Marlatt 

*Miss  Denny  is  ill  so  that  instructor  changed  temporarily. 

In  regard  to  the  organization  and  supervision  of  instruction,  in  all  courses  of  the  depart- 
ment, I  wish  to  state  that  in  every  case  the  lecturer  in  charge  of  the  work  organizes  her 
course  and  supervises  the  instruction  in  laboratory  courses.  The  assistants  meet  with  the 
head  lecturer  and  plan  the  laboratory  work  for  the  week.  As  chairman  of  the  department,  I 
am  frequently  in  the  laboratory  watching  the  methods  of  instruction  and  the  work  of  the 
students,  so  that  the  younger  members  of  the  staff  are  almost  too  thoroughly  supervised. 
If  there  is  error  anywhere,  it  is  on  the  side  of  too  careful  supervision. 

Only  two  of  the  instructional  force  have  taken  lectures  in  the  University.  Miss  Hope  and 
Miss  Grady  have  taken  work  in  Aesthetics  and  Art  Appreciation,  going,  I  believe,  as  visitors 
but  paying  tuition  fees.  The  work  of  the  department  is  too  heavy  to  allow  of  any  time  to  be 
devoted  to  advanced  study  or  research  work,  a  matter  which  I  keenly  regret. 

Very  truly  yours, 

ABBY  L.  MARLATT. 

876 


Exhibit  35 

Department   of  Horticulture 

May  4,  1912. 
Dean  Russell: 

In  compliance  with  your  request  for  a  list  of  courses  in  which  members  of  the  department 
give  instruction,  I  am  sending  you  the  following: 

Courses  given  in  full  or  in  part  by  Instructors  in  the  Department  of  Horticulture: 

Lectures  Laboratory'  Quiz 

2.  Fruit  Growing McCarthy  McCarthy  McCarthy 

3.  Vegetable  Gardening Hepler  llepler  Hepler 

4.  Vegetable  Forcing Hepler  Hepler  Hepler 

5.  Small  Fruit  Culture McCarthy  McCarthv 

6.  Landscape  Gardening Moore  Hepler  andMoore  Moore 

20.  Plant  Breeding Moore  McCarthy  Moore 

22.  Homology Moore  McCarthy  and  Moore 

Moore 

In  all  courses  given  by  instructors  the  work,  both  laboratory  and  lecture,  is  outlined  by  the 
instructor  and  the  head  of  the  Department.  The  subjects  discussed  arc  considered  in  "con- 
ference and  all  assistance  possible  is  given  the  instructors  in  presenting  the  course.  The 
laboratory  work  to  a  large  extent  is  directly  supervised  by  the  head  of  the  department.  It 
will  be  noted  that  in  courses  6  and  22  the  laborator\^  work  is  given  in  conjunction  mainly 
for  the  purpose  of  training  the  instructor  to  carry  all  such  worK  independently. 

Respectfully  submitted, 

JAMES  G.  MOORE,  Associate  Horticulturist. 


May  4,  1912. 
Plant   Pathology 

Dean  H.  L.  Russell, 

College  of  Agriculture. 

Dear  Sir:  In  reply  to  your  request  of  April  30th,  I  append  statements  relative  to  the  em- 
ployment of  J.  C.  Gilman,  R.  E.  Vaughan  and  L.  E.  Melhus. 

Your  list  includes  also  the  names  of  A.  G.  Johnson  and  PYeda  M.  Bachman.  They  are  doing 
no  teaching  with  me — only  research  and  curator's  duties — and  inasmuch  as  they  have  teach- 
ing in  the  Botanical  Departments,  both  have  made  the  desired  statements  to  Dean  Birge. 

In  reference  to  the  organization  of  the  instructional  work  the  following  is  submitted: 

Course  19.     Thesis:    All  instruction  and  supervision  by  L.  R.  Jones. 

Course  101.  Disease  of  Plants.  All  lectures  and  quizzes  by  L.  R.  Jones,  laboratory  exer- 
cises supervised  by  L.  R.  Jones  with  minor  assistance  by  J.  C.  Gilman. 

Course  102.  Methods  in  Plant  Pathology.  All  lectures  by  L.  R.  Jones.  Laboratory  work 
supervised  by  L.  R.  Jones,  with  minor  assistance  on  special  exercises  by  Messrs.  Melhus, 
Vaughan,  A.  G.  Johnson  and  J.  C.  Gilman. 

Course  122.  Spray  compounds,  etc.  Lectures  by  Prof.  Ocock,  Dr.  Butler,  Mr.  Steenbock, 
laboratory  exercises  supervised  Ify  these  men  with  minor  assistance  in  special  topics  by  Mr. 
Melhus  and  Mr.  Vaughan. 

Course  123.     Seminary.     Under  the  supervision  of  L.  R.  Jones. 

Course  125.     Research  under  the  supervision  of  L.  R.  Jones. 

Yours  truly, 

(Signed)     L.  R.  JONES. 

May  I,  1912. 
Prof.  L.  R.  Jones. 

Dear  Sir:  I  hand  you  herewith  the  information  requested  relative  to  my  qualifications,  etc. 

Graduate  University  of  Vermont,  1907,  degree  B.  S.  in  agriculture. 

Assistant  in  Horticulture,  Vt.  Exp.  Station.  1907 — Jan.  1.  1909.  .\ssociated  with  Prof. 
Wm.  Stuart  in  the  investigation  of  disease  resistance  of  potatoes. 

Instructor  in  Agronomy,  Mt.  Herman  Boy's  School,  Jan.  1.  1909,  to  April  1,  1910. 

Director,  Dept.  of  Agriculture,  Mt.  Hernian  Bov's  School,  Mt.  Herman,  Mass..  .\pril  1, 
1910,  Sept.  1,  1911.  Mt.  Herman  controls  1000  acres  of  land  in  the  Conn.  Valley:  has  1(X1 
head  of  cattle,  25  horses,.  15  acres  devoted  to  nuuket  garden  crops,  and  does  a  general  farming 
business.  May  pay  roll  during  the  summer  of  1911  numbered  over  40  names.  The  volume  of 
business  transacted  by  the  department  during  my  term  as  director  was  about  SIOO.OOO. 

I  entered  the  University  of  Wisconsin  Sept.  21,  1911.  enrolling  in  the  graduate  school, 
majoring  in  plant  pathology.  I  was  granted  an  assistanlship  to  cover  woi:k  in  the  greenhouse 
connected  with  the  culturing  of  fungi.    This  work  carries  no  teaching  obligations. 

I  am.  Respectfully  yours, 

R.  E.  VAl'GHAX.  Asst.  in  Plant  Pathology. 

877 


University  Survey  Report 

May  4,  1912. 
Prof.  L.  R.  Jones: 

I  graduated  from  Iowa  State  College  in  the  spring  of  1906.  The  following  year  I  accepted 
the  position  of  principal  of  the  High  School  at  St.  Anthony,  Idaho.  The  following  year,  I 
took  charge  of  the  Dept.  of  Biology  in  the  High  School  at  Burlington,  Iowa.  I  remained  at 
Burlington  two  3'ears,  and  at  the  end  of  this  period,  accepted  an  assistant-ship  in  Botany  at 
the  University  of  Wisconsin.  Two  years  ago,  I  was  made  Research  Asst.  in  Plant  Pathology 
with  no  teaching  obligations. 

I.  E.  MELHUS. 

J.  C.  Oilman  is  a  senior  in  the  College  of  Agriculture,  University  of  Wisconsin,  with  a  high 
standing  as  a  student.  He  has  assisted  me  during  the  last  year  in  my  laboratory  courses, 
chiefly  in  preparing  materials  for  the  class.  He  has  also  assisted  in  a  minor  way  in  supervising 
laboratory  work.  I  have,  however,  always  been  in  the  laboratory  myself  and  kjept  the  gen- 
eral supervision  of  such  work. 

(Signed)     L.  R.  JONES. 


Poultry  Husbandry 

May  2,  1912. 
Dean  H.  L.  Russell, 

College  of  Agriculture, 

Madison,  Wisconsin. 

Dear  Sir:  In  regard  to  the  organization  of  instruction  and  department  poultry  husbandry, 
would  say  as  follows: 

Courses  1,  2,  6  and  7  are  given  exclusively  by  myself.  Course  3,  which  is  a  strictly  laboratory 
course,  is  partially  in  my  charge  and  partially  in  Mr.  L.  H.  Schwartz's.  Mr.  Schwartz  takes 
charge  of  the  classes,  marks  the  examination  papers  in  this  course,  while  I  assist  in  carrying 
on  regular  laboratory  work.  Course  5  is  divided  between  Mr.  Schwartz  and  myself.  This 
course  has  to  be  very  largely  in  the  nature  of  individual  instruction  work  so  that  the  student 
goes  to  which  ever  one  of  us  is  available  at  the  time.  The  result  is  that  in  the  department  of 
poultry  husbandry  as  now  organized,  the  head  of  the  department  attends  either  all  or  part  of 
the  time  during  each  laboratory  section  unless  he  is  obliged  to  be  absent  from  the  town  as 
occurs  a  few  times  of  the  year,  doing  extension  work. 

Yours  very  truly, 

JAMES  G.  HALPIN. 

Soils 

May  1,  1912. 
Dean  H.  L.  Russell, 

Dear  Dean  Russell :  I  have  your  letter  of  yesterday  requesting  information  regarding  the 
instructional  work  of  this  department,  especially  with  reference  to  the  part  taken  therein  by 
the  assistants.    The  facts  called  for  are  given  in  the  following  table: 

Course  No.  1,  Principles  of  Soil  Physics  and  Fertility. 

Lectures — A.  R.  Whitson.     Laboratory  Instr. — H.  L.  Walster,  E.  R.  Finner. 
Lab.  Supervision — A.  R.  Whitson  and  H.  L.  Walster. 
Quizzes — H.  L.  Walster  and  Emil  Truog. 

Course  No.  2.     Land  Drainage. 

Lectures — E.  R.  Jones.     Lab.  Instr. — E.  R.  Jones  and  E.  R.  Finner. 
Quiz  section — E.  R.  Jones. 

Course  No.  20.     Soil  Management. 

Lectures  and  Quizzes — A.  R.  Whitson. 

Course  No.  21.     Soil  Analysis. 

Lectures,  Lab.  Instr.  and  Quizzes — H.  L.  Walster. 

Course  No.  22.     Soil  Physics. 

Lectures — E.  R.  Jones.     Lab.  Instr. ^E.  R.  Finner. 
Lab.  Supervision — E.  R.  Jones.     Quizzes — E.  R.  Jones. 

Course  No.  24.     Plant  Nutrition. 

Lecutres — H.  L.  W^alster.     Lab.  Instr.  and  Quizzes — II.  L.  Walster. 

Course  No.  25.     Origin  of  Soils. 

Lectures  and  Quizzes— A.  R.  Whitson. 

878 


Exhibit  3o 

With  reference  to  the  quaUfications  of  Mr.  Truot^,  Mr.  Ulls[)er£^er  and  Mr.  Finner,  concern- 
ing whom  information  is  requested,  I  olTer  the  following  statements. 

Mr.  Emil  Truog  graduated  from  the  long  course  in  the  College  of  Agriculture  in  1909. 
Since  that  time  he  has  been  research  assistant  in  the  department  of  soils  and  has  given  but  a 
very  small  portion  of  his  time  to  instructional  work,  and,  as  indicated  above,  only  conducting 
one  quiz  section  during  the  present  year.  He  has  devoted  approximately  one-third  of  his 
time  during  three  years  to  post  graduate  work  consisting  chiefly  of  chemistry  and  will  take 
his  master's  degree  in  that  subject  this  year.  He  has  had  practical  farm  experience  and  would 
be  exceptionally  well  qualified  to  give  instructional  work  in  soil  fertility,  did  his  other  duties 
permit. 

Mr.  H.  Ullsperger  has  had  no  connection  with  the  instructional  work  of  the  long  course, 
his  entire  time  being  occupied  in  the  care  of  field  demonstrational  and  experimental  work. 
Mr.  Ullsperger  completed  all  his  undergraduate  work  with  the  class  of  1911,  except  his  thesis 
which  was  postponed  on  account  of  the  fact  that  in  taking  charge  of  field  work  last  season  it 
was  necessary  for  him  to  leave  the  university  before  the  close  of  the  school  year.  He  is  excep- 
tionally well  qualified  to  carry  on  the  work  he  began,  but  I  regret  to  say  that  he  has  resigned 
this  position  because  the  salary  was  not  sufficient  to  retain  him. 

Mr.  E.  R.  Finner  graduated  from  the  lo'ig  course  in  the  college  of  agriculture  in  1911.  He 
was  engaged  to  assist  in  the  department  of  soils  during  the  present  year  with  the  under- 
standing that  he  would  have  a  portion  of  his  time  for  graduate  work,  fitting  him  more  fully 
for  research  work  in  soil  physics.  Mr.  Finner  had  taken  two  years  of  undergraduate  work  in 
the  college  of  Engineering  which  especially  fitted  him  for  assitsing  Prof.  Jones  in  the 
course  on  land  drainage  and  soil  physics.  He  did  advanced  work  in  the  soil  analysis  laborator>- 
during  the  past  semester  of  this  year  which  further  fitted  him  for  assisting  Mr.  Walster  in  the 
laboratorv'  work  of  Course  1  in  Soil  Fertility. 

Very  respectfully  yours, 

A.  R.  WHITSON. 

College  of  Agriculture 


May  1,  1912. 
President  C.  R:  Van  Hise, 

University  of  Wisconsin. 

Dear  Sir:  In  compliance  with  your  request  under  date  of  April  26  for  information  covering 
the  resolution  introduced  by  Regent  Cary,  I  transmit  herewith  a  statement  prepared  by  the 
chairmen  of  the  various  departments  relative  to  the  instructional  work  as  carried  on  in  the 
College  of  Agriculture. 

You  will  note  from  the  data  submitted  that  our  departments  are  comparatively  small  and 
therefore  more  directly  under  the  immediate  supervision  of  men  of  professorial  rank.  We 
have  only  a  limited  number  of  half-time  assistants  and  in  these  cases  the  arrangement  of  the 
work  is,  in  the  main,  that  they  give  their  entire  time  to  the  University  for  one  semester  and 
devote  the  other  semester  to  their  graduate  studies.  Their  instructional  duties  consist  mainly 
of  laboratory  work  under  the  direction  of  either  an  instructor  or  a  professor.  The  great  ma- 
jority of  our  assistants  are  paid  from  eight  to  nine  hundred  dollars  for  full  time. 

Regarding  the  policy  of  utilizing  assistants  for  laboratory  instruction  in  which  they  are 
giving  only  a  portion  of  their  time  to  the  university,  1  would  say  that  I  should  think  this 
would  enable  the  University  to  take  advantage  of  a  higher  gratle  of  instruction  than  would 
normally  be  the  case.  The  opportunities  for  graduate  work  in  this  institution  are  such  that 
there  is  a  considerable  demand  for  the  low  grade  positions  on  the  part  of  men  who  have  had 
more  or  less  experience  after  securing  their  baccalaureate  degree.  If  the  work  of  these  assist- 
ants is  closely  supervised  by  an  instructor  or  a  professor  whose  whole  time  is  being  given  to 
the  university,  it  seems  to  me  that  the  interests  of  the  students  are  being  properly  subserved. 
No  complaint  has  been  brought  to  my  attention  by  students  in  the  College  of  .Vgriculture 
which  would  indicate  that  there  was  any  radical  defect  in  the  system  which  has  been  here 
developed. 

Yours  truly. 

H.   L.   RUSSELL. 


May    1.  1912. 
President  C.  R.  Van  Hise, 

University  of  Wisconsin. 

Dear  Sir:  At  the  Regent's  meeting  the  other  day,  the  matter  of  otliciency  of  University 
instruction  was  under  consideration,  and  complaint  was  entered  by  Regent  Cary  relative  to 
K.  L.  Hatch.  The  incident  cited  was  that  in  giving  an  extension  lecture  in  Waukesha,  he 
was  apparently  unable  to  make  a  Babcock  test  of  a  sample  of  milk  satisfl'aclorily,  and  that 
his  attitude  toward  the  audience  was  somewhat  arrogant.  I  have  investigated  this  situation, 
and  relative  thereto  would  rejiort  as  follows: 

At  the  meeting  called  for  the  purpose  of  considering  public  school  problems.  Professor 
Hatch  was  to  talk  on  the  introduction  of  agriculture  into  the  rural  schools,  and  in  illustrating 

879 


University  Survey  Report 

this  work,  he  was  to  make  a  test  before  the  audience  of  two  samples  of  milk,  one  of  which  was 
reputed  to  be  from  a  Holstein,  and  the  other  from  a  Guernsey.  These  samples  of  milk  were 
tested  by  him  in  duplicate  before  the  audience.  The  Guernsey  sample  was  found  to  run  about 
5%  of  butter  fat,  the  duplicates  agreeing.  The  sample  reputed  to  have  come  from  a  Holstein 
contained  so  much  butter  fat  that  it  was  impossible  to  concentrate  the  same  in  the  neck  of 
the  whole  milk  bottle  which  was  used  for  this  purpose.  Evidently  the  upper  layer  of  a  quan- 
tity of  standing  milk  had  been  taken  in  sampling,  or  cream  had  been  deliberately  added  there- 
to.   The  sample  was  set  aside  by  Professor  Hatch,  and  explanation  made  of  the  situation. 

Mr.  Christman,  a  member  of  the  Society  of  Equity,  and  chairman  of  the  commission  ap- 
pointed by  Supt.  Gary  on  rural  school  affairs  was  present  at  the  meeting,  and  in  the  course  of 
his  remarks  took  particular  pains  to  attack  the  work  of  the  Agricultural  College,  stating  that 
in  the  Country  Life  Conference  which  had  just  then  been  held,  the  University  saw  fit  to  put 
on  the  program  only  bankers,  ministers  and  teachers,  but  no  farmers.  The  beneficent 
action  of  Supt.  Gary  in  the  appointment  of  only  farmers  on  his  commission  on  rural  education 
was  commented  upon,  and  the  fact  that  Mr.  Christman  came  to  the  meeting  directly  from 
the  sugar  beet  field,  with  the  stains  of  soil  on  his  hands,  was  given  as  ocular  proof  of  the  differ- 
ent attitude  of  Supt.  Gary's  commission  from  that  of  the  Agricultural  College  in  the  study  of 
rural  education,  etc. 

Professor  Hatch  made  no  comment  on  the  statements  of  Mr.  Christman  at  the  time,  but 
in  the  afternoon,  when  Hatch  was  again  on  the  program,  he  took  occasion  to  explain  to  the 
audience  the  inaccurate  statements  which  had  been  made  with  reference  to  the  work  of  the 
Agricultural  College,  and  gave  in  detail  the  names  and  subjects  presented  by  a  number  of 
farmers  and  farmers'  wives  who  had  appeared  upon  the  Country  Life  Conference  program. 
From  the  appro\al  of  the  audience,  I  am  informed  that  it  was  plain  that  Mr.  Christman  was 
somewhat  discomfited  by  the  conclusive  answers  which  were  made. 

From  this  incident  it  is  apparent  that  Superintendent  Gary's  criticisms  of  Professor  Hatch 
emanate  from  Mr.  Christman  directly.  This  information  will  give  you  the  necessary  per- 
spective to  judge  for  yourself  as  to  the  value  of  the  criticism. 

Yours  truly, 

H.  L.  RUSSELL. 

College  of  Engineering 

Madison,  Wis.,  May  3,  1912. 
President  C.  R.  Van  Hise, 

University  of  Wisconsin. 

Dear  Sir:  Complying  with  your  notices  of  April  27th,  relative  to  instructors  and  assistants, 
I  beg  to  submit  the  following  report: 

Employment  of  assistants 

In  the  College  of  Engineering  comparatively  few  assistants  are  ever  employed.  During  the 
present  year  there  are  but  three,  one  in  each  of  the  following  departments:  Railway  Engi- 
neering, Electrical  Engineering  and  Machine  Shops. 

Assistant  W.  E.  Jessup,  in  Railway  Engineering.  Received  R.  A.  degree.  University 
of  Southern  California,  in  1908,  majoring  in  mathematics  and  civil  engineering.  In  1909 
assistant  in  surveying  in  Southern  California.  1909-10  had  full  charge  in  that  institution  of 
freshman  field  work,  advanced  geodetic  and  railroad  engineering.  Attended  summer  school 
here  in  1909  and  entered  the  University  as  a  graduate  student  in  1910.  Will  receive  C.  E. 
degree  in  June  1912.  From  1905-1910  variously  employed  during  vacations  on  railroad  con- 
struction and  maintenance.  Has  been  employed  here  as  assistant  at  $.500  for  the  year  1910-12. 
Is  an  excellent  man  in  every  respect.  He  has  assisted  in  field  and  office  work  under  the  per- 
sonal supervision  of  former  instructor  N.  P.  Curtis,  and,  during  the  present  school  year,  under 
Professor  Van  Hagan. 

Assistant  B.  E.  Miller,  in  Electrical  Engineering.  Graduate  University  of  Wisconsin 
June  1911.  Selected  as  an  assistant  because  of  marked  ability  as  a  teacher,  having  had  pre- 
vious teaching  experience  as  principal  for  two  years  of  a  Wisconsin  high  school.  Has  served 
with  the  C.  M.  &  St.  P.  R'y  Company  and  has  also  been  in  the  Railway  Mail  Service.  Last 
summer  was  spent  with  the  General  Electric  Company  in  testing  department.  He  is  twenty- 
seven  years  old.  Mr.  Miller  assists  in  the  laboratory  work  under  the  direct  supervision  of 
Professor  Price. 

George  Zurian,  Assistant  in  Forge  Room.  Attended  Gymnasium  in  Austria  three 
years.  Has  had  practical  experience  four  years  at  Fuller  &  Johnson's.  He  is  blacksmith  helper 
and  assistant  in  forge  work  under  Mr.  Schuman. 

Assistants  have  been  employed  occasionally  in  other  departments  and  have  been  assigned 
work  under  the  immediate  supervision  of  instructors  in  the  field  or  laboratory,  or  have  been 
employed  to  assist  in  reading  papers  and  reports. 

Relative  to  the  general  policy  of  employing  assistants,  our  experience  in  this  college  has 
been  entirely  satisfactory.    More  would  be  employed  in  this  college  if  satisfactory  men  were 

880 


Exhibit  35 

available  at  the  small  salaries  offered;  and  I  see  no  reason  why,  as  a  general  proposition,  the 
practice  of  employing  assistants  should  be  discontinued,  if  the  work  of  such  assistants  is 
properly  limited  and  supervised. 

One  of  the  decided  advantages  of  this  practice  is  to  train  up  high  grade  instructors  under 
close  supervision  of  the  department.  I  have  in  mind  the  type  of  assistant  generally  employed 
in  this  college;  that  is  young  men  who  have  but  recently  graduated.  In  the  drafting  room, 
field  and  laboratory,  there  are  many  opi)orlunitics  to  employ  such  young  men  on  work  which 
they  are  quite  capable  of  doing,  satisfactorily.  The  University  cannot  always  go  out  and  se- 
cure for  its  staff  full  grown  teachers,  and,  even  it  it  could  afford  to  do  so,  I  do  not  think  it 
would  be  the  best  policy.  I  think,  generally  speaking,  our  best  teachers,  especially  among  the 
assistant  professors,  are  those  who  have  been  selected  from  among  our  own  students,  and  who 
have  been  trained  in  the  work  from  the  position  of  assistant  upwards.  A  man  who  has  been 
trained  in  this  way  is  an  exceedingly  valuable  assistant  to  the  university. 

Another  advantage  of  considerable  importance  is  the  economic  one.  I  believe  that,  within 
limits,  more  service  will  be  had  for  the  same  money  from  the  right  sort  of  assistants  than  from 
instructors  of  but  slightly  longer  experience,  but  who  receive  instructor's  pay. 

As  I  see  it,  the  disadvantages  of  the  system  may  be  due  to  two  causes  (1)  lack  of  interest 
in  the  work,  and  (2)  want  of  fitness  of  the  assistant  for  the  particular  duties  assigned  him.  If 
the  assistant  is  taking  graduate  work,  as  is  usually  the  case,  it  may  be  that  the  work  he  is 
assigned  to  do  is  so  remote  from  his  studies  that  there  is  danger  he  will  have  insufficient  in- 
terest in  his  instructional  work  to  do  that  work  satisfactorily.  It  seems  to  me  this  is  largely 
a  rnatter  of  administration.  If  the  assigned  work  parallels  closely  his  studies,  or  if  he  is  pre- 
paring himself  to  teach  in  the  particular  department  in  which  he  is  working,  it  seems  to  me 
that  his  studies  should  not  detract  from  but  rather  add  to  his  efficiency. 

I  see  no  reason  for  drawing  the  line  sharply  between  instructors  and  assistants.  In  the  last 
paragraph  of  the  resolution  it  is  suggested  that  the  instructors  devote  "their  entire  time"  to 
the  work  of  instruction.  If  this  is  to  be  interpreted  literally,  then  I  would  wholly  abandon  the 
expectation  of  securing  and  holding  competent  instructors  of  any  grade  for  the  work  of  this 
college.  The  suggestion  seems  to  carry  with  it  the  inference  that  the  man  who  is  to  teach  is 
to  first  study  for  a  certain  period,  during  which  he  will  do  no  teaching,  and  then  shall  begin 
to  teach  and  thereafter  do  no  studying.  Of  course  it  is  absurd  to  suppose  that  the  useful 
material  availed  of  by  a  good  teacher  is  to  be  bottled  up  ready  for  use  in  any  such  way. 

In  the  various  branches  of  engineering  there  is  constant  change  and  development  as  is 
true,  of  course,  in  all  departments  of  human  knowledge.  Unless  a  young  man  is  to  be  super- 
annuated within  ten  years  after  he  begins  to  teach,  or  unless  the  instruction  given  is  to  be 
fossilized,  it  is  necessary  for  the  teacher  to  continue  with  his  studies  indefinitely.  For  some, 
this  work  can  profitably  be  done  in  regular  organized  courses,  making  it  convenient  to  regis- 
ter as  a  graduate  student;  for  others  such  study  will  be  carried  on  privately  in  library  or 
laboratory,  or  in  practical  life.  An  instructor  who  does  not  wish  to  continue  his  studies  in 
some  such  fashion  is  not  one  whom  the  University  should  keep. 

Organization  and  supervision  of  instruction  in  departments 

The  method  of  organization  and  supervision  of  instruction  in  the  several  departments  is, 
briefly,  as  follows: 

Mechanical  drawing.  The  freshman  work  is  in  charge  of  Professor  Phillips  and  the 
sophomore  of  Professor  Millar,  both  men  of  large  experience.  Under  these  men  are  four  in- 
structors. The  work  is  outlined  by  the  two  professors  for  each  drawing  period  and  for  each 
week,  and  supervised  by  frequent  visits  to  the  drawing  room.  In  the  freshman  work,  a  con- 
ference hour  is  held  each  week  attended  by  all  instructors. 

Electrical  engineering.  The  work  of  Professors  Shuster  and  Watson  and  Mr.  Disque 
is  entirely  class  work  under  the  direct  supervision  of  Professor  Beebe.  The  three  men  men- 
tioned are  all  experienced  teachers  and  require  little  detailed  supervision.  Under  Professor 
Bennett  there  is  one  instructor,  Mr.  Kartak,  whose  work  is  largely  laboratory  work  under 
Prof.  Bennett's  supervision.  Professor  Price  has  general  charge  of  the  dynamo  laboratory, 
with  three  instructors  and  one  assistant.  All  of  this  laboratory  work  is  directly  supervised 
by    Professor    Price. 

Chemical  engineering.  Weekly  conferences  are  held  with  all  members  of  the  depart- 
ment. Four  of  the  five  men  are  men  of  large  experience.  Instructor  Mann  assists  in  the 
laboratory  work. 

Machine  design.  In  this  department  arc  two  instructors.  Both  of  these  men  have  had 
considerable  practical  experience  and  their  work  is  largely  drafting  room  instruction,  super- 
vised by  conferences  and  visits  from  Professor  Mack. 

Hydraulic  engineering.  The  class  and  lecture  work  is  nearly  all  carried  on  by  Professor 
Mead,  assisted  by  instructor  Garner.  Mr.  Garner  generally  supervises  the  quizzes  and  assists 
in  the  drafting  room.  The  course  in  theoretical  hydraulics  and  the  laboratory  work,  is  in 
charge  of  Professor  Davis,  under  whom  is  instructor  Weidner.  These  two  men  work  in 
close  co-operation  and  the  question  of  supervision  is  a  very  simple  one. 

881 

SuR.— 56 


University  Survey  Report 

Machine  shops.  General  arrangement  of  the  work  determined  upon  in  conference  be- 
tween Superintendent  Goddard  and  the  mechanical  engineering  professors.  The  exercises 
or  projects  are  determinefi  upon  in  conference  with  all  instructors,  and  the  demonstrations 
discussed  from  lime  to  time.  Superintendent  Goddard  gives  most  of  his  time  to  the  super- 
vision of  the  various  courses  in  the  shop. 

Mechanics.  Besides  Professor  Maurer,  there  are  in  this  department  two  assistant  pro- 
fessors, Withey  and  Doolittle,  and  three  instructors.  The  work  of  this  department  being  so 
fundamental,  great  care  has  always  been  given  in  the  securing  of  competent  instructors. 
The  main  work  of  the  department  is  confined  to  seven  regular  courses,  taken  by  large  numbers 
of  students.  The  classes  are  taught  in  sections  numbering  from  12  to  20,  each  section  being 
in  charge  of  one  teacher.  At  least  one  teacher  of  professorial  grade  has  one  or  more  sections 
of  each  course.  A  quite  definite  program  of  lessons,  quizzes,  examinations  and  experiments  is 
followed  by  all  teachers  so  as  to  insure  reasonable  uniformity,  although  some  deviation  from 
the  program  is  expected.  Conferences  are  held  about  once  in  ten  days,  and  quizzes  and  ex- 
aminations are  made  practically  uniform.  Final  examination  papers  are  discussed  by  all 
members  of  the  department  in  conference.  While  the  work  of  each  teacher  is  quite  definitely 
laid  out,  he  is  left  quite  free  to  develop  methods  of  his  own,  but  frequent  comparison  of  meth- 
ods and  results  generally  leads  to  much  similarity  of  teaching  methods. 

Mining  and  metallurgy.  Professors  Holden  and  Havard  are  both  men  of  experience. 
The  one  instructor,  Mr.  Kennedy,  is  a  man  of  four  or  five  years'  practical  experience,  and 
works  under  the  immediate  supervision  of  one  of  the  professors  in  the  drafting  room  and 
laboratory. 

Railway  engineering.  Professors  Pence  and  Van  Hagan  are  men  of  large  experience, 
both  in  practice  and  teaching,  and  brief  conferences  relative  to  ground  covered  are  sufficient. 
Instructor  Burritt  handles  one  subject  independently  except  by  general  conference.  He 
otherwise  acts  as  assistant  to  Professor  Pence  in  several  of  his  courses.  Assistant  Jessup 
assists  Professor  Van  Hagan  in  the  field  and  drafting  room. 

Steam  and  gas  engineering.  Weekly  conferences  of  an  hour  each  are  held,  at  which 
all  members  of  the  department  are  present.  The  work  of  the  class  room  and  laboratory  is 
outlined  in  advance  so  as  to  secure  proper  co-operation.  Quiz  and  examination  questions  are 
also  read  in  advance  and  progress  of  classes  frequently  compared.  Most  of  the  work  of  the 
three  instructors  is  in  the  laboratory  under  the  direct  supervision  of  Professor  Christie. 

Structural  engineering.  This  is  under  the  direct  supervision  of  Professor  Kinne,  a  man 
of  long  experience  in  teaching  and  in  practical  work.  Under  him  are  instructors  Parker  and 
Glaettle,  also  men  of  considerable  practical  experience.  Professor  Kinne  is  constantly  in 
touch  will  all  of  this  work  and  in  two  of  my  own  courses  Messrs.  Parker  and  Glaettle  render 
much  assistance.    Mr.  Parker  has  recently  been  appointed  City  Engineer  of  Madison. 

Topographical  engineering.  In  this  department  are  instructors  Owen  and  Cutler, 
both  men  of  considerable  practical  experience.  Regular  weekly  conferences  of  an  hour  each 
are  held  by  Professor  Smith  with  these  instructors,  and  frequent  contact  is  had  with  them 
in  the  field  work.  Maps  of  surveys  are  examined  frequently  by  Professor  Smith.  Supple- 
menting the  work  of  the  instructor,  each  student  is  required  to  report  weekly  upon  the  work 
he  has  done  in  the  field.  The  assignment  of  instruments  requires  a  careful  and  convenient 
system  of  checks,  whereby  students  can  be  definitely  charged  with  their  equipment.  The 
system  in  use  gives  very  little  trouble  indeed. 

The  report  of  individual  departments  are  in  my  hands  and  can-  be  submitted,  if  so  desired. 

Respectfully  submitted, 

F.  E.  TURNEAURE,  Dean, 

College  of  Engineering. 


The   Medical   School 

April  29,  1912. 
Pres.  Charles  R.  Van  Hise, 

Dear  President  Van  Hise:  We  have  had  relatively  few  student  assistants  in  the  Medical 
School.  The  department  of  anatomy  has  for  several  years  had  one  student  assistant  and 
occasionally  two.  The  department  of  physiology  has  had  one  or  two  student  assistants. 
Neither  the  department  of  pathology  nor  the  department  of  pharmacology  have  had  student 
assistants.  The  chairman  of  each  department  requested  a  student  assistant  for  next  year, 
but  this  request  was  not  granted  owing  to  the  need  of  keeping  down  the  budget.  In  the 
department  of  clinical  medicine  there  have  been  no  student  assistants  to  do  any  teaching. 
There  have  been  no  student  assistants  in  medical  bacteriology,  although  I  believe  there  have 
been  some  in  the 'Letters  and  Science  part  of  the  bacteriology  work. 

The  student  assistants  at  present  in  the  school,  their  training  and  qualifications  are  as 
follows: 

882 


Exhibit  35 

H.  M.  Helm,  graduate  of  Beloit  College,  1909,  student  in  the  Medical  School  1909-10, 
student  assistant  1910-r2.  Mr.  Helm  did  unusually  good  work  during  his  first  year  here  as  a 
medical  student.  Because  of  the  excellency  of  his  work,  he  was  appointed  student  assistant 
in  anatomy  for  two  years,  takmg  the  work  of  the  second  year  of  the  medical  course,  half  in 
each  year,  and  devoting  the  remainder  of  his  lime  to  teaching  and  advanced  study. 

H.  S.  Gasser,  originally  appointed  as  student  assistant  in  physiologv,  after  finishing  the 
medical  course  as  a  first  year  graduate  student  in  the  spring  of  1911,  "has  devoted  himself 
entirely  to  teaching  and  research  in  physiology,  has  not  been  enrolled  as  a  student  for  credit 
in  the  university,  and  therefore  probably  should  not  be  counted  as  a  student  assistant. 

Such  other  student  assistants  as  we  have  had  in  the  medical  school  from  time  to  time  have 
been  men  of  the  type  of  the  two  above  mentioned,  exceptionally  good  students  who  have 
thought  it  worth  their  while  to  spend  an  extra  year  or  more  here  in  the  scientific  laboratory. 
While  such  teaching  as  they  have  done  has  been  under  careful  direction  of  older  and  more  ex- 
perienced men  so  as  to  safeguard  the  interests  of  the  students,  all  of  our  student  assistants 
have  proved  to  be  very  popular  teachers  with  the  students  and  I  am  satisfied  that  it  has  been 
good  both  for  the  student  assistant  and  for  the  students  in  the  classes  in  which  they  have 
taught.  Our  student  assistants  have  not  taught  in  classes  open  to  students  below  the  grade 
of  juniors  in  the  College  of  Letters  and  Science.  They  have  had  some  quiz  sections,  but  always 
a  minor  part  in  this  work,  each  section  quizzed  by  a  student  assistant  having  at  least  twice  as 
many  quizzes  directly  under  the  head  of  the  dei)artment. 

Student  assistants  employed  as  we  have  hitherto  employed  them  in  the  Medical  School, 
I  believe  to  have  proved  thoroughly  successful.  I  believe  it  has  been  a  good  thing  for  the  stu- 
dent assistants  themselves,  for  the  students  they  have  aided  in  teaching  (they  have  certainly 
been  better  than  some  of  our  full-time  instructors),  and  for  the  University  at  large  since  a 
high  grade  of  instruction  has  been  thus  obtained  at  a  minimum  cost.  So  long  as  the  student 
assistant  is  not  over-burdened  with  teaching,  he  gains  breadth  and  strength  from  his  work 
as  instructor.  So  long  as  the  student  assistant  is  carefully  selected  and  his  work  [properly 
supervised  by  experienced  men,  I  believe  that  the  students  gain  from  association  with  a  gifted 
and  enthusiastic  young  men  who  can  more  nearly  get  the  point  of  view  of  a  student  than  one 
whose  student  days  have  long  since  passed. 

I  do  not  think  that  the  right  to  employ  student  assistants  should  be  abolished  by  the  Board 
of  Regents.  It  would  seem  to  me  that  if  the  right  kind  of  men  are  at  the  head  of  the  various 
departments,  the  employment  of  student  assistants  may  be  safely  left  to  their  discretion. 

Yours  very  truly, 

C.  H.  BARDEEX. 

College  of  Letters  and    Scienee 

May  9,  1912. 
President  Charles  R.  Van  Ilise. 

The  University  of  Wisconsin. 

Dear  Sir:  I  submit  herewith  a  report  regarding  the  resolution  introduced  by  Regent  Cary 
on  April  23,  1912,  abolishing  the  system  of  assistants.  In  accordance  with  your  directions, 
I  include  also  a  report  on  the  methods  of  directing  and  correlating  the  work  of  instructors  and 
assistants,  and  also  a  report  regarding  the  employment  of  fellows  for  instructional  or  other 
services. 

I  requested  the  chairmen  of  all  departments  to  submit  reports  in  regard  to  the  employment 
of  fellows,  and  I  asked  the  chairmen  of  thirteen  of  the  larger  dej)artmenls  to  report  on  the 
matter  of  teaching  by  instructors  and  assistants.  I  have  not  included  in  this  report  the  state- 
ments made  regarding  fellows,  not  wishing  to  burden  the  Regents  with  unnecessary  material. 
I  have  annexed  to  this  report,  a  copy  of  the  questions  given  by  me  to  the  several  departments 
regarding  instructors  and  assistants,  and  also  cojues  of  the  rejilies  in  full.  These  departments 
include  all  those  whose  teaching  would  be  greatly  alTectod  by  the  passage  of  Suiierintcndent 
Cary's  resolution.  I  trust  that  the  Regents  will  examine  the  rei)orts  with  care,  since  they  show 
far  better  than  anything  that  I  could  say  the  spirit  as  well  as  the  methods  by  which  the  teach- 
ing of  the  large  elementary  classes  is  conducted,  the  aims  of  the  departments,  and  the  defic- 
iences  which  they  feel  in  our  present  system. 

I.     METHODS  OF  SUPERVISING  AXD   CORRELATING  TEACHING 

I  shall  not  attempt  to  summarize  this  part  of  the  professors'  reports,  nor  shall  I  add 
much  to  them.  Of  late  years  I  have  heard  not  infrequently  in  the  Board  of  Regents,  the  state- 
ment that  there  was  no  serious  attempt  made  in  any  department  to  supervise  and  correlate 
the  work  of  instructors  and  assistants.  I  have  always  denied  the  truth  of  such  statements  and 
have  given  specific  instances  to  the  contrary.  Much  more  information  than!  could  give  may 
be  gained  from  the  reports  of  the  several  departments,  which  show  not  merely  the  formal 
methods  of  doing  this  work,  but  also  the  sjiirit  with  which  the  work  is  attempted.  I  do  not 
believe  that  the  Regents  can  read  this  part  of  the  reports  withoii  t  feeling  that  the  men  who  are 
responsible  for  the  great  elementary  courses  in  the  college  of  Letters  and  Science  are  giving 
much  time  and  thought  and  energy  to  planning  these  courses  and  to  securing  adequate  in- 
struction for  the  students  who  take  them.    They  cannot  fail  also  to  be  impressed  by  the  fact 

883 


University  Survey  Report 

that  the  amount  of  machinery  and  the  complexity  of  the  organization  differs  widely  in  differ- 
ent departments.  It  is  least  in  those  departments  where  the  number  of  instructors  and  assist- 
ants and  is  greatest  in  the  departments  where  very  large  elementary  courses  are  handled.  It  is 
plain,  also,  that  the  methods  vary.  In  German,  for  instance,  the  main  work  of  supervision  is 
specifically  committed  to  certain  individuals.  In  Romance  the  work  is  in  charge  of  a  commit- 
tee. The  situation  is,  in  my  belief,  exactly  what  it  ought  to  be.  I  should  be  very  sorry  to 
impose  on  the  departments  uniform  methods  of  reaching  their  ends,  since  I  believe  that  one 
element  of  strength  in  university  teaching  lies  in  the  opportunity  for  reaching  similar  ends 
by  different  means. 

The  chaiirmen  of  the  several  departments  who  have  submitted  these  reports  are  most  of 
them  well  known  personally  to  the  majority  of  the  regents.  I  do  not  believe  that  any  one  can 
read  the  reports  and  still  have  the  feeling  if  he  ever  had  it  that  these  professors,  who  are  pri- 
marily responsible  for  the  work  of  their  departments,  think  that  their  duties  and  their  re]>uta- 
tion  and  the  standing  of  the  University  "depend  almost  wholly  upon  their  zeal  and  success  in 
turning  out  learned  ailicles  and  monographs."  On  the  contrary,  all  of  the  reports  show  the 
same  temper  as  that  expressed  by  Professor  Slichter:  "I  regard  it  as  my  most  important  duty 
to  devote  much  of  my  time  to  the  freshman  and  sophomore  instruction.  The  time  put  upon 
this  work  in  the  last  several  years  has  represented  a  large  part -of  my  total  energy."  This 
attitude  toward  the  elementary  work  is  that  which  I  have  always  found  to  be  true  of  the 
several  departments  in  my  conferences  with  their  chairman  and  with  other  members  of  the 
staff.  Undoubtedly,  far  more  time  and  thought  is  given  to  the  consideration  of  the  elementary 
work  by  all  of  these  departments  than  is  devoted  to  any  other  one  subject.  Undoubtedly, 
also,  these  men  have  that  attitude  toward  the  advanced  classes  of  the  University,  and  that 
concern  for  the  advancement  of  learning,  whose  presence  in  vigorous  form  makes  an  insti- 
tution a  university  in  life  as  well  as  in  name,  and  without  which  elementary  teaching  de- 
generates into  mere  routine.  But  I  do  not  propose  to  defend  either  higher  learning  or  re- 
search in  a  report  addressed  through  the  President  of  the  University  to  its  governing  board. 


•     II.  TEACHINCx  OF  ASSISTANTS 

1.  The  resolution  of  Regent  Gary  contemplates  the  abolition  of  the  position  of  assistant, 
and  thereby  deals  with  the  problems  offered  by  this  grade  of  teachers  as  though  the  name 
"assistant"  meant  only  one  thing.  As  a  matter  of  fact,  however,  there  is  included  under  the 
name  a  not  inconsiderable  variety  of  positions  which  differ  widely  in  their  duties  and  in  their 
relation  to  the  University.     I  should  distinguish  at  least  four  such  types: 

a.  Assistants  whose  duties  are  in  the  preparation  of  lecture  and  laboratory  experiments, 
cataloguing  slides,  attendance  in  seminary  room,  etc.,  and  are  not  at  all  concerned  with 
teaching.  Few  assistants  were  wholly  engaged  in  this  way,  but  in  most  of  the  scientific 
departments  a  considerable  portion  of  an  assistant's  time  may  be  given  to  this  work. 

b.  Assisting  in  work  under  the  immediate  direction  of  older  teachers,  such  as  aiding  in 
laboratory,  reading  quiz  papers,  or  correcting  themes  in  sub-freshman  English. 

c.  Gonducting  quizzes  on  lectures  and  laboratory  work  given  by  other  instructors.  These 
duties  belong  chiefly  to  assistants  in  history,  political  economy,  and  chemistry. 

d.  Gonducting  elementary  classes,  with  the  same  kind  of  responsibility  as  belongs  to  an 
instructor  or  teacher  of  higher  rank.  Teaching  of  this  type  is  found  chiefly  in  the  depart- 
ments of  languages  and  to  some  extent  in  chemistry. 

These  types  of  service  seem  to  me,  in  general,  fundamentally  different,  though  c  and  d 
may  grade  into  each  other.  I  cannot  believe  that  any  one  would  seriously  object  to  employ- 
ing assistants  for  the  first  type  of  service,  nor  can  I  feel  that  any  reasonable  objection  can  be 
made  to  the  employment  of  assistants  as  aids  in  the  laboratory.  Their  work,  as  will  be 
seen  from  the  reports  appended  is  largely  in  aiding  the  individual  student  to  perform  the 
experiment  which  is  assigned  to  him  and  to  see  that  this  work  is  promptly  and  accurately 
done.  The  laboratory  is  in  charge  of  an  older  and  more  experienced  man.  It  seems  to  me 
that  every  educator  must  agree  that  work  of  this  sort  is  precisely  that  which  a  young  man 
should  undertake  from  the  beginning,  if  he  is  hoping  to  devote  his  life  to  teaching  in  the 
department  of  his  choice.  I  shall,  therefore,  say  little  regarding  these,  but  confine  what  I 
have  to  say  mainly  to  the  third  and  fourth  class  of  duties. 

2.  a.   Number  of  assistants. 

The  following  table  shows  the  number  of  instructors  of  different  ranks  in  the  faculty  of  the 
College  of  Letters  and  Science  during  the  current  year,  five  years  ago  and  ten  years  ago. 


Year 

Professors 

Instructors 

Assistants 

1901-02 

■  52 

31 

20 

1906-07 

78 

64 

49 

1911-12 

124 

78 

84  and  7  student  assts. 

In  preparing  this  table,  the  instructors  and  assistants  in  music  and  the  hygienic  laboratory 
are  not  included,  since  they  would  not  have  been  so  enumerated  five  years  ago.  The  striking 
fact  from  the  table  is  that  during  the  five  years  between  1900  and  1906,  there  was  a  very 

884 


Exhibit  35 

great  increase  in  the  number  of  instructors  and  assistants,  as  compared  with  the  in- 
crease in  the  number  of  teachers  of  professorial  ranii.  During  the  last  live  years,  the 
instructors  of  higher  grade  have  increased  much  more  rapidly  than  the  instructors.  The 
assistants  have  had  a  large  increase,  though  not  at  all  proportional  to  that  in  the  preceding 
period.  This  increase  has  been  due  to  the  great  enlargement  of  certain  elementary  courses. 
Twenty-five  of  the  thirty-five  additional  assistants  are  found  in  the  departments  of  botany, 
chemistry,  physics,  and  political  economy.  The  following  table  shows  in  more  detail  some 
facts  regarding  the  departments  in  which  the  great  mass  of  the  elementary  teaching  is  done, 
and  these  departments  show  in  general  the  same  tendency  as  does  the  college  at  large.  There 
has  certainly  been  no  tendency  during  the  past  five  years  to  increase  the  amount  of  instruc- 
tion given  by  assistants  and  instructors.  On  the  contrary,  the  tendency  has  been  to  multiply 
as  rapidly  as  possible  the  positions  of  higher  rank. 


Table  Showing  Number  and  Rank  of  Instructional  Force 


Dei^artment 

Year 

Professors 

Instructors 

Assistants — 

Fellows  not 

included 

English 

1901-02 
1906-07 
1911-12 

1901-02 
1906-07 
1911-12 

1901-02 
1906-07 
1911-12 

1901-02 
1906-07 
1911-12 

1901-02 
1906-07 
1911-12 

1901-02 
1906-07 
1911-12 

1901-02 
1906-07 
1911-12 

1901-02 
1906-07 
1911-12 
1912-13 

1901-02 
1906-07 
1911-12 

7 

7 

13 

3 

5 

10 

3 
4 
9 

4 
4 

6(7) 

2 
2 
4 

4 
4 
6 

3 
3 
6 

4 

7 
6 
7 

3 
(i 
9 

9 

10 
17 

3 

7 
9 

2 
5 
6 

0 
7 
8 

2 
4 
3 

1 

10 

6 

2 
5 
4 

1 
2 
1 
1 

4 

3 
2 

German 

3 
3 

French 

5 

6 

1 

M  athematics 

•1 
4 

5 

Botany 

2 

Chemistry 

3 

8 

4 

Phvsics 

12 
3 

Political  Economy 

8 
13 

1 

History 

2 
7 
6 

0 

4 
7 

In  this  table  the  figures  for  1912-13  are  given  for  political  economy,  since  the  condition 
in  that  department  during  the  current  year  is  abnormal. 

b.  Amount  of  independent  teaching  (d.  p.  2)  done  by  assistants 

The  following  table  shows  the  number  of  students  who  are  taught  by  assistants  in  regular 
classes.  It  will  be  noted  that  the  number  is  not  great,  except  in  tjie  case  of  French  and 
German. 


885 


University  Survey  Report 

Number  of  Students,  2nd  Semester,  1911—12 

Subject  Total  Tauqhl     hi]     Assistant 

English  A  and  1 934                                     69 

French  1-7 540                                   201 

German  1  and  2 745                                   236 

Latin  A,  B,  1 58                                     30 

Mathematics  1,2,7 432                                     70 

c.  A?ie  and  preparation  of  instructors  and  assistants 

A  circular  sent  to  instructors  and  assistants  secured  replies  from  G7  instructors  and  74 
assistants.  It  appears  from  averaging  the  results  that  the  instructors  at  the  close  of  the 
present  college  year  will  have  been  graduated  from  college  on  the  average  about  7.5  years 
and  that  the  assistants  will  have  been  graduated  about  3.7  years. 

These  facts  show  that  our  instructors  at  least  cannot  be  considered  immature.  I  may 
recall  that  I  was  appointed  full  professor  when  I  had  been  a  college  graduate  for  six  years.  At 
that  time,  there  were  no  assistant  professors  in  the  University.  As  a  few  examples  out  of 
many,  I  may  say  that  President  Van  Hise,  Professors  Burgess,  Leith,  Meyer  and  Turner 
were  appointed  assistant  t^rofessors  when  they  had  been  graduated  for  five  years  without 
causing,  so  far  as  I  am  aware,  any  unfavorable  comment  in  regard  to  their  immaturity. 

A  glance  at  the  alumni  records  of  any  university  will  show  that  men  who  have  been  grad- 
uated from  five  to  seven  years  are  holding  many  important  positions.  They  are  superin- 
tendents of  city  school  systems  and  principals  of  large  high  schools.  They  are  establishing 
themselves  in  legal  or  medical  practice  and  in  business,  where  they  reach  positions  at  least  as 
important  and  responsible  as  that  of  a  university  instructor.  They  are  succeeding  in  their 
own  lines  of  work  and  are  assuming  the  responsibilities  of  their  positions  with  the  same 
kind  of  success  as  our  instructors  are  doing  in  their  positions. 

The  following  table  shows  the  teaching  experience  of  instructors  and  assistants. 

A      B      C      D      E 

Instructor 67     28       6     35     16 

Assistant 74     37       3     32     27 

A — Total  number  reporting 

B — Number  who  taught  in  grades  or  high  schools  before  coming  to  Wisconsin 

C — Number  who  taught  in  normal  schools 

D — Number  who  taught  in  other  colleges 

E — Number  whose  teaching  experience  began  at  Wisconsin 

From  the  totals  it  appears  that  51  instructors  taught  an  average  of  4.4  years  elsewhere 
before  being  appointed  at  Wisconsin  and  that  47  assistants  taught  an  average  of  4.2  years 
elsewhere  before  receiving  an  appointment  here.  Of  the  assistants  serving  during  the  present 
year  40  were  appointed  last  year.  These  averaged  at  that  time  2.5  years  out  of  college;  12 
had  just  graduated;  25  of  the  40  had  teaching  experience  averaging  4.5  years  each,  15  were 
without  regular  experience;  5  of  these  being  laboratory  assistants  in  physics  and  the  others 
distributed  among  various  departments. 

I  do  not  quote  these  figures  by  way  of  defense  of  our  instruction.  I  share  fully  the  opinion 
expressed  by  the  departments  that  the  work  of  the  assistant  in  elementary  classes  cannot  be 
considered  inferior  to  that  of  the  instructor,  and  that  either  is,  on  the  whole,  as  good  as  that 
of  the  member  of  the  faculty  of  higher  rank.  I  believe  also  most  fully  in  the  views  accepted 
by  all  departments,  but  expressed  most  fully  by  Professor  llohlfeld,  that  part  of  the  duty 
of  a  great  University  is  to  train  recent  graduates  for  teaching  positions.  This  duty  must  be 
performed  with  discretion  and  the  Regents  will  see  from  the  reports  that  this  is  the  case. 
In  the  department  of  education  it  would  plainly  be  inadvisable  to  commit  the  teaching  of 
seniors  and  juniors  to  recent  graduates.  On  the  other  side,  I  have  no  question,  but  that  the 
teaching  in  the  physics  laboratory  is  thoroughly  efficient  under  the  organization  which  there 
prevails. 

d.  Teaching  in  relation  to  graduate  study 

Regent  Caiy's  resolution  states  that  the  "main  interests"  of  assistants  "are  in  their 
graduate  studies  rather  than  in  the  instructional  work."  I  do  not  know  from  what  source 
Regent  Gary  secured  the  information  which  leads  him  to  ask  the  Regents  to  give  their  assent 
to  such  a  statement.  I  have  no  doubt  that  occasional  instances  of  such  a  situation  occur, 
but  in  general  it  is  directly  contrary  to  my  experience  and  to  the  unanimous  experience  of 
the  departments.  I  refer  in  this  connection  to  the  statements  made  by  Professors  Snow, 
Kahlenberg,  and  Allen,  as  well  as  those  from  other  departments.  I  call  expecial  attention 
tc  what  is  said  by  Professor  Ely  regarding  Mr.  Trumbower,  since  this  is  a  type  of  the  cases 
which  are  being  continually  reported  to  me  by  the  several  departments.  I  ask  attention 
also  to  the  statements  of  Professor  Elliott,  in  the  first  section  of  his  report,  which  is  derived 
from  his  own  experience  as  well  as  his  observation. 

886 


Exhibit  35 

There  are  very  few  positions  open  to  a  young  man  which  depend  wholly  or  mainly  on  ability 
in  research.  Practically  every  one  who  goes  into  a  university  or  college  faculty  must  maintain 
himself  in  his  position  and  secure  advancement  by  the  excellence  of  his  teaching.  Assistants 
beyond  any  other  members  of  our  instructional  force  are  looking  for  advancement,  and 
especially  are  expecting  to  secure  positions  in  other  institutions.  A  large  share  of  the  weight 
of  the  recommendation  which  they  may  receive  from  us  dei)ends  on  the  vigor  and  success 
with  which  they  have  conducted  their  teaching.  Under  these  circumstances,  it  is  not  strange 
that  graduate  study  is  often  sacrificed  to  the  teaching.  It  would  be  strange  indeed  if  the 
reverse  were  often  the  case. 


III.  CONCLUSIONS  REGARDING  REGENT  GARY'S  RESOLUTION 

In  accordance  with  the  unanimous  judgment  of  the  members  of  the  faculty  whom  I  have 
consulted,  I  must  advise  that  the  Regents  refuse  to  accept  Regent  Gary's  resolution.  It 
appears  to  me  that  the  resolution  is  drawn  without  suflicient  knowledge  of  the  kind  of  services 
which  are  performed  by  assistants  without  sufficienl  knowledge  of  the  quality  of  the  teaching 
which  assistants  are  doing;  and  without  giving  due  weight  to  the  general  educational  services 
which  the  University  should  perform.  I  believe  that  the  method  which  we  are  following  is 
fundamentally  right  and  for  the  best  interests  of  all  the  students  concerned.  In  this  connec- 
tion I  call  attention  expecially  to  the  judgnu-nt  of  Professor  h'.lliott  and  that  of  Professor 
Hohlfeld.  Their  judgment  does  not  differ  from  that  of  the  other  men,  but  Professor  Elliott 
expresses  somewhat  fully  the  results  of  his  own  personal  experience,  and  Professor  Hohlfeld 
tells  how  his  i)ersonal  judgment  regarding  the  advisability  of  using  assistants  has  been 
modified  and  reversed  by  experience. 

The  problem  of  securing  "the  best  obtainable  grade  of  instruction"  for  elementary  students 
is  always  with  us.  In  the  early  days  of  the  universities,  when  nearly  all  of  the  instruction 
in  a  department  was  given  by  one  man,  little  or  no  special  attention  was  given  to  this  partic- 
ular phase  of  education.  As  the  number  of  students  has  increased,  the  problem  has  become 
more  and  more  important  and  for  years  it  has  undoubtedly  stood  in  the  first  rank  of  the 
questions  which  have  been  considered  by  our  larger  departments,  both  in  their  own  circle 
and  in  conferences  with  the  dean.  Much  advance  has  been  made  in  the  improvement  of 
the  teaching  of  this  grade,  and  much  still  remains  to  be  done,  as  is  indicated  in  several  of  the 
reports  sent  herewith.  But  the  situation  would  be  injured  rather  than  improved  by  abolish- 
ing the  grade  of  assistant  and  replacing  their  services  by  that  of  instructors. 

It  must  be  recognized  that  as  our  student  bodies  are  now  constituted,  there  must  be  a 
very  large  amount  of  work  done  which  is  fundamentally  of  a  routine  character.  It  must 
also  be  recognized  that  men  of  intellectual  vigor  and  ambition  will  not  devote  themselves 
wholly  to  work  of  this  type  for  any  considerable  number  of  years.  If  it  were  possible  to  do  as 
Professor  Munro  indicates  in  his  report  and  place  the  teaching  of  elementary  history  in  the 
hands  of  men  who  have  the  same  ability  as  those  who  now  have  charge  of  the  courses,  divid- 
ing the  students  into  small  groups  for  that  i)urpose,  the  results  desired  would  not  be  obtained. 
It  would  be  impossible  to  secure  at  any  price  men  of  this  type,  who  would  give  the  whole 
or  the  greater  part  of  their  time  to  elementary  teaching.  Such  men  are  more  than  willing 
to  devote  a  reasonable  part  of  their  time  to  this  work,  but  they  must  also  be  given  work  of 
higher  grade.  The  result  of  such  an  arrangement,  if  attempted,  would  be  to  make  the 
University  in  the  highest  degree,  topheavy,  since  far  more  advanced  courses  would  have  to 
be  provided  than  were  necessary. 

Where  the  attempt  has  been  made*  to  secure  teacliers  of  high  grade  for  elementary  work 
exclusively  by  paying  proportionately  high  salaries,  the  result  has  been  one  of  two  things. 
Either  the  men  have  been  promoted  to  more  responsible  positions,  involving  advanced  work, 
or  the  institution  has  found  that  young  men  of  ambition  and  ability  refuse  to  accej)!  the 
positions  which  are  offered  to  them.  Such  a  policy  will,  in  the  words  of  Professor  Elliott, 
expose  the  student  to  "greater  danger  from  experienced  mediocrity  than  from  any  inexper- 
ienced ability." 

IV.  RECOMMENDATIONS 

You  will  notice  that  in  the  circular  sent  to  the  departments  I  call  specifically  and  in  several 
ways  for  recommendations,  and  you  will  observe  that  several  of  the  deiiartments  respond  by 
suggestions.  It  will  be  seen  that  no  radical  i^roposals  are  made.  The  lines  of  improvement 
which  are  indicated  are  of  the  same  type  as  those  which  dei)artments  are  always  urging  upon 
me  as  we  discuss  the  educational  situation,  and  especially  as  we  talk  over  the  annual  budget. 
They  recommend  the  sort  of  improvement  which  the  I'niversity  is  continually  making  in  all 
directions  as  rajjidly  as  its  means  will  allow. 

In  my  own  belief,  these  recommeiulations  do  not  go  far  enough.  More  radical  improve- 
ments are  needed  but  these  are  not  along  the  lines  which  Regent  Gary's  resolution  and  my 
questions  would  directly  suggest,  and  they  therefore  have  not  been  mentioned  in  the  reports, 
though  they  have  often  been  discussed  in  the  departments  and  in  thv  faculty. 

I  believe  that  there  is  great  ojiportunity  for  improving  the  teaching  of  the  "new  humani- 
ties." The  methods  of  teaching  in  language  are  more  nearly  standardized  than  in  any  other 
department.    Laboratory  methods  in  science  have  been  worked  out  through  many  years,  and 

887 


University  Survey  Report 

while  the  material  used  is  continually  changing,  the  general  method  of  imparting  instruction 
is  not  changing  rapidly.  But  in  such  subjects  as  history,  political  economy,  and  English 
literature,  the  methods  of  teaching  have  not  been  so  fully  worked  out.  In  these  departments 
the  student  is  learning  to  use  books  in  something  the  same  way  as  in  science  he  is  learning  to 
use  the  materials  which  nature  offers.  I  believe  that  the  most  important  advance  in  teaching 
for  this  University  is  to  be  found  in  the  furnishing  of  space  for  laboratory  methods  in  these 
subjects,  and  in  furnishing  a  teaching  force  which  will  operate  these  methods  adequately. 
All  of  the  departments  concerned  agree  with  me  in  this  matter,  of  which  I  spoke  in  my  biennial 
report  (Regents'  Report,  1909-10,  pp.  68,  69).  Changes  of  this  sort  will  involve  ultimately 
large  amounts  of  money,  both  for  buildings  and  equipment  and  for  teachers.  But  there  is 
no  question  in  the  minds  of  the  members  of  the  faculty  concerned  regarding  the  usefulness, 
and  indeed  the  necessity  of  the  improvements  which  are  proposed  in  that  report  and  I  shall 
be  happy  to  have  the  hearty  cooperation  of  the  Regents  in  making  them  possible. 

Such  needs  are  not  confined  to  the  departments  named.  The  whole  system  of  teaching  is 
coming  to  depend  more  and  more  on  the  personal  relation  between  instructor  and  student. 
And  that  this  may  be  maintained,  demands  that  the  University  provide  rooms  and  offices 
for  its  instructional  force  on  a  scale  which  has  never  been  attempted,  except  in  connection 
with  the  science  laboratories. 

It  has  been  my  intention  to  make  this  general  topic  the  main  subject  of  the  biennial  report 
which  I  shall  present  during  the  present  year.  I  appointed  last  year  a  committee  of  the 
faculty  of  letters  and  science,  with  Professor  Slichter  as  chairman,  which  investigated  this 
matter  and  presented  a  report  which  was  adopted  by  the  faculty.  This  I  expect  to  use  in 
preparing  my  report  and  shall  be  glad  to  have  it  mimeographed  and  sent  out  to  the  Regents, 
if  they  desire  to  see  it  sooner. 

All  of  the  departments  of  the  college  that  are  housed  in  the  three  buildings  on  the  hill 
are  so  cramped  for  space  that  they  are  unable  to  secure  the  best  service  from  their  teachers, 
or  to  give  the  students  the  kind  of  teaching  which  ought  to  be  furnished.  The  feeling  is  most 
acute  in  the  large  departments,  but  is  shared  by  all.  The  thing  above  all  others  which  the 
chairmen  are  continually  urging  upon  me  is  to  provide  them  with  suitable  opportunities  for 
doing  the  work  which  they  and  the  other  teachers  are  eager  to  do.  The  teaching  of  the 
University  is  to  be  advanced,  in  my  judgment,  by  furnishing  the  opportunities  for  service 
for  which  the  departments  have  been  asking  for  years.  I  am  sure  that  if  the  opportunity  is 
furnished,  the  service  will  be  rendered. 

V.  FELLOWS 

My  report  has  extended  to  so  great  length  that  I  shall  speak  only  briefly  on  this  subject. 
The  question  of  the  teaching  fellow  is  closely  related  to  that  of  the  assistant,  but  not  quite 
identical.  The  fellow  is  selected  primarily  for  his  promise  as  a  student,  and  the  consideration 
of  his  present  ability  for  teaching  is,  and  ought  to  be,  wholly  secondary.  For  this  reason  the 
regents,  in  designating  the  duties  which  should  be  assigned,  voted  that  they  should  be 
"equivalent  to  one  hour  of  recitations  per  day."  There  is  no  rule  which  requires  a  depart- 
ment to  place  a  class  in  the  hands  of  its  fellow.  In  such  subjects  as  philosophy  and  education, 
which  demand  maturity  and  experience  of  a  teacher,  it  would  be  obviously  wrong  to  give  a 
class  to  a  fellow,  and  this  is  never  done.  There  is  no  reason  why  a  fellow  should  not  take  the 
duties  of  an  assistant  in  a  science  laboratory,  and  such  work  is  ordinarily  assigned  to  him. 
The  departments  should  feel  free  to  assign  to  the  fellow  either  work  as  teacher  or  what  Pro- 
fessor Slaughter  calls  the  work  of  a  "factotum."  fn  any  case,  I  believe  that  the  fellow 
should  have  regular  duties  assigned  to  him,  and,  if  it  is  not  advisable  to  bring  him  into  im- 
mediate relation  with  the  teaching  of  the  department,  he  would  at  least  have  such  duties  as 
will  give  him  an  insight  into  the  methods  of  teaching  which  the  department  follows. 

I  do  not  see  that  any  modification  is  needed  in  the  present  regulations  of  the  Regents 
regarding  fellows,  and  I  believe  that  the  execution  of  these  regulations  can  be  safely  entrusted 
to  the  discretion  of  the  several  departments. 

I  will  have  mimeographed  for  the  use  of  the  Regents  an  abstract  of  the  reports  of  the  depart- 
ments on  this  subject  and  will  have  it  ready  at  the  coming  meeting. 

Respectfully  submitted, 

E.  A.  BIRGE. 

APPENDIX  1 

Reports  of  departments  on  teaching  by  instructors  and  assistants 

Reports  were  asked  from  the  following  departments,  including  those  where  the  number 
of  instructors  and  assistants  is  greatest:  Botany,  Chemistry,  Education,  English,  German, 
History,  Latin,  Mathematics,  Physics,  Political  Economy,  Romance,  Zoology*. 

A  list  of  questions,  given  with  this  part  of  the  report,  was  furnished  to  the  chairman  of 
each  department,  with  the  explanation  that  it  was  not  to  be  treated  as  a  list  of  questions  to 
be  answereed  seriatim.  Each  department  was  asked  to  furnish  an  independent  report  of 
its  practice  and  its  opinions  in  regard  to  work  of  instructors  and  assistants,  using  the  questions 
so  as  to  see  that  no  important  part  of  the  subject  was  omitted. 


Exhibit  35 

Circular  sent  to  Chairmen  of  Departments 

THE  UNIVERSITY  OF  WISCONSIN 

To  Chairmen  of  Departments: 

Report  regarding  Teaching  hy  Instructors  and  Assistants 

1.  Method  of  supervision  and  criticism  of  work. 

a.  Special  member  of  faculty  and  his  duties. 

b.  Departmental  and  other  conferences. 

c.  Visiting  of  classes  and  subsequent  personal  advice. 

d.  Method  of  correlating  work  in  classes  held  in  several  sections. 

2.  a.  Sources  from  which  instructors  come  to  department. 

b.   Consideration  of  ability  as  teacher  in  making  appointments — of  other  qualities. 
Relative  weight  given  to  various  qualities. 

3.  Nature  of  instruction  by  assistants  in  your  department. 

a.  As  laboratory  assistants. 

b.  Conducting  quiz  in  science  or  history. 

c.  Conducting  regular  classes  with  responsibility  same  as  that  of  instructor. 

d.  Reading  themes,  quiz  papers,  etc.,  or  other  duties  connected  with  classes. 

e.  Other  work  done  by  assistants,  as  preparation  of  material  for  lectures,  etc.. 

Relative  amount  of  this. 

4.  EfTiciency  of  work  so  done  as  compared  with  'that  by  instructors. 

5.  Nature  of  preparation  of  persons  appointed  as  assistants  in  your  department  in  recent 

years.    Amount  of  consideration  given  to  ability  as  teacher  in  maKing  appointment. 

6.  State  your  judgment  regarding  present  policy  of  your  department  in  regard  to  em- 

ployment of  assistants.  Is  it  the  policy  which  the  University  ought  to  follow,  if  it 
is  looking  to  the  profit  of  the  students?  What  changes  in  policy  would  you  suggest? 
Please  limit  your  answer  to  your  department  and  consider  the  dilTerent  phases  of 
the  matter  which  arise  in  it,  as  indicated  in  3.  Is  departmental  policy  or  practice 
changing  and  if  so,  in  what  direction?    Ought  it  to  change,  and  in  what  way? 

7.  State  the  present  policy  of  your  department  regarding  instruction  for  freshmen  and 

sophomores,  or  in  elementary  classes.  In  what  respects  is  it  satisfactory-?  How 
should  it  be  improved?    Is  it  now  changing? 

8.  Add,  if  you  wish  to  do  so,  statement  of  views  as  to  general  policy  of  the  University  in 

this  matter. 

9.  While  it  may  not  be  necessary  to  hold  a  departmental  conference  on  this  subject,  I 

wish  your  reply  to  represent  the  judgment  of  the  men  who  are  primarily  responsible 
for  the  policy  of  the  department. 

E.  A.  BIRGE, 

Dean. 


Botany 

Professor  Allen 

All  who  are  concerned  in  the  teaching  of  the  elementary  course  in  botany  meet  for  weekly 
conferences.  Since  almost  all  of  the  members  of  the  department  are  concerned  in  the  in- 
struction in  this  course,  these  meetings  are  practically  departmental  conferences.  At  these 
meetings,  the  work  of  the  ensuing  week  is  discussed,  with  the  general  object  of  correlating  the 
work  of  the  laboratory  and  quiz  sections.  All  laboratory  and  quiz  work  is  under  the  super- 
vision of  one  of  the  older  members  of  the  department,  this  year  an  assistant  professor.  All 
quizzes  are  conducted  by  men  who  also  teach  in  the  laboratory.  All  who  are  engaged  in 
laboratory  teaching  and  quizzing  are  familiar  with  the  ground  covered  by  the  lectures,  either 
through  having  heard  them  during  the  present  year  or  in  previous  years.  By  these  means 
it  is  attempted  to  correlate  the  work  given  in  lectures,  laboratory  and  quizzes. 

In  looking  over  the  list  of  our  instructors  during  the  past  ten  years,  it  appears  that  the 
majority  have  been  selected  from  persons  who  had  been  assistants,  fellows,  or  students  in  the 
department.  There  have  been  four  exceptions  to  this  rule,  but  one  of  these  men  spent  a 
semester  here,  previous  to  his  appointment  as  a  research  student.  In  the  selection  of  in- 
structors, the  attempt  has  always  been  made  to  obtain  men  who  gave  promise,  both  by  in- 
clination and  natural  abilitv  of  "continuing  in  university  work.  P>om  this  4.ioint  of  view,  it 
has  been  necessary,  within'  the  limits  imposed  by  the  material  available,  to  consider  two 
main  things.  In  the  first  place,  the  man  who  is  to  go  on  in  university  work  must  have  a  taste 
for  research  and  must  show  reasonable  ability  in  that  direction,  as  otherwise  the  prospect 
of  a  number  of  years'  service  at  an  instructor's  salary  could  not  be  expected  to  appeal  to  him. 
In  the  second  p'lace,  it  is  necessary  for  the  man  who  is  to  succeed  in  university  work  to  have 

889 


University  Survey  Report 

the  qualities  of  a  successful  teacher,  and  for  this  reason  such  matters  as  personality,  tact,  and 
teaching  experience  are  always  kept  in  mind.  In  the  promotion  of  assistants,  especially,  we 
have  attempted  to  select  those  men  who  had  made  good  in  these  several  respects. 

It  has  been  our  plan  to  confine  the  teaching  responsibilities  of  assistants  to  laboratory  work. 
In  general,  the  class  has  been  divided  into  rather  large  laboratory  sections,  each  in  charge 
of  an  experienced  rnan,  either  an  instructor  or  one  of  higher  rank,  and  the  assistants  have 
worked  under  his  direction.  In  this  way  we  have  secured  direct  supervision  of  the  work  of 
assistants.  In  the  last  two  years,  because  of  the  rapid  growth  of  the  elementary  course,  and 
of  the  loss  of  men  from  the  department  whose  places  we  were  not  able  immediately  to  fill, 
it  has  been  necessary  to  depart  from  this  general  rule  to  some  extent  and  to  put  small  labora- 
tory sections  and  a  few  cjuiz  sections  in  the  charge  of  assistants.  During  the  present  year 
two  laboratory  sections,  including  about  fifty  out  of  three  hundred  students,  and  three  quiz 
sections,  including  about  sixty  out  of  three  hundred  students,  were  in  charge  of  assistants. 
Fortunately,  during  the  past  two  years,  we  have  had  a  group  of  unusually  experienced  and 
competent  assistants,  and,  so  far  as  I  can  judge,  the  work  of  the  course  has  not  suffered  by 
our  resorting  to  those  expedients.  However,  in  the  opinion  of  the  departmental  committee, 
this  sort  of  thing  is  not  desirable,  and  we  hope  in  future  years  to  be  able  to  avoid  it.  In  addi- 
tion to  teaching,  our  assistants  have  some  additional  responsibilities  in  the  way  of  reading 
note  books,  quiz  and  examination  papers  and  looking  after' the  materials  to  be  used  in  the 
laboratory.  Also  it  is  necessary  to  provide  for  the  coming  year  by  the  collection  of  plant 
material  at  the  time  that  it  is  available,  and  by  the  making  of  microscopic  preparations  and 
the  like. 

The  methods  of  division  of  work,  organization  and  supervision,  all  of  which  have  been 
described  in  connection  with  the  elementary  course,  apply  also,  in  general,  to  those  advanced 
courses  in  which  teaching  work  is  done  by  assistants. 

As  a  rule,  our  instructors  are  older  and  more  experienced  than  the  assistants,  and,  as  had 
been  said,  are  selected  largely  with  reference  to  their  success  as  teachers.  Consecjuently,  they 
are  readj'  for  work  which  involves  more  responsibility  and  independence.  However,  it  fre- 
quently happens  that  individual  assistants  are  fully  as  competent  as  any  instructor,  and  such 
men  are  available  for  assistantships  only  because  of  the  opportunity  given  to  carry  on  grad- 
uate work  at  the  same  time  that  they  are  enabled  to  pay  at  least  part  of  their  living  expenses 
by  teaching.  With  occasional  exceptions,  such  as  would  arise  under  any  system  of  selection, 
we  have  found  the  work  of  our  assistants  under  the  conditions  described,  very  satisfactory. 
We  have  more  frequently  been  compelled  to  criticise  them  for  devoting  too  large  a  propor- 
tion of  their  time  to  work  with  students,  than  for  the  opposite  fault.  This  criticism  has 
arisen  both  from  the  standpoint  of  the  welfare  of  the  assistant,  who  should  be  making  progress 
in  his  own  work,  and  also  from  the  standpoint  of  efficient  teaching,  since  there  is  sometimes 
the  danger  of  doing  too  much  of  the  student's  work  for  him. 

As  a  general  thing,  our  assistants  are  persons  who  have  taken  a  bachelor's  degree  before 
coming  here.  So  far  as  I  can  ascertain,  four  persons  in  the  past  ten  years  have  been  appointed 
assistants  before  graduation.  These  were,  in  each  case,  men  of  more  than  the  average  matur- 
ity of  undergraduates,  and  in  three  of  the  four  cases  have  been  men  of  unusual  ability.  In 
almost  every  case,  our  assistants  have  had  experience  as  teachers  before  coming  to  us,  either 
in  secondary  schools  or  in  colleges,  and  the  great  majority  of  them  have  had  a  considerable 
amount  of  secondary  school  experience.  Their  success  in  their  previous  positions  has  alwa\'s 
been  a  factor  in  our  consideration  of  their  appointments.  The  proportion  of  attention  given 
such  considerations  has  depended  upon  the  amount  of  material  at  hand,  since  at  times  the 
supply  of  men  available,  either  as  assistants  or  instructors,  has  been  very  small.  At  present 
there  is  a  good  supply  of  men  and  women  who  desire  to  go  into  graduate  work,  and  the  assist- 
ants that  we  are  getting  are  of  a  good  type  and  for  the  most  part  rather  mature  men. 

In  our  opinion,  the  employment  of  assistants,  so  long  as  the  proportion  of  work  done  by 
men  of  this  rank  is  not  unreasonably  high,  is  a  desirable  policy  to  continue.  We  do  not  be- 
Ueve,  as  above  suggested,  that  in  the  work  of  this  department,  general  charge  of  laboratory 
sections  or  charge  of  quiz  sections  should  be  put  in  the  hands  of  assistants.  We  believe, 
therefore,  that  the  proportion  of  assistants  should  be  kept  within  the  limits  set  by  the  kind 
of  subordinate  work,  under  supervision,  that  is  necessary  in  the  courses  of  the  department. 
Under  these  limitations,  we  feel  that  the  work  of  assistants  in  their  place  is  fully  as  satis- 
factory as  the  work  of  men  of  higher  rank  in  their  j>lace.  If  the  work  now  done  by  assistants 
were  to  be  turned  over  to  men  of  higher  rank  it  would  be  necessary  to  take  considerably  more 
chances  than  we  now  take  in  employing  men  as  instructors  and  assistant  professors,  and, 
since  the  work  done  by  a  man  of  higher  rank  is  greater,  both  in  number  of  hours  and  the 
number  of  students  with  whom  he  comes  in  contact,  than  that  of  an  assistant,  a  mistake  made 
in  such  an  appointment  would  be  a  more  serious  matter.  We  have  sometimes  discussed  the 
advisability  of  dividing  large  classes  into  sections  of  fifteen  or  sixteen  and  putting  each  sec- 
tion in  charge  of  an  experienced  person,  at  least  of  the  rank  of  instructor.  From  some  points 
of  view,  such  an  arrangement  would  be  ideal,  but  it  has  seemed  to  us  that  the  disadvantages 
would  more  than  counterbalance  the  advantages.  In  the  first  place,  there  would  be  the 
difficulty  of  getting  a  sufficient  number  of  men  to  whom  such  comparatively  unrestricted 
responsibility  can  safely  be  given.  In  the  second  place,  there  would  certainly  be  much 
greater  difference  between  the  instruction  of  different  groups  of  students,  and  a  much  less 
degree  of  correlation  within  the  course  than  is  now  obtained;  and  finally,  and  perhaps  most 
important,  we  should  be  doing  nothing  toward  training  men  for  higher  academic  positions. 
It  is  from  this  latter  point  of  view,  particularly,  that  it  has  seemed  to  us  that  the  present  sys- 
tem of  assistants  is  deserving  of  attention.     The  material  available  for  men  of  professorial 

890 


Exhibit  35 

rank  is  bj-  no  means  proportional  to  the  increasing  demand  for  such  men,  and  it  seems  to  us 
the  duty  of  the  university  to  help  in  developing  and  supi)lying  such  material.  Moreover, 
if  we  were  to  do  away  with  our  assistants,  we  should  be  com[)elled  to  choose  in  a  compara- 
tively blind  fashion  from  among  strangers  when  higher  positions  were  to  be  filled.  As  it  is 
now,  a  large  proportion  of  our  higher  positions  are  filled  by  men  whose  development  we  have 
watched  and  with  whose  qualities  we  arc  familiar. 


Chemistry 

Professor  Kahlenberg 

Each  of  the  basal  courses  in  chemistry  is  in  charge  of  a  professor  who  is  directly  responsible 
for  that  course.  He  delivers  the  lectures  which  unfold  the  subject,  and  also  has  general  super- 
vision of  the  laboratory  work.  For  purposes  of  laboratory  work  and  oral  reviews,  that  is, 
quizzes  in  recitation  rooms,  the  students  who  are  together  in  the  lectures  are  divided  into 
groups  or  sections  of  about  twenty-five.  P>ach  section  meets  once  a  week  for  an  oral  review, 
written  reviews  being  held  about  once  a  month,  and  examinations  each  semester  by  all  the 
sections  together  under  the  direction  of  the  professor.  The  weekly  oral  reviews  or  quizzes 
are  on  the  subject  matter  of  the  lectures  and  laboratory  work.  These  quizzes  are  conducted 
by  professors,  associate  professors,  assistant  professors,  instructors,  and  also  by  some  assist- 
ants who  are  sufficiently  able  and  mature  to  do  the  class  work.  In  the  laboratory,  the  work 
is  also  supervised  by  professors,  associate  professors,  assistant  professors,  instructors  and 
assistants. 

In  teaching  manipulation  of  laboratory  apparatus  and  materials,  it  has  been  found  that 
one  teacher  at  least  is  needed  for  evers'  twenty-five  students.  Assistants  and  instructors  do 
a  large  share  of  this  supervision  of  laboratory  work,  which  is,  however,  in  all  cases  planned 
by  the  professors  and  conducted  under  their  personal  direction.  A  member  of  the  instruc- 
tional force  who  has  charge  of  a  laboratory  section  also  has  the  same  section  in  the  quiz  room. 
Thus  the  student  gets  intimately  acquainted  with  his  teacher.  Some  of  the  abler  and  more 
mature  assistants  have  been  enfrusled  with  the  work  of  holding  quizzes,  but  as  a  rule,  the 
quizzes  are  held  by  professors,  assistant  professors  or  instructors,  the  assistants  aiding  simply 
in  the  laboratory  under  the  eye  of  men  of  professorial  rank.  It  has  been  found  that  this 
arrangement  secures  satisfactory  results,  for  a  large  amount  of  the  mere  details  of  laboratory 
manipulation  can  be  well  taught  by  assistants  workmg  under  direction  as  stated.  Black- 
boards are  at  hand  in  each  laboratory  so  that  any  points  that  come  up  may  be  duly  explained 
on  the  spot.  The  assistants  are  persons  who  have  been  carefully  chosen.  They  are  college 
graduates,  and  frequently  they  have  master's  degrees  and  have  had  one  or  more  years  of  ex- 
perience in  teaching.  Not  until  a  person  has  had  proper  experience  in  teaching  is  he  permitted 
to  take  charge  of  a  section  of  students  in  both  laboratory  and  recitation  room;  but  persons 
of  exceptional  promise,  who  have  just  graduated  from  college,  have  at  times  been  taken  as 
assistants  to  aid  in  teaching  laboratory  practice  under  the  direction  of  a  professor. 

Most  of  the  freshmen  and  sophomores  are  in  Chemistry  1,  which  is  the  basal  course.  Here 
all  of  the  men  who  have  charge  of  laboratory  and  quiz  sections  meet  each  week  with  an  asso- 
ciate professor,  who  has  general  supervision  of  the  details  of  the  laboratory  and  cjuiz  work. 
At  these  meetings,  the  methods  of  teaching  in  the  laboratory  and  quiz  room  are  discussed, 
the  work  done  during  the  past  week  is  criticised,  and  the  work  of  the  coming  week  is  laid  out. 
The  names  of  any  students  who  are  falling  behind  in  their  work  for  any  reason  are  rei)orted, 
and  these  cases  are  carefully  looked  into.  In  order  to  correlate  properly  the  work  in  lecture 
room,  laboratory  and  cjuiz  room,  the  weekly  meetings  of  instructors  have  been  instituted. 
Each  assistant  or  instructor  must  also  attend  the  course  of  basal  lectures  given  by  the  profes- 
sor so  as  to  be  familiar  not  only  with  the  subject  matter  but  also  with  the  spirit  in  which  it 
is  presented.  This  is  vital  for  successful  work  in  the  oral  reviews.  .Ml  of  the  members  of  the 
instructional  force,  including  the  instructors  and  assistants,  have  personal  conferences  with 
the  students  who  are  finding  difiiculties  in  their  work,  and  also  with  those  who  desire  to  get 
additional  guidance  for  study,  beyond  that  which  is  ordinarily  assigned.  These  conferences 
form  an  important  feature  of  our  work.  Moreover,  just  before  the  monthly  reviews  larger 
conferences,  the  attendance  upon  which  is  entirely  voluntary  on  the  part  of  the  student,  are 
held  by  those  who  have  charge  of  the  c|uiz  sections.  At  these  conferences  students  bring  up 
any  additional  points  with  wliich  they  have  found  any  dillicuUies.  It  is  customary  also  to 
furnish  the  students  review  sheets  about  once  a  month,  covering  the  chapters  that  have  been 
gone  over.  These  review  sheets  again  act  as  a  basis  for  proper  work  and  correlation  in  the 
oral  cjuizzes,  in  which  the  teacher  is  esi)ecially  encouraged  to  bring  his  own  individuality  to  the 
forefront.  It  should  also  be  stated  that  the  lecturer  personally  make  the  rounds  of  the  lab- 
oratory several  times  each  day  to  assure  himself  that  the  details  of  the  work  are  being  proper- 
ly conducted  and  that  a  spirit  of  enthusiasm  prevails.  The  quiz  sections  are  visited  from  time 
to  time  by  the  professor  presiding  at  the  conferences  and  also  by  the  lecturer.  Teachers 
serving  as  quiz  masters  for  the  first  year  are  especially  observed.  The  attendance  of  all  stu- 
dents is  carefully  taken  each  day  and  recorded  in  the  oflice.  The  scholastic  grades  are  also 
placed  on  record  in  the  office  about  once  a  month,  so  that  any  under-classman  who  is  falling 
behind  will  come  to  the  special  attention  of  the  professor. 

891 


University  Survey  Report 

The  system  as  outlined  has  been  yielding  satisfactory  results.  Like  any  system  of  teach- 
ing, its  success  depends  entirely  upon  securing  good  teachers  who  have  the  necessary  knowl- 
edge of  the  subject  matter,  and  giving  them  proper  scope  to  exercise  their  personal  powers. 
Of  late  years,  it  has  become  increasingly  diOicult  to  secure  strong,  well-informed,  enthusiastic 
teachers  for  the  salaries  that  are  paid  to  assistants  and  instructors.  It  has  been  found  that 
while  the  assistants  can  satisfactorily  supervise  laboratory  work  under  the  direction  of  a 
professor,  it  requires  somewhat  more  mature  and  abler  persons  to  conduct  the  oral  reviews 
in  the  class  room.  To  this  end,  the  quiz  sections  have  been  placed  in  the  hands  of  men  of 
professorial  rank,  instructors,  and  a  few  of  the  mature  and  experienced  assistants.  It  should 
be  said  that  some  of  the  assistants  who  are  holding  quizzes  are  doing  this  work  quite  as  well 
as  instructors  of  higher  rank.  The  assistants  chosen  are  at  times  men  who  have  held  posi- 
tions as  instructors  or  even  professors  in  other  colleges  or  universities.  They  come  here  to 
accept  the  position  of  assistant  at  less  pay  than  they  have  been  getting  for  the  reason  that 
they  wish  to  become  acquainted  with  our  methods  of  teaching  and  continue  higher  studies 
in  chemistry  as  graduate  students.  They  are,  then,  men  who  have  initiative,  ability  and 
enthusiasm.  They  are  just  the  right  type  of  men  to  do  good  pedagogical  work  for  the  Uni- 
versity. Assistants  who  have  made  good  are  naturally  promoted  to  instructorships.  But 
sometimes  assistants  get  much  better  positions  elsewhere,  and  we  are  obliged  to  seek  instruc- 
tors from  other  institutions.  We  do  at  times  get  satisfactory  men  in  this  way,  but  as  a  rule 
we  have  had  much  better  success  with  those  who  have  been  promoted  from  the  assistant- 
ships,  for  any  assistant  who  is  unsatisfactory  will  not  be  continued  after  the  expiration  of 
the  year  for  which  he  has  been  engaged.  The  same  is,  of  course,  true  of  instructors.  The 
department  has  made  special  exertions  to  discover  any  instructor  or  assistant  who  is  weak 
as  a  teacher,  and  he  has  been  replaced  as  soon  as  possible. 

In  the  selection  of  instructors  and  assistants,  proper  personality,  high  moral  character,  and 
teaching  ability  have  always  been  placed  in  the  foreground.  It  need  hardly  be  said,  however, 
that  no  one  has  ever  been  selected  who  was  in  any  way  lacking  in  proper  scholastic  ability  to 
fit  him  for  the  duties  that  he  would  be  asked  to  peform. 

It  should  be  statedthat  one  assistant  in  the  chemistry  department  does  no  teaching  what- 
ever. His  duties  are  to  make  the  necessary  preparations  for  experimental  lectures  and  to 
keep  the  lecture  apparatus  and  specimens  in  order.  A  young  man  who  has  just  obtained  his 
bachelor's  degree  is  commonly  chosen  to  do  this  work,  though  this  year  it  happens  that  an 
exceptionally  strong  senior  of  our  cherhistry  course  was  the  best  man  available.  He  is  per- 
forming his  duties  very  well. 

I  have  thus  outlined  the  essential  details  of  the  educational  policy  of  the  chemistry  depart- 
ment. On  the  whole,  it  is  working  well.  The  changes  in  progress  consist,  as  already  stated, 
in  assigning  the  recitations  to  more  mature  and  tried  teachers,  yet  even  these  work  under 
the  supervision  of  the  professors.  In  order  to  maintain  proper  efficiency,  it  will  be  necessary 
in  the  future  to  secure  higher  salaries  for  the  teachers  who  are  capable  of  conducting  sucla 
recitations  properly.  We  have  found  no  case  where  an  assistant  or  an  instructor  who  is 
studying  for  a  higher  degree  is  because  of  this  neglecting  his  pedagogical  duties.  In  fact,  it 
would  be  difficult  to  find  a  more  devoted,  self-sacrificing  lot  of  teachers  than  those  very  ones 
who  are  going  on  with  higher  studies  with  us,  and  are  at  the  same  time  teaching  our  students. 
These  teachers  are  looking  forward  to  devoting  their  lives  to  the  instruction  of  students. 
They  come  here  to  get  additional  academic  knowledge,  to  learn  our  ways  of  presenting  the 
subject  in  lecture  room,  recitation  room,  and  laboratory,  and  they  work  most  devotedly  with 
the  students  that  are  placed  under  their  charge.  It  is  to  be  hoped  that  the  University  will 
see  to  it  that  in  future  years  they  will  receive  better  remuneration  than  they  do  now  for  these 
excellent  services.  In  some  cases  they  are  not  paid  any  better  than  if  they  were  janitors. 
They  accept  the  salaries  paid  them  only  because  they  feel  that  they  will  finally  prepare 
themselves  so  that  they  can  hold  professorships.  To  replace  such  instructors  and  assistants 
as  we  have,  by  older  men  who  have  had  more  teaching  experience  but  who  have  no  aspiration 
toward  improving  themselves  by  higher  studies  in  their  chosen  field,  and  who  are  content  to 
remain  in  the  position  of  instructor  for  practically  the  rest  of  their  lives,  would  be  the  grossest 
injustice  to  our  students.  Instructors  and  assistants  that  are  good  for  anything  in  the  uni- 
versity must  consequently  always  be  relatively  young  men  of  promise  and  enthusiasm,  who 
feel  that  they  have  the  making  of  future  professors  in  them. 

From  what  has  been  stated,  it  is  clear  that  the  responsibility  for  the  success  of  any  course 
lies  wdth  the  professor  who  has  charge  of  it.  If  he  is  able  as  a  teacher,  scholar  and  super- 
visor, the  course  will  succeed.  If  he  is  lacking  in  any  of  these  particulars,  the  work  is  more  or 
less  of  a  failure.  There  is  sufficient  provision  for  detecting  and  eliminating  the  weak  assist- 
ant professor,  instructor,  or  assistant;  on  the  other  hand  the  system  in  the  entire  university 
is  weak  because  of  the  fact  that  no  one  looks  after  the  work  of  the  professor,  who  has  charge 
of  the  courses.  In  the  present  organization,  each  professor  within  a  department  is  independ- 
ent in  his  work.  While  the  departments  are  organized  with  a  chairman  and  there  are  de- 
partmental conferences,  yet  no  one  in  the  department  really  has  authority  to  look  after  the 
work  that  is  being  done  by  any  professor.  Nor  is  such  supervision  exercised  by  any  one. 
With  this  arrangement,  work  of  a  mediocre  character  may  obviously  go  on  for  considerable 
periods  of  time  without  correction  and  through  no  fault  of  the  men  who  are  instructors  or 
assistants.  While  the  position  of  a  professor  ought  to  be  made  as  permanent  and  independent 
as  possible,  yet  his  work  ought  not  to  be  considered  so  sacred  as  to  be  free  from  all  inspection 
or  supervision  by  proper  authority. 

892 


Exhibit  35 


Education.   Professor   Elliott 

I.  THE  ASSISTANT  FROM  THE  STANDPOINT  OF  THE  ASSISTANTS.  AND  FROM 

THE  STANDPOINT  OF  THE  TRAINLNG  OF  TEACHERS  FOR  COLLEGE 
AND    UNIVERSITY    SERVICE 

All,  or  nearly  all,  of  us  are  clearly  conscious  of  the  three  principal  forms  of  activity  demand- 
ed from  the  members  of  the  permanent  university  stall: — teaching  students  within  the  Uni- 
versity, increasing  our  personal  equipment  through  study  and  research,  and,  performing 
various  extra-mural  services.  The  direct  teaching  involves  three  principal  classes  of  stud- 
ents: the  disinterested  students:  the  students  preparing  to  teach  in  secondarj-  schools,  or 
to  direct  public  schools:  the  students  looking  forward  to  teaching  in  the  higher  schools. 
This  latter  class  of  students  seems  frequently  to  be  forgotten  and  their  imijortance  in  our 
educational  economy  much  under-estimated.  There  is,  nevertheless,  an  intimate  relation- 
ship between  this  third  class  of  students  in  the  University  and  the  present  assistant  system. 

One  of  the  most  valuable  services  now  being  rendered  by  this  University  to  the  state,  as 
well  as  to  the  country  at  large,  consists  in  the  proper  training  and  equipping  of  those  who 
soon  are  to  occupy  places  in  the  ranks  of  colleges  and  university  teachers.  The  assignment 
of  important  teaching  responsibility  to  assistants  is  not  done  thoughtlessly.  Neither  are 
assistants  regarded  as  those  performing  an  exclusive  share  of  acade*mic  drudgery.  1  speak 
strongly  upon  this  point.  For  three  years  I  served  as  a  laboratory  and  teaching  assistant  to 
a  great  teacher  of  chemistry  in  one  of  the  large  western  universities.  This  constituted  my 
first  experience  in  teaching.  Later  I  acted  as  a  teaching  assistant  in  one  of  the  foremost 
eastern  universities.  During  these  years  I  am  positive  I  did  some  of  my  most  effective 
teaching.  I  recall  today  the  careful  and  detailed  preparation  w-hich  I  made  for  my  teaching 
throughout  my  two  assistantships.  The  assistant  system  made  this  both  necessary  and 
possible.  Then,  as  today,  the  assistant  was  made  keenly  conscious  of  the  fact  that  his  career 
is,  to  a  marked  degree,  dependent  upon  this  first  teaching  performance.  Self  interest  alone 
would  have  prompted  the  best  possible  elTort  and  service.  But  the  major  factor  was  the 
constant  oversight,  enthusiasm,  and  stimulation  that  came  from  the  close  personal  contact 
of  assistant  to  superior.  This  must  be  reckoned  as  one  of  the  great  forces  in  the  preparation 
and  training  of  the  teacher  who  emerges  from  the  assistant.  Moreover,  I  maintain  on  the 
basis  of  experience  in  three  large  American  universities,  that  the  graduate  work  is  not,  by 
and  large,  permitted  to  interfere  with  the  proper  performance  of  assigned  teaching  duties. 
In  my  judgement,  not  the  teaching,  but  the  graduate  study  suffers. 

II.  THE  GENERAL  POLICY  AND  PRACTICES  OF  THE  DEPARTMENT  OF  EDU- 
CATION AND  OF  THE  WORK  ALLIED  TO  THE  PREPARATION  OF  TEACHERS 

It  will  be  remembered  that  practically  all  of  the  students  taking  professional  courses  in 
preparation  for  teaching  are  above  the  rank  of  sophomore.  Sophomores,  for  instaui  c,  are 
admitted  to  the  courses  in  the  Department  of  Education  and  in  the  departmental  teachers' 
courses  only  upon  the  special  permission  of  the  instructor  in  charge.  On  this  account,  the 
Department  of  Education,  in  particular  has  necessarily  been  obliged  to  exercise  unusual  cau- 
tion in  the  selection  of  persons  who  perform  service  as  assistants.  Advanced  students  are 
quick  to  resent  receiving  instruction  from  immature  assistants.  Consequently,  the  assist- 
ants in  the  Department  of  Education  have  been  and  are  mature  persons  whose  personality 
and  demonstrated  success  as  teachers  have  in  every  instance  been  thoroughly  investigated. 
This  department  has  justification  for  much  satisfaction  in  the  character  of  the  assistants 
whom  it  has  had  during  the  past  half  dozen  years.  With  no  exception,  each  of  these  assist- 
ants who  have  left  us  have  gone  to  a  responsible  educational  jiosition  and  is,  in  that  position, 
rendering  services  of  no  mean  order.  The  abilities  now  required  are  not  those  that  may  be 
developed  suddenly  —  they  are  the  same  from  which  this  University  and  its  students  prolited. 

I  do  not  see  how  the  present  practice  could  be  modified  to  any  advantage  without  a  ver\' 
considerable  increase  in  the  cost  of  instruction.  It  is  obvious  that  if,  instead  of  .S  100  to  .'^(iOO 
to  employ  ah  assistant,  we  had  -Sl.'iOO,  we  might  attract  more  competent  men  and  women. 
Upon  this  point,  however,  I  am  doubtful.  We  are  now  able  to  secure  ambitious  and  com- 
petent young  men  and  women  to  do  this  work  for  us. 

The  elementary  courses  in  the  Department  of  Education — History  of  Education.  Public 
Education,  Mental  Development,  Principles  of  Education,  and,  Educational  Psychology-, 
have  usually  large  enrollments  (60  to  100).  The  lecture  and  general  class  discussion  method 
must  be  followed  in  the  main.  In  addition  to  this,  however,  these  larger  classes  are  divided 
up  into  small  groups  for  weekly  quizzes,  discussions  and  demonstrations.  This  work  is 
usually  in  charge  of  the  assistants.  These  assistants  also  read  quiz  papers,  consult  with 
students,  examine  reading  reports,  prepared  topics,  etc.  My  own  practice  in  this  respect  is, 
I  think,  the  general  one  followed  by  other  members  of  the  department.  In  the  case  of  qui'.zes 
and  class  discussions,  the  several  topics  and  methods  of  development  are  always  gone  over 
carefully  in  advance  with  the  assistant  who,  in  turn,  reports  later  on  the  general  dilliculties 
and  the  deficiencies  of  special  students.     The  quiz  papers  and  written  reports  of  students 

893 


University  Survey  Report 

are  always,  after  critical  examination  by  the  assistant,  reviewed  by  me.  I  read  personally 
every  paper  marked  "poor."  I  always  read  a  certain  number  of  the  "excellent"  jiapers  and 
a  certain  number  of  the  papers  of  medium  grade.  In  all  cases  where  the  written  or  class  work 
of  a  student  requires  personal  attention,  that  personal  attention  is  given  by  me. 

We  are  compelled,  by  the  very  circumstances  of  things,  to  have  this  service  from  assist- 
ants. I  would  not  remain  in  my  position,  if  I  were  under  the  necessity  of  reading  the  hundreds 
of  papers  that  students  submit  or  of  going  through  the  routine  of  detailed  review  and  expo- 
sition. I  would  not  do  these  things,  even  though  I  had  the  time.  My  colleagues,  I  am  sure, 
would  agree  with  me  upon  this  point. 

It  frequently  happens  that  assistants  assume  temporary  charge  of  even  the  large  classes 
during  the  absence  of  members  of  the  department  of  Education  and  of  those  in  charge  of  the 
professional  work  in  other  departments.  This  is  inevitable  in  the  face  of  the  many  demands 
for  service  outside  of  the  walls  of  the  University,  yet  it  is  the  opportunity  for  this  service  that 
makes  this  University  the  place  we  select  for  our  life  work. 


III.   SPECIAL  SUGGESTION 

That  all  departments  in  which  assistants  are  employed  should  be  required  to  report  in 
detail,  to  the  Dean  of  the  appropriate  College,  not  later  than  November  15th,  of  each  year, 
upon  the  character  of  the  service  being  rendered  by  those  acting  as  assistants.  This  report 
should  be  more  than  a  formal  statement,  it  should  be  of  such  content  as  to  necessitate  and 
receive  careful  study  by  some  responsible  person  within  the  department.  Such  report  should 
also  exhibit  the  kind  and  amount  of  graduate  study  and  other  activities  assumed  by  each 
assistant.  Through  this  device,  departments  as  well  as  assistants  could  be  made  to  realize 
probably  somewhat  more  than  now,  the  necessity  of  a  high  standard  of  teaching  service. 

IV.  THE  PROBLEM   OF  INCREASED  EFFICIENCY   IN   INSTRUCTION   NOT 
EXCLUSIVELY  ONE  OF  THE  COLLEGE  AND  UNIVERSITY 

The  resolution  of  Regent  Cary  is  based  upon  the  assumption  that  "instruction  at  the 
hands  of  assistants  subjects  students  to  the  instruction  of  inexperienced  and  immature 
teachers  whose  main  interests  are  in  their  graduate  study  rather  than  in  the  instructional 
work."  The  resolution  maintains  that  "The  best  grade  of  instruction  should  be  given  to  all 
students  who  are  here  spending  their  time  and  money  to  obtain  a  higher  education  " 

These  statements  could  be  made  with  equal  truth  of  the  elementary  and  secondary  edu- 
cational institutions.  The  fault  is  not  with  the  assistant  system — it  is  with  the  educational 
system  at  large.  The  resolution  seems  to  forget  that  the  service  of  competent  teachers  can- 
not now  be  secured  in  our  cities  where  the  standard  of  compensation  is  far  greater  than  it 
is  in  the  University.  We  could,  in  the  Department  of  Education,  get  instructors  to  do  the 
work  now  being  done  by  our  assistants;  our  students  would,  however,  be  in  greater  danger 
from  experienced  mediocrity,  than  from  any  inexperienced  ability. 

Positions  of  those  who  were  assistants  in  the  Department  of  Education  1905-1911.  In 
each  case  the  position  is  the  one  to  which  the  person  went  from  the  assistantship. 

1905-1906 McNeil,  Anna  H Supervisor,  Detroit  Public  Schools,  Detroit,  Mich. 

1906-1907 Scott,  J.  F Instructor  in  the  History  of  Education,  University 

of  Chicago. 

1907-1910 Weber,  A.  W Professor  of  Education  and  Psychology,  City  Normal 

School,  Cleveland.  Ohio. 

Ashmun,  Margaret Instructor  in  English,  University  of  Wisconsin. 

St.  Peter,  L.  U Principal  of  High  School,  Montello,  Wisconsin. 

Gutch,  M.  R Assistant  in  European  History,  University  of  Wis- 
consin. 
Bailey,  W.  L Instructor  in  Political  Science,  University  of  Wis- 
consin. 

1910-1911 Simmers,  C.  L Assistant    Professor    of    Education,    Stale    College, 

Pullman,  Washington. 

Rice,  W.  F Professor    of    Natural    Science,    Wheaton    College, 

Wheaton,  111. 

English 

Professor  Hubbard 

The  work  of  instructors  and  assistants  in  the  department  of  English  is  supervised  and 
criticized  in  many  ways.  The  two  large  courses,  Freshman  English  and  General  Survey, 
are  in  general  charge  of  Professor  Hubbard  and  Professor  Pyre  respectively  with  the  title  of 
chairman  for  English  I  and  chairman  for  English  30.  It  is  the  duty  of  these  chairmen  to 
supervise  the  work  of  the  instructors  doing  work  on  the  course,  and  to  arrange  all  details 

894 


Exhibit  35 

with  regard  to  the  division  and  management  of  sections  and  other  matters  of  that  nature. 
Departmental  conferences  are  held  as  often  as  necessity  recjuires,  with  the  general  object, 
in  addition  to  the  transaction  of  business,  of  giving  understanding  to  instructors  and  assist- 
ants of  the  general  policy  of  the  department  and  its  attitude  toward  matters  of  instruction 
and  the  handling  of  students.  Conferences  in  the  various  large  classes  are  also  held  from 
time  to  time  for  the  purpose  of  giving  information  in  regard  to  details  of  the  course,  and 
explaining  to  newcomers  such  matters  as  necessarily  recjuirc  special  attention.  The  work  of 
the  various  sections  in  the  courses  is  correlated  in  many  ways.  In  both  Freshman  English 
and  General  Survey  there  is  a  definite  assignment  of  work  for  each  class  exercise  of  the  year. 
In  addition  to  this,  instructions  are  issued  from  time  to  time  concerning  the  treatment  of 
certain  i)arts  of  the  work.  The  work  is  further  correlated  by  means  of  general  conferences 
and  of  individual  conferences  betw-een  the  chairmen  of  the  courses  and  the  various  instruc- 
tors under  their  charge. 

Instructors  in  the  department  generally  come  to  us  from  other  institutions  of  college  or 
university  rank.  Sometimes  it  is  impossible  to  get  such  instructors,  and  we  are  oi)liged  to 
take  men  v.ho  have  had  no  teaching  experience,  hut  who  have  ordinarily  had  some  graduate 
work  and  once  in  a  while  such  a  candidate  api)ears  to  have  such  strong  preparation  and  quali- 
fications for  teaching  that  it  is  deemed  advisable  to  take  him  without  experience.  In  making 
all  such  appointments,  ability  to  teach  is  given  first  consideration,  as  it  is  realized  that  in- 
struction in  these  large  classes  cannot  possibly  be  given  effectively  by  men  who  have  little 
or  no  ability  to  teach.  Other  fjualities  taken  into  consideration  are  evidence  of  growing 
scholarship  and  promise  of  increasing  teaching  i)ower.  We  desire  particularly  to  have  such 
men  in  these  elementary  courses  as  show  power  to  be  able  to  teach  more  advanced  courses 
in  time.  Most  weight  is  given  to  power  and  ability  to  teach.  After  that  would  come  evi- 
dence of  growing  scholarship. 

But  few  assistants  are  employed  in  our  de|)artment.  Some  of  them  conduct  regular  classes 
with  the  same  responsibility  as  that  of  an  instructor.  Others  are  used  in  sub-freshman  Eng- 
lish for  the  correction  of  themes,  exercises,  and  quiz  papers.  In  this  course  they  have  no 
instructional  work.  The  efTiciency  of  the  work  done  by  those  who  conduct  regular  classes 
is  ordinarily  the  same  as  that  of  regular  instructors.  It  is  not  our  practice  to  engage  as  assist- 
ants those  who  have  qualifications  below  the  qualification  required  for  appointment  as  in- 
structors. The  assistants  that  have  been  appointed  within  recent  years  have  been  two 
classes:  those  who  have  had  abundant  preparation  and  experience  in  teaching  and  who  have 
desired  to  take  the  appointment  of  assistant  rather  than  that  of  instructor,  because  such  an 
appointment  would  give  them  more  time  to  devote  to  graduate  work  and  those  competent 
to  read  themes,  exercises  and  cjuiz  books  in  sub-freshman  English.  One  of  the  assistants 
now  giving  instruction  had  no  experience  when  she  came  to  us,  but  her  preparation  had  been 
especially  good,  and  we  had  every  reason  to  believe  that  she  would  make  a  good  teacher. 
The  work  that  she  has  been  doing  is  of  a  high  quality.  We  always  give  as  much  consideration 
to  the  teaching  ability  of  a  person  engaged  as  assistant  as  we  do  to  the  teaching  ability  of  one 
who  is  engaged  as  instructor,  if  the  duties  of  the  assistant  include  class  instruction. 

In  my  opinion  the  present  policy  of  the  department  in  regard  to  the  employment  of  assist- 
ants is  a  very  wise  one.  We  never  employ  them  unless  we  believe  that  the  University  will 
get  the  same  service  as  it  would  get  from  an  instructor.  We  believe  it  is  one  of  the  duties 
of  the  University  to  afford  strong  instructors  an  opportunity  to  have  the  advantage  of  grad- 
uate study  and  at  the  same  time  to  give  to  the  University  the  benefit  of  their  teaching  ex- 
perience. I  cannot  see  that  this  policy  results  in  anything  else  than  a  profit  to  students,  as 
we  are  very  often  able  in  this  way  to  get  at  a  low  salary  the  services  of  persons  whom  we  could 
not  afford  to  engage  if  we  were  to  pay  them  the  salary  they  have  been  receiving  in  other 
positions.  There  is  no  tendency  in  the  department  to  use  appointments  to  assistantships 
for  the  purpose  of  increasing  the  number  of  graduate  students.  This  policy  has  been  main- 
tained for  many  years  and  there  is  no  tendency  to  change  it. 

It  is  the  policy  of  the  department  to  have  the  instruction  in  elementary  classes  of  the 
highest  possible  cjuality,  and  the  instructional  force  in  the  two  large  elementary  courses  is 
composed  of  instructors  of  all  ranks  from  full  professors  to  assistants.  It  is  felt  that  all 
members  of  the  department  should  take  part  to  as  great  an  extent  as  possible  in  the  work  of 
these  courses.  I  believe  that  at  ])reseut  the  instructional  work  in  these  courses  is  as  good  as 
it  can  be,  considering  the  salaries  that  we  pay  to  instructors;  and  it  has  been  the  aim  of  the 
department  in  recent  years  to  secure  better  men  by  paying  larger  salaries.  The  instruction 
in  these  courses  coulcl  be  improved  by  closer  supervision,  particularly  by  means  of  more 
frecjuent  visiting  of  classes  by  the  chairmen  of  various  conferences.  During  the  past  few 
years  much  improvement  has  been  made  in  the  correlation  of  the  work  of  the  various  divi- 
sions of  these  courses  and  its  general  supervision. 

It  is  my  opinion  that  the  employment  of  assistants  may  be  of  great  advantage  to  the  Uni- 
versity. By  this  means  we  very  often  secure  the  services  of  promising  men  who  could  not 
be  secured  in  any  other  way.  The  duties  assigned  to  such  men  are  very  often  such  as  can 
be  discharged  by  them  with  just  as  great,  if  not  greater,  efTiciency  than  by  instructors  of 
higher  rank.  I  feel  that  each  dei)artment  can  best  decide  to  what  extent,  and  for  what  pur- 
pose, it  can  make  use  of  assistants. 

895 


University  Survey  Report 

German 

Professor  Hohlfeld 
Dear  Dr.  Birge: 

In  reply  to  the  call  for  information  concerning  the  teaching  of  assistants  in  the  department 
of  German,  I  report  as  follows: 

In  1901-02,  my  first  year  at  the  University  of  Wisconsin,  out  of  9  members  in  the  German 
Faculty  3  were  instrucCors,  and  3  assistants.  At  present,  out  of  25,  9  are  instructors  and  6 
assistants;  i.  e.  relatively  there  has  been  a  decrease  in  the  assistantships,  no  increase.  The 
development  of  the  graduate  work  of  the  department  has  thus  not  tended  to  increase  the 
number  of  assistantships. 

At  lirst,  when  the  department  was  small,  I  myself,  as  chairman  gave  as  much  time  as  pos- 
sible to  the  supervision  of  the  work  of  assistants  and  younger  instructors.  When  the  depart- 
ment outgrew  this  method,  some  five  or  six  years  ago,  a  special  position,  now  held  by  Prof. 
Purin,  was  created  for  this  purpose.  This  position  combines  the  conducting  of  the  teachers' 
course,  the  direction  of  the  German  work  in  the  model  school  and  the  visiting  of  the  high 
schools  in  the  State,  with  the  special  supervision  of  the  elementary  work  at  the  University 
(German  1  and  2).  The  assistants  of  the  department  are  almost  exclusively  used  as  teachers 
of  sections  of  German  1  and  2  (not  to  exceed  20  to  25  students  in  each  section).  The  means 
adopted  for  the  purpose  of  securing  correlation  and  supervision  are  many  (departmental 
conferences,  syllabuses,  visiting  of  classes,  personal  conference,  etc.);  they  have  been  thought 
out  carefully  and  are  being  perfected  constantly.  During  the  present  year,  to  relieve  Prof. 
Purin  and  to  insure  special  attention  to  the  peculiar  needs  of  agricultural  and  engineering 
students,  a  second  position  of  supervisor  (under  Prof.  Purin)  has  been  created  and  entrusted 
to  Prof.  Haertel.  The  attached  report  of  Prof.  Purin  states  in  detail  the  methods  pursued 
by  him  and  Prof.  Haertel  at  present  and  I  have  added  a  reference  to  additional  plans  under 
advisement  for  next  year.  I  myself  am  in  constant  touch  with  Prof.  Purin  (through  frequent 
conferences)  in  regard  to  his  special  duties. 

Our  assistants  have,  in  the  great  majority  of  cases,  come  to  us  from  high  schools,  colleges 
or  sister  universities.  I  think  they  have  never  been  taken  from  the  members  of  the  graduat- 
ing classes  or  even  from  regular  first  year  graduates  w'orking  for  M.A.  (Exceptions  made  in 
one  or  two  emergency  cases  to  provide  for  excess  work  after  the  beginning  of  the  University 
year  can,  of  course,  not  be  considered  regular.)  Our  assistants,  as  a  class,  have  been  anything 
but  immature  or  inexperienced  men.  The  great  majority  of  them  have  had  considerable 
experience  in  independent  and  responsible  positions.  This  year,  for  instance,  the  average 
age  of  our  six  assistants  is  30  (minimum  26),  they  have  all  had  at  least  from  one  to  two  years 
of  graduate  work,  and  an  average  teaching  experience  of  4§  years  (minimum  2  years).  They 
are,  without  exception,  men  and  women  who  could  hold  regular  instructorships  in  almost 
anj'  college  or  university  and  represent  the  very  type  of  persons  whom  we  should  have  to 
employ  as  full  instructors  if  universities  in  general  abolished  the  positions  of  teaching  assist- 
ants. 

In  a  sense,  I  almost  regret  this  showing  in  regard  to  previous  experience,  for  also  in  1910-11 
and  1909-10  we  had  no  inexperienced  assistant.  I  believe  that  in  any  profession  the  training 
of  the  "Machwuchs"  is  one  of  the  most  important  problems,  and  that  a  strong  and  well 
organized  department  like  ours  should  ])c  willing  and  anxious  to  train  each  year  at  least  one 
person  without  experience.  The  same  should  be  the  attitude  of  the  strongest  high  schools 
in  the  State.  I  cannot  at  all  approve  of  the  present  American  method  that  consigns  novices 
to  small  and  out  of  the  way  places,  where  they  are  left  to  themselves,  without  guidance, 
without  supervision,  without  competent  criticism.  Under  such  circumstances  many  will 
start  wrong  and  develop  bad  habits  hard  to  overcome.  I  know  of  no  European  country  that 
follow's  such  a  short-sighted  policy  that  considers  only  the  claims  of  the  strong,  but  not  the 
best  interests  of  the  commonwealth  as  a  whole.  Every  teacher  must  get  first  experience 
somewhere.  The  stronger  and  more  stimulating  the  surroundings  under  which  he  gets  it, 
the  better  for  him  and  thus,  in  a  broad  sense,  for  the  interests  of  the  student  body  as  a  whole. 

Of  course,  as  the  number  of  assistants  in  proportion  to  the  total  membership  of  the  depart- 
ment ought  to  be  carefully  guarded,  so  also  that  of  inexperienced  instructors  in  proportion 
to  the  total  number  of  instructors.  In  our  department  there  should  never  be  more  than  one 
or  two  novices  in  the  total  number  of  instructors  and  assistants  and  teaching  fellows  com- 
bined (16  at  present).  For  all  other  appointments  of  assistants  or  instructors  successful 
teaching  experience  and  general  personal  qualifications  have  always  been  carefully  considered 
by  the  department  in  connection  with  the  necessary  scholarly  spirit  and  equipment.  Es- 
pecially careful  guidance  and  supervision  should,  of  course,  always  be  given  to  inexperienced 
teachers,  and  I  wish  it  were  possible  that  in  the  making  out  of  the  programmes  of  freshmen 
some  attention,  by  the  committee  in  charge,  could  be  given  to  the  combination  of  teachers 
under  whom  a  given  programme  would  bring  a  given  student. 

With  these  safeguards,  our  assistants  in  German  can  safely  be  expected  to  give  as  good 
service  as  teachers  of  elementary  classes  as  the  new  regular  instructors  whom  we  have  been 
able  to  secure  in  this  country  or  abroad  by  even  the  most  careful  methods  of  selection.  In 
fact,  they  have  done  so.  The  few  cases  of  more  or  less  conspicuous  failure  that  we  have  had 
have,  almost  without  exception,  been  in  the  class  of  the  regular  instructors.  Among  our 
present  professors  and  older  instructors,  on  the  other  hand,  many  of  those  who  are  especially 

896 


Exhibit  35 

strong  as  teachers  (Goodnight,  Purin,  Vcerhusen,  Deihl  a.  o.)  have  come  from  the  class  of  our 
assistants.  The  men  who  have  above  all  the  instinct  of  theosetical  scholarship  do  not 
seem  to  like  to  begin  teaching  early.  They  complete  their  graduate  courses  and  then  seek 
full  instructorships  with  but  little  or  no  previous  teaching  experience. 

My  own  personal  experience  may  here  be  of  some  interest.  When  I  first  became  acquainted 
with  the  work  of  large  American  universities,  I  considered  assistantships  like  ours  as  neces- 
sary evils  and  encouraged  men  to  complete  their  graduate  work  (if  necessary,  by  borrowing 
funds)  before  beginning  to  teach.  I  have,  on  the  basis  of  a  fairly  thorough  study  "of  the  situa- 
tion, entirely  changed  my  view.  As  long  as  we  can  have  nothing  in  this  country  correspond- 
ing to  the  German  "Probejahr"  I  consider  teaching  fellowships  and  assistantships  from  the 
second  or  third  year  of  graduate  work  on,  as  the  most  satisfactory  solution  of  the  problem 
of  training  college  and  university  teachers. 

Our  instructors  must  all  learn  to  be  teachers  and  scholars  at  the  same  time.  The  mere 
routine  teacher  has  no  place,  in  my  opinion,  in  a  university,  just  as  the  mere  investigator  or 
"student"  has  none  in  a  department  organized  as  ours.  The  sooner  the  men  learn  to  live 
up  to  the  twofold  demand  of  their  profession,  the  better  for  them  and  for  the  students  of  the 
State.  Our  assistants,  or  those  instructors  and  professors  who  have  come  up  that  way,  seem 
to  make  the  necessary  adjustment  more  easily  than  others.  If  they  fail,  they  hardly  ever 
fail  in  the  direction  of  over-emphasizing  their  strictly  scholarly  interests  as  Regent  Gary's 
resolution  indicates. 

Of  course,  I  am  speaking  only  for  the  department  of  German.  But  I  feel  sure  that  the  view 
here  expressed  is  shared  by  the  great  majority  of  my  colleagues,  especially  those  who  are  most 
directly  in  touch  with  the  teaching  problems  of  the  department.  If  there  is  any  change 
noticeable  in  our  departmental  policy  it  is  in  the  direction  of  laying  more  and  more  emphasis 
on  proper  provisions  for  detailed  correlation  and  supervision  of  our  elcmenlar\'  work.  The 
presence  of  the  assistants,  however,  does  not  render  that  problem  more  difricult  than  it  is 
bound  to  be  anyway.  In  fact,  here  arc  certain  distinct  advantages  over  the  employment  of 
untried,  though  experienced  and  well-recommended  regular  instructors.  If  we  get  a  weak 
assistant  (and  with  all  possible  care,  that,  of  course,  will  happen  occasionally  with  all  appoint- 
ments) it  is  much  easier  to  get  rid  of  him  than  in  the  case  of  a  regular  instructor.  On  the  other 
hand,  from  the  strongest  assistants  we  can  select,  as  we  have  constantly  done,  some  of  our 
best  regular  instructors  of  whose  ability  and  success  in  our  surroundings  we  can  then  be 
absolutely  certain. 

I  believe  then  that,  in  our  work,  the  employment  of  teaching  assistants  is  of  distinct  benefit 
to  the  teaching  profession  and,  hence,  eo  inso,  of  benelit  to  the  best  interests  of  the  students 
of  this  country.    Rightly  considered  the  two  can,  of  course,  not  be  separated  from  each  other. 

Report  of  Professor  Purin  to  Professor  IlohlfeUl 

Following  are  the  data  regarding  the  work  done  in  the  conduct  and  supervision  of  lirst, 
second,  and  third  year  German  during  the  first  semester  of  1911-12: 

1.  At  the  opening  conference  the  work  of  the  first  semester  in  the  above  mentioned  classes 
was  fully  discussed  and  each  instructor  furnished  with  a  detailed  outline  indicating  the 
amount  of  work  to  be  done,  as  well  as  methods  of  procedure. 

2.  A  second  joint  meeting  of  the  instructors  was  called  some  two  weeks  later,  and  a  third 
one  a  month  later,  to  compare  notes,  exchange  ideas,  and  receive  additional  instruction  as 
to  methods. 

3.  In  order  to  keep  alive  the  interests  of  the  instructors  in  literature  bearing  on  modern 
language  instruction  in  our  own  country  as  well  as  abroad,  a  "pedagogical  evening"*  was 
arranged,  at  which  each  of  the  younger  men  reported  on  and  discussed  recent  articles  which 
had  appeared  in  the  leading  pedagogical  periodicals. 

4.  Inspection  of  classes  taught  was  done  by  Professor  Haertel  and  myself  repeatedly  dur- 
ing the  first  semester — four  to  five  times  in  case  of  the  new  men — and  is  being  continued. 
The  inspection  is  always  followed  by  private  conference  with  the  instructor. 

5.  It  is  the  practice  of  the  department  to  make  more  than  one-half  of  the  first  semester 
examinations  of  the  various  sections  of  elementary  classes  uniform;  the  examination  ques- 
tions for  these  sections  are  drawn  uj)  by  the  ])r()fessors  in  charge  of  the  respective  groups. 
The  students'  examination  papers  are  filed  in  the  office  of  the  professor  in  charge,  who  exer- 
cises general  supervision  over  the  grading. 

6.  An  ofilcial  report  regarding  the  work  of  all  instructors  and  assistants  in  the  German 
department  was  submitted  to  the  Dean  of  the  (College  of  Letters  and  Science. 

In  conclusion,  I  may  say  that  your  plan  to  discuss  methods  of  instruction  in  connection 
with  model  lessons  given  by  me  in  the  presence  of  the  younger  men  in  our  department  is  both 
practical  and  feasible.     I  shall  endeavor  to  give  it  a  trial  next  vear. 

*  Note  by  Prof.  Hohlfeld. 

Prof.  Purin  refers  to  a  plan  that  we  have  had  under  advisement  for  some  time  and  which 
provides  that  all  new  assistants  and  instructors  during  their  first  year  and  all  others  whose 
work  seems  to  call  for  distinct  improvement,  shall  meet  once  a  week  irr  a  sort  of  advanced 
teachers'  course  for  practice,  criticism  and  discussion.  In  connection  with  some  other  suit- 
able member  of  the  Department  (probably  Dr.  Feise)  I  am  planning  for  similar  meetings 
with  the  same  class  of  men  for  their  improvement  in  pronunciation,  expressive  reading  and 
elementary  problems  of  literary  interpretation. 

897 

Sub. — 57 


University  Survey  Report 

History 

Professor  Alunro 

1.  At  present  Professor  Chase  supervises  the  work  of  the  assistants  in  EngUsh  and  Medie- 
val History,  which  include  thirty-one  quiz  sections.  The  work  in  Ancient  History  and  in 
United  States  History  is  supervised  directly  by  the  professors  in  charge  of  the  courses;  but 
when  the  numl)er  of  assistants  in  these  courses  increases  they  will  undoubtedly  be  treated 
in  the  same  way  as  the  Medieval  and  English.  Each  week  Professor  Chase  meets  all  of  the 
assistants  and  the  instructors  who  are  conducting  quiz  sections  in  English  History,  for  a 
conference  in  which  the  work  of  the  week  is  outlined,  individual  cases  are  discussed,  and  all 
that  is  necessary  in  correlating  the  work  of  the  different  sections  is  arranged.  The  same  is 
done  in  the  case  of  Medieval  History.  The  work  for  the  week  is  arranged  after  consultation 
between  the  professor  giving  the  course  and  Professor  Chase.  Professor  Chase  visits  each 
assistant  or  instructor  in  his  classroom  whenever  necessary,  and  has  conferences  with  him 
afterwards  in  which  he  gives  him  the  necessary  advice,  for  improving  his  work.  Professor 
Dennis  has  also  done  much  of  this  visiting,  and  has  given  advice.  Each  year  I  do  a  certain 
amount  of  it. 

2.  When  we  need  a  new  instructor,  we  write  to  all  of  our  colleagues  in  various  universities 
and  colleges  in  whose  judgment  we  have  confidence,  and  ask  them  for  suggestions.  We  in- 
sist that  the  man  ought  to  be  a  good  teacher,  because  that  is  the  main  part  of  his  work.  We 
also  want  the  man  to  be  a  good  scholar,  and  interested  in  productive  work,  so  that  he  will  be 
a  growing  man.  Above  all,  we  want  a  virile  gentleman.  We  find  it  very  difficult  to  get  the 
combination  that  we  desire,  as  such  men  are  few  and  in  great  demand. 

3.  The  assistants  conduct  quizzes  in  history,  read  quiz  papers  and  topics,  have  personal 
consultations  with  the  students,  take  the  class  roll,  and  attend  to  the  mechanical  details  of 
the  work.  Our  assistants  do  not  conduct  regular  classes  "with  responsibility  the  same  as 
that  of  an  instructor." 

Only  one  feature  of  our  work  in  this  connection  calls  for  special  report.  We  have  an  assist- 
ant, or  an  instructor,  in  the  History  Office  in  the  Library  each  evening,  except  Saturday  and 
Sunday,  from  7  to  7:30  to  meet  the  students  who  desire  assistance,  and  to  remain  as  long  as 
there  are  students  who  desire  his  aid.  In  addition,  each  assistant  has  at  least  one  office 
period  a  week  in  University  Hall. 

4.  The  efficiency  of  the  work  varies  with  the  individual.  Some  of  our  assistants  are  fully 
as  competent  as  instructors:  in  fact,  last  year  and  this  year  two  of  our  assistants  have  been 
allowed  to  resign  to  take  positions  as  instructors  in  other  institutions.  Our  assistants  feel 
that  the  recommendation  of  the  Department,  when  they  desire  a  position,  depends  largely 
upon  their  ability  as  teachers:  consequently  they  usually  are  ambitions  to  do  the  best  work 
possible, 

5.  Our  assistants,  from  the  very  beginning  of  the  system,  have  been  drawn  from  one  of 
three  classes. 

a.  Successful  teachers  who  desire  to  do  graduate  work,  and  consequently  are  willing  to 

give  one-third  of  their  time  for  the  moderate  stipend. 

b.  Our  own  students  who  give  promise  of  success. 

c.  Rhodes  Scholars. 

Our  own  students  are  generally  appointed  as  scholars  on  graduation  and  made  assistants 
only  after  one  year.    On  the  whole,  they  have  been  the  most  satisfactory  assistants. 

The  Rhodes  Scholars  have  been  an  interesting  experiment.  We  wanted  to  see  whether  the 
Oxford  system  had  good  features  which  could  be  introduced.  The  experiment  has  not  been 
entirely  satisfactory. 

The  class  of  successful  teachers  has  been  more  disappointing,  on  the  whole,  than  the  other 
two  classes.  Not  that  they  have  not,  as  a  rule,  done  satisfactory  work,  but  because  they  have 
not  uniformly  done  satisfactory  work,  and  sometimes  have  been  unsuccessful  in  teaching 
in  the  University.  In  our  opinion,  our  two  pooi^est  assistants  of  recent  years  have  been  two 
"successful  High  School  teachers."  Moreover,  the  high  school  men  do  not  bring  the  students 
into  as  close  touch  with  the  professors  as  the  other  two  classes  of  assistants,  who  learn  to 
know  the  life,  habits,  and  interests  of  the  students  in  their  quiz  sections,  and  consequently 
are  able  to  give  valuable  advice  and  information  to  the  professors. 

At  the  present  time,  our  three  best  assistants  are  a  Rhodes  Scholar  and  two  of  our  own 
graduates,  one  of  whom  had  had  teaching  experience,  and  the  other  none.  One  of  these  three 
goes  to  the  University  of  Michigan  next  year  as  an  instructor,  a  second  is  offered  a  $1,200 
position  in  a  state  university,  and  the  third  will  remain  with  us  for  another  year.  Of  the 
assistants  and  fellows  (who  do  work  similar  to  that  of  the  assistants)  the  present  year,  two 
have  been  professors  in  colleges,  and  four  others  have  had  teaching  experience:  that  is,  six 
out  of  a  total  of  nine.  Of  the  remaining  three,  one  has  been  a  Rhodes  Scholar,  and  the  other 
two  are  our  own  students  who  have  had  no  experience  in  teaching.  We  always  try  to  secure 
as  assistant  a  candidate  who  will  probably  make  a  successful  teacher. 

6.  We  are  not  satisfied  with  our  present  system,  and  are  constantly  trying  to  improve  it. 
On  the  other  hand,  three  universities  and  colleges:  namely,  Amherst,  Texas,  and  Illinois, 
have  called  our  assistants  to  establish  the  same  system  in  those  institutions.    Princeton,  not 

898 


Exhibit  35 

sati.Jied  with  her  preceptorial  system  in  history,  has  been  making  a  special  inquiry  concern- 
ing our  policy.  Harvard  has  almost  identically  the  same  system,  but  pavs  the  assistants 
somewhat  more.  Probably  we  ought  to  pay  more  in  order  to  have  a  larger  field  to  draw  upon, 
and  because  the  cost  of  living  has  increased  so  greatly  in  the  last  few  years. 

7.  The  instruction  in  the  elementary  courses  is  given  through  lectures  bv  the  professor  in 
charge,  and  quiz  work  done  by  professors,  associate  professors,  assistant  professors,  instruc- 
tors, assistants  and  fellows.  On  the  whole,  the  system  is  fairly  satisfactor>\  and  each  vear 
we  have  been  able  to  make  a  little  improvement  over  the  previous  vear,  as  the  result  of"  our 
experience. 

The  ideal  system  for  handling  the  elementary  courses  would  be  to  have  men  of  at  least  as 
good  ability  as  those  at  present  lecturing  to  the  freshman  class,  who  should  give  all  the  in- 
struction. Following  the  practice  adopted  at  the  University  of  Pennsylvania  and  Chicago, 
the  classes  should  be  limited  to  less  than  40  members  (in  both  of  these  institutions  it  has 
proved  impossible  to  carry  out  the  policy),  and  as  many  classes  should  be  provided  as  neces- 
sary-. The  cost  of  such  a  system  would  be  so  prohibitive  that  it  does  not  seem  worth  while 
to  discuss  it  as  a  question  of  practical  politics. 

I  think  the  improvement  next  year  will  consist  of  a  more  careful  supervision  of  the  work 
of  the  assistants,  by  both  Professor  Chase  and  the  professor  in  charge  of  the  course,  and  in 
some  minor  changes  made  as  the  result  of  our  experience. 


Latin 

Professor  Slaughter 

The  following  points  cover  all  the  opinions  expressed  by  the  members  of  the  Latin  depart- 
ment in  regard  to  the  work  done  by  assistants : 

1.  There  should  be  two  kinds  of  assistants — teaching  assistants  and  "factotum"  assistants. 

2.  No  one  should  be  selected  as  teaching-assistant  who  has  not  had  some  successful  ex- 
perience as  a  teacher — either  in  high  school  or  college.  This  has  been  the  practice  of  the 
Latin  Department  in  making  such  appointments.  On  the  whole  the  assistants  have  done 
satisfactory  work. 

3.  That  regular  freshman  classes  should  not  be  given  over  entirely  to  the  charge  of  assist- 
ants for  classroom  teaching  or  for  quiz  work. 

4.  That  sub-freshman  classes  may  well  be  given  over  to  assistants.  Not  infrequently  the 
relation  established  between  students  and  assistants  is  closer  than  it  could  well  be  with  older 
instructors,  further  away  in  their  interests  from  such  class  work. 

5.  That  each  department  should  be  assigned  assistants  whose  duties  are  not  in  the  line  of 
teaching  at  all.  Such  assistant  could  be  given  plenty  of  work  in  any  department  which 
otherwise  would  have  to  be  done  by  higher  salaried  officers. 

6.  Supervision  of  the  work  of  assistants  has  always  prevailed  in  the  Latin  Department. 
This  year  it  has  been  part  of  my  own  work.  It  should  be  made  more  serious  than  I  have  made 
it  this  year.    The  plan  next  year  is  to  give  this  to  Mr.  Brandt  as  part  of  his  work. 


Mathematics 

Professor  Slichter 

In  the  Department  of  Mathematics,  Professor  Skinner  has  personal  charge  of  all  freshman 
sections  in  the  College  of  Letters  and  Science.  He  confers  with  the  instructors,  lays  out  the 
work  and  supervises  all  of  the  various  teachers.  I  take  personal  charge  of  the  freshman  work 
in  Engineering  Mathematics.  I  meet  all  of  the  instructors  and  assistants  each  Thursday 
afternoon  for  a  conference  of  an  hour  or  an  hour  and  a  half.  At  these  conferences  each 
teacher  reports  on  his  work  for  the  last  week  and  answers  questions  i)ut  by  me.  I  then  out- 
line the  work  for  the  coming  week  and  explain  the  purpose  of  the  work  and  the  various  de- 
vices available  for  its  accomplishment,  inviting  as  much  discussion  as  possible.  .Ml  of  this 
is  supplemented  by  visiting  the  classes  of  new  instructors:  this  is  done  both  by  myself  and 
by  other  members  of  the  force  appointed  by  me.  I  see  instructors  alone  to  talk  over  their 
work  in  class  as  shown  by  these  visits.  I  find  it  to  be  an  excellent  plan  to  have  the  older  in- 
structors visit  the  classes  of  the  newer  men,  as,  due  to  their  equality  in  age,  some  things  are 
accomplished  better  in  that  way.  New  instructors  frequently  visit  my  class,  which  they  are 
invited  to  use  as  a  good  or  bad  example  as  the  case  may  be. 

Both  Professor  Skinner  and  myself  regard  the  freshman  work  as  the  most  important  in 
the  department.  We  wish  only  the  best  teachers  for  this  work,  but  this  does  not  mean  that 
the  title  or  the  age  of  the  teacher  must  tit  certain  pre-arranged  standards.  We  consider 
teaching  ability  as  the  highest  importance  in  selecting  assistants,  and  in  their  subsequent 
promotion. 

899 


University  Survey  Report 

Our  instructors  are  in  part  taken  from  graduate  schools  in  various  parts  of  the  country. 
Usually  these  men  have  high  school  experience  as  teachers,  and  sometimes  they  have  college 
experience.  The  assistants  we  appoint  usually  have  better  qualifications  than  men  appoint- 
ed to  instructorships,  for  ambitious  young  men  will  often  take  an  assistantship  who  would 
not  take  an  instructorship. 

The  number  of  doctor's  degrees  annually  granted  in  this  country  in  mathematics  is  but  a 
small  per  cent,  of  the  university  teachers  required.  We  could  not  limit  our  appointments 
to  men  with  the  doctorate. 

My  greatest  difficulty  is  to  get  a  correct  line  on  the  real  teaching  ability  of  a  young  man 
before  his  appointment.  The  letters  from  former  employers  are  such  as  to  make  some  mis- 
takes unavoidable.  For  that  reason  I  prefer  the  present  system  of  assistantships.  I  wish 
I  could  arrange  matters  so  that  practically  all  instructors  in  our  department  could  be  appoint- 
ed by  promotion  from  among  the  assistants. 

Our  assistants  this  year  are  unusually  good.  Next  year'we  have  a  man  who  is  full  profes- 
sor at  Chattanooga  University  at  $2,500  who  comes  to  us  on  leave  of  absence  at  $600.  He 
has  attended  four  summer  sessions  and  we  know  him  to  be  a  fine  teacher. 

Our  present  system  of  assistants  and  instructors  works  well  in  mathematics.  More  money 
put  into  them  would  not  better  the  situation.  The  weak  teachers  we  sometimes  get  are  in- 
evitable in  any  humanly  directed  system, — this  danger  we  try  to  cut  down  by  our  system  and 
constant  supervision. 

I  have  no  complaint  or  request  to  make.  I  desire  frequently  to  promote  gifted  instructors 
to  assistant  jirofessors.  As  I  have  never  had  such  a  request  refused  by  the  Regents,  I  cannot 
see  that  I  have  cause  for  complaint. 

I  regard  it  as  my  most  important  duty  to  devote  much  of  my  time  to  the  freshman  and 
sophomore  instruction.  The  time  put  upon  this  work  in  the  last  several  years  has  represented 
a  large  part  of  my  total  energy. 

The  abolition  of  the  assistantships  would  make  this  duty  no  easier.  In  fact  it  would  only 
result  in  making  it  more  costly  and,  probably,  less  satisfactory  because  of  the  limit  placed 
upon  our  range  of  choice  of  new  men,. 


Political   Economy 

Professor  Ely 

We  feel  in  the  Department  of  Political  Economy  that  assistants  are  indispensable.  Very 
generally  they  are  the  source  from  which  instructors  come  to  the  departments  and  wc  could 
not  have  as  good  instructors  should  assistants  be  abolished.  Some  of  the  best  men  we  have 
had  served  as  assistants,  but  before  becoming  assistants  they  have  occupied  teaching  posi- 
tions, and  in  some  cases  full  professorships,  in  institutions  of  very  respectable  rank. 

The  work  of  instructors  is  more  efficient  than  that  of  assistants,  but  it  is  because  we  have 
the  assistants.  Should  the  assistants  fail  to  do  satisfactory  work  they  are  not  promoted  to 
the  position  of  instructor.  I  think  we  always  place  first  teaching  ability  in  the  selection  of 
assistants,  but  of  course  we  also  consider  the  promise  of  growth  and  development  along  all 
lines. 

Mr.  Trumbower,  now  with  us  as  assistant,  is  doing  very  good  work.  He  is  a  well  qualified 
man  who  had  had  graduate  work  in  Germany  as  well  as  in  this  country  and  who  had  been  a 
teacher  for  four  years.  He  has  neglected  his  graduate  work  in  order  to  lay  emphasis  upon 
his  teaching  work  and  thus  is  not  able  to  come  up  in  June  for  his  degree.  On  account  of  his 
excellence  in  teaching  work  we  have  nevertheless  recommended  that  he  be  advanced  to  the 
rank  of  instructor. 

Dr.  Gray,  now  instructor,  was  full  professor  in  one  of  the  state  colleges  in  Oklahoma 
before  he  came  to  us  and  served  his  time  with  us  as  assistant  before  he  was  made  instructor. 

Mr.  Bidgood  is  another  typical  instance.  He  was  professor  in  a  Normal  school  in  Virginia 
before  he  came  to  us.  After  serving  for  one  year  as  assistant  with  us  he  returned  to  the  Uni- 
versity of  Virginia,  where  he  had  previously  done  work  as  assistant.  He  is  now  acting  profes- 
sor in  the  University  of  Virginia  and  is  doing  work  which  is  very  satisfactory.  He  has  com- 
plete charge  of  the  work  in  Economics  in  the  absence  of  Pi'ofessor  Page,  who  is  a  member  of 
the  Tariff  Board.    This  fall  Mr.  Bidgood  returns  to  us  as  assistant. 

The  work  of  assistants  is  supervised  most  carefully  by  full  professors.  Dr.  Urdahl,  for 
example,  visits  very  frequently  the  sections  of  Economics  1.  He  holds  weekly  conferences 
and  goes  over  the  whole  work  with  very  great  care.  In  this  way  the  work  is  correlated  and 
unified.  He  consults  with  the  assistants  concerning  their  work  and  points  out  in  a  conscien- 
tious and  painstaking  way  methods  whereby  they  can  improve  it. 

I  think  it  is  the  unanimous  opinion  of  all  in  our  department  that  we  should  continue  to 
employ  assistants  and  do  so  in  order  that  we  may  have  good  teaching  work.  The  change  in 
policy  which  we  desire  is  that  we  should  have  lai'ger  appropriations  for  salaries  in  order  that 
we  may  keep  longer  the  assistants  and  instructors  who  do  satisfactory  work.  They  are  being 
continually  drawn  from  us  by  much  higher  salaries  than  we  can  pay.  At  the  same  time,  it 
is  not  possible  to  promote  all  the  assistants  and  instructors  to  assistant  professorships,  much 
less  to  full  professorships.  The  chief  recommendation,  then,  that  I  would  make  for  the  de- 
partment is  that  we  should  have  sufficient  funds  to  enable  us  to  secure  a  more  stable  corps  of 
assistants  and  instructors.  , 

900 


Exhibit  iif) 

The  policy  of  our  department  is  to  put  the  instruction  of  freshmen  and  sophomores  in  the 
hands  of  men  of  professorial  rank  and  to  give  them  general  charge  of  the  work  of  assistants 
and  instructors  who  may  assist  them. 


Political   Economy — Commerce 

Professor  Ciilman 

Facts  as  to  Instructors  and  Assistants — 

In  the  Business  Administration  work  in  the  Course  in  Commerce  there  is  employed  one 
instructor  (J.  R.  Hayes)  giving  his  entire  time  at  SI, 200;  one  assistant  (George  E.  Frazer) 
giving  the  work  six  to  eight  hours  per  week  at  S'jOO.  He  is  now  employed  one  half  time  in 
the  Board  of  Public  Affairs  at  the  Capitol  and  is  completing  his  senior  law  course  here;  one 
assistant  (M.  J.  Kerschensteiner)  giving  the  work  six  to  eight  hours  per  week  at  S500.  He 
is  a  senior  in  the  Law  School  here;  four  student  assistants,  two  giving  ten  hours  per  week 
each  at  $200  each  and  two  giving  five  hours  per  week  at  SlOO  each.  None  of  these  men  are 
pursuing  advanced  studies  in  graduate  courses,  but  three  of  them  are  students  in  the  Law 
School. 

I.  Supervision. 


Sophomores 

The  work  of  the  above  one  instructor  and  various  assistants  is  all  under  the  supervision 
of  the  professor  in  charge.  The  character  of  the  duties  make  it  necessary  for  detailed  ex- 
planation. 

The  first  named  (Mr.  J.  R.  Hayes)  besides  being  adviser  for  all  Commerce  sophomores, 
over  100  in  number,  has  immediate  charge  of  elementary  work  in  accounts  for  sophomores, 
in  number  from  100  to  160  (including  students  electing  this  work  from  the  Letters  and  Sci- 
ence, Engineering  and  other  colleges)  working  them  in  three  sections  for  laboratory.  He  is 
aided  by  the  student  assistants.  The  methods  the  writer  prescribes  and  the  work  is  done 
substantially  as  he  did  it  when  starting  the  work  a  few  years  ago.  The  writer  confers  with 
the  students,  sophomores  and  others,  as  they  need  him  in  his  office  and  in  the  class  room  and 
encourages  them  to  come  to  him  regularly  and  knows  how  they  are  doing  from  time  to  time. 
Regular  conferences  with  the  instructors  and  assistants  are  held  as  to  methods.  The  quiz 
questions  the  professor  in  charge  sees  and  approves.  The  results  he  sees  and  considers. 
When  it  seems  appropriate  he  lectures  to  these  students,  taking  over  the  three  laboratory 
sections  for  particularly  difficult  stages  of  the  work.  The  work  of  the  student  assistants  is 
under  the  immediate  control  of  this  instructor,  who  in  turn  reports  to  the  professor  fre- 
quently and  feels  a  direct  responsibility  to  conduct  the  course  the  way  the  subject  was  taught 
when  he  was  a  student  in  the  same  grade  in  1905.  Mr.  Hayes  took  his  master's  degree  last 
June  but  has  not  pursued  advanced  work  this  year  because  of  his  absorption  in  teaching  and 
his  arduous  advisor  work. 

Mr.  Hayes  also  gives  a  course  in  Bank  and  Trust  Accounting  to  Juniors,  for  which  he  is 
specially  fitted,  but  the  writer  is  in  charge  of  the  work  and  responsible  for  its  character. 

The  student  assistants  are  seniors  in  Commerce,  except  one  Mr.  Cleary  who  is  graded 
and  paid  as  the  others  but  who  graduated  in  Commerce  in  1911  and  is  now  a  junior  in  the 
Law  School.  They  take  no  primary  responsibility  and  assist  only  in  correcting  the  exercises 
and  guiding  the  elementary  accounting  work  in  laboratory  under  the  immediate  direction 
of  Messrs.  Hayes  and  Kerchensteiner. 


Juniors  and  Seniors 

The  tw'o  assistants  at  $500  serving  from  six  to  eight  hours  per  week  luuulle  the  labor  itory 
work  for  Commerce  juniors  and  seniors  in  accounting  under  the  direction  of  the  writer  and 
report  to  him  frequently.  The  professor  gives  weekly  lectures  in  connection  wilh  the  labora- 
tory and  arranges  for  correlating  the  entire  work.  We  are  compelled  to  tigure  a  year  or  two 
ahead  of  requirements  to  provide  suitable  men  for  this  work  which  is  technical  and  dillicull. 

2.  Sources  from  which  they  came. 

The  instructor,  Mr.  Hayes,  is  a  graduate  of  this  University  and  was  trained  in  the  same 
class  room  in  which  he  is  now  doing  most  valuable  work. 

Both  assistants  at  $500  are  to  graduate  from  the  Law  School  here  next  month,  one  graduat- 
ing in  this  Commerce  Course  in  1909  and  serving  part  time  since  contiiiyously  with  great 
success,  and  the  other  graduating  from  the  University  of  Iowa.  Their  places  are  considered 
hard  to  fill  at  such  salary  regardless  of  title. 

Three  of  the  undergraduate  assistants  are  to  leave  hero  in  .June,  graduating  from  this  course, 
and  others  must  be  trained  for  their  work  and  picked  for  the  duties.  All  four  at  $200  and 
$100  are  students  in  this  University,  either  "on  the  hill"  or  in  the  Law  School. 

901 


University  Survey  Report 


3.  Nature  of  duties. 


Two  of  these  men,  Messrs.  Hayes  and  Kerschensteiner,  help  in  reading  and  selecting  fifteen 
or  more  law  cases  from  the  Supreme  Court  Reports,  to  cite  to  classes,  per  week,  for  work  in 
Commercial  Law,  and  conduct  special  oral  quizzes  when  required.  Three  of  them  correct 
under  the  writer's  direction  60  to  105  examination  papers  each  week  in  Commercial  Law, 
Course.  The  writer  prepares  or  approves  the  written  questions  and  reviews  the  marks  given 
in  Commercial  Law  and  becomes  responsible  for  them. 

4.  In  making  appointments  the  primary  consideration  is  the  ability  to  teach.  There  is 
no  other  thing  in  mind.  We  do  not  have  the  problem  presented  by  assistants  and  instructors 
who  are  advanced  students  working  for  higher  degrees.  Generally  we  have  watched  these 
men  and  marked  them  out  for  this  work  a  year  or  two  before  the  positions  are  to  be  filled. 
This  department  cannot  in  our  judgment  operate  on  a  different  basis  than  at  present.  We 
might,  however,  possibly  by  combining  get  a  higher  grade  man  and  give  him  the  title  of 
Assistant  Professor,  but  we  do  not  know  where  to  get  a  man  who  would  do  what  we  are  now 
getting  done  (in  the  way  that  suits  us)  by  the  men  described.  We  desire  to  have  an  assistant 
professor  as  soon  as  possible  to  share  in  the  work  but  not  as  a  substitute  for  the  instructors 
and  assistants.  The  improvements  and  changes  to  which  we  are  looking  forward  are  along 
the  line  of  providing  more  special  courses  in  accounting,  contemplating  more  supervision, 
also  more  instructors  and  assistants  to  be  supervised.  The  plan  as  to  employment  of  in- 
structors and  assistants  will  not  be  fundamentally  changed  with  our  approval. 


Physics 

Professor  Snow 

I  report  herewith  the  results  obtained  in  the  Department  of  Physics  by  the  employment, 
for  the  past  sixteen  years,  of  assistants  who  share  in  a  part  of  the  elementary  instruction 
given  to  our  students.  The  experiment  thus  of  employing  men  was  tried  with  some  timidity 
at  first,  but  as  the  results  of  this  trial  proved  so  satisfactory  we  have  trusted  the  same  policy 
since  that  time,  and  have  employed  assistants  in  larger  and  larger  numbers  as  the  demand  for 
them  increased.  During  the  months  of  the  second  semester  it  is  one  of  my  duties  which  I 
regard  of  the  greatest  moment  to  inform  myself  as  completely  as  possible  regarding  young 
men  who  are  available  for  these  positions.  In  doing  this  I  correspond  with  professors  in  in- 
stitutions that  give  a  training  similar  to  ours,  in  which  I  ask  them  to  name  to  me  the  young 
men  whom  they  regard  as  most  able  in  every  way,  of  a  pleasing  personality,  and  who  will  be 
qualified  to  come  to  this  university  to  assume  the  duties  of  assistant.  In  addition  to  names 
secured  in  this  way,  I  am  constantly  in  receipt  of  letters  from  young  men  applying  for  fellow- 
ships, or  scholarships  or,  perhaps,  these  assistantships,  so  that  in  the  course  of  the  spring 
months  I  become  acquainted  with  quite  a  large  circle  of  young  men,  all  of  whom  have  com- 
pleted their  college  course,  and  have  taken  advanced  work  in  the  subject  of  physics,  and  from 
these,  with  the  aid  of  my  associates  in  the  departmental  faculty,  I  make  the  selection  of  the 
assistants  for  the  coming  year.  Some  of  these  men,  and  indeed  most  of  them,  have  had  ex- 
perience in  teaching,  and  where  this  is  the  case,  it  is  an  item  which  is  always  taken  into  ac- 
count. In  addition  to  men  secured  in  this  way,  we  have  among  our  own  advanced  students 
men  whom  we  know  to  be  qualified  to  enter  upon  work  of  this  nature,  and  these  likewise 
are  competitors  for  the  assistantships  that  may  become  vacant.  It  has  been  our  experience 
by  using  care  in  this  way  in  selecting  these  men,  that  in  genera!  the  man  who  is  recommended 
to  us  as  a  capable  fellow  and  of  good  and  pleasing  personality  is  the  one  who  is  almost  sure 
to  make  a  desirable  assistant. 

With  one  exception  the  assistants  whom  we  have  chosen  in  this  way  have  shared  with  the 
director  of  our  laboratory  and  one  instructor  the  work  of  instruction  in  the  general  labora- 
tory practice.  In  preparing  men  to  take  their  part  in  this  work  the  director  of  the  laboratory 
meets  these  young  men  in  a  body,  gives  them  the  fullest  instruction  as  to  the  details  of  the 
work  which  they  are  to  do,  and  has  each  assistant,  no  matter  what  his  preparation  may  be, 
perform  each  experiment  under  his  own  instruction,  and  write  a  report  of  this  experiment. 
In  other  words,  each  assistant  is  required  himself  to  do  exactlv  the  work  which  is  expected 
of  each  student,  so  that  he  may  become  familiar  with  every  difficulty  and  with  every  detail. 
In  this  way  complete  and  absolute  co-ordination  in  the  work  which  is  done  by  each  assistant 
IS  secured,  and,  except  for  the  fact  that  the  personahty  of  one  assistant  may  be  more  winning 
than  another,  we  have  never  had  any  preference  shown  on  the  part  of  the  student  for  one 
assistant  above  another,  but  this  variation  in  the  personality  of  the  man  is  a  matter  which 
affects  instructors  and  professors  as  well  as  assistants.  This  year  for  the  first  time,  we  have 
tried  the  experiment,  and  with  marked  success,  of  placing  an  assistant  in  charge  of  a  number 
of  the  quiz  sections  which  are  held  each  week  upon  the  work  which  has  been  covered  in  the 
general  lectures.  In  placing  this  man  thus  in  charge  of  quiz  sections,  I  did  so  because  I  knew 
my  man  thoroughly,  having  trained  him  myself  in  my  teachers'  course,  and  felt  that  he, 
perhaps  better  than  any  other  student  whom  I  ever  had,  had  the  faculty  of  teaching  and  ex- 
plaining the  details  of  a  matter  in  physics,  and  the  results  which  he  has  obtained  have  amply 
justified  my  expectations  of  him.  As  to  the  means  of  co-ordinating  the  work  which  is  done 
by  the  various  men  in  their  respective  sections,  I  have  felt  that  the  method  which  we  have 

902 


Exhibit  35 

employed  has  been  in  every  way  successful.  It  has  not  been  my  practice  to  go  into  class  and 
observe  the  teaching  to  make  suggestions  afterward,  and  I  have  refrained  from  this  because 
of  the  possible  embarrassment,  or  rather  self-consciousness,  which  it  would  develop  in  the 
assistant  or  instructor.  On  the  other  hand,  and  in  place  of  doing  this,  I  am  in  continual 
consultation  with  these  men  as  to  the  details  which  it  seems  to  me  should  be  brought  out 
and  as  to  the  methods  which  I  believe  are  the  best  for  the  explanation  of  any  diflicull  matter. 
In  this  way  I  have  felt  that  I  have  had  my  hand  on  the  quizzes  at  all  times,  so  that  I  have 
felt  that  further  supervision  as  to  what  was  given  in  these  quizzes  was  unnecessary-,  par- 
ticularly as  these  quiz-masters  themselves  have  attended  my  lectures  and  are  fully  acquainted 
with  the  matter  as  I  give  it.  At  the  times  of  the  mid-semester  examinatictn  or  final  examina- 
tions, all  who  have  held  quizzes  unite  with  me  in  reading  the  examination  papers.  The 
questions  are  divided  between  us  and  each  one  reads  his  question,  or  perhaps,  his  two  ques- 
tions, through  the  entire  number  of  papers  and  each  question  is  marked  individually.  When 
the  paper  has  thus  passed  from  man  to  man  and  the  questions  are  all  ready  the  average  of 
the  individual  marks  is  taken,  so  that  the  final  examination  mark  represents  the  work  of  four 
different  men  upon  the  paper.  An  interesting  feature  of  the  relative  quality  of  the  work 
done  by  the  different  men  is  then  observable,  for  a  tabulation  of  the  successes  and  failures 
of  the  students  under  each  man  is  made,  and  a  comparison  of  these  results  shows  in  general 
in  which  section  the  best  or  the  poorest  work  is  done.  I  am  pleased  to  say  that  the  results 
of  this  method  of  studying  the  work  done  by  these  different  men  have  been  most  significant, 
and  have  proved,  I  believe,  more  beneficial  in  causing  the  instructor  or  assistant  who  has  a 
large  number  of  poor  grades  to  do  better,  so  that  his  average  shall  be  as  high  as  the  others, 
than  any  other  possible  means  of  co-ordinating  the  work. 

The  great  question  has  occurred  to  us  many  times  as  to  whether  it  is  advisable  to  pursue 
this  policy,  which  we  have  so  long  followed,  of  employing  younger  men  as  assistants  in  the 
department — that  is,  a  large  number  of  young  men  who  give  but  half  their  time — or  of 
securing  a  smaller  number  of  older  men  who  will  give  their  entire  time  to  the  instruction  of 
the  student  in  the  elementary  courses.  The  question  as  to  the  experience  in  teaching 
which  the  various  assistants  may  have  had  jircvious  to  the  time  of  their  coming  here  is.  so 
far  as  we  have  been  able  to  perceive,  one  that  could  not  be  decided  or  detected  in  the  quality 
of  the  work  which  these  assistants  are  doing.  It  is,  of  course,  true  that  a  man  who  serves 
for  a  second  year  as  assistant  is  more  familiar  with  the  conditions  as  they  exist  here  than  he 
is  at  first,  so  that  we  feel  that  it  is  desirable  to  keep  these  young  men  at  least  two  years  if 
possible,  and,  perhaps,  for  three  years,  if  they  can  arrange  to  stay  so  long,  but,  so  far  as  we 
have  been  able  to  judge,  the  quality  of  the  work  which  they  accomplish  depends  at  least  to  a 
ver>'  small  extent,  if  indeed  to  any  whatever,  upon  the  previous  experience  in  teaching  which 
they  may  have  had.  As  a  matter  of  fact  all  of  our  thirteen  assistants  who  are  employed  at 
the  present  time,  with  one  exception  alone,  have  had  experience  of  one  kind  or  another  in 
teaching  before  they  came  here.  And  this  young  man  who  is  now  teaching  in  our  laboratory 
for  the  first  time,  is,  I  believe,  doing  his  work  quite  as  efficiently  as  others  who  had  had  more 
extended  experience  when  they  came  here.  Indeed  it  was  not  many  years  ago  that  we 
secured,  as  one  of  our  assistants,  a  man  who  had  many  years  experience  in  teaching  in  high 
schools  and,  I  believe,  also  in  normal  schools,  and  I  think  that  the  work  which  he  did  in  no 
way  was  marked  by  any  order  of  superiority.  This  leads,  perhaps,  to  the  great  point  upon 
which  the  entire  department  agrees,  as  to  the  relative  merits  of  employing  assistants  to  aid 
us  in  the  elementary-  instruction,  or  of  securing  instructors  who  are  men  of  experience,  and 
who  can  give  their  entire  time  to  this  work.  Our  unanimous  opinion  is  that  the  enthusiasm 
and  vigor  and  energy-  with  which  the  assistant  undertakes  his  work  is  something  that  is 
inspiring  and  felt  by  all  the  students  under  his  care,  and  the  very  fact  that  he  devotes  to  this 
work  only  a  part  of  the  time  adds  interest  and  zest  to  his  instruction  for  the  smaller  time  that 
he  is  with  his  students.  On  the  other  hand,  if  we  were  to  employ  older  teachers  and  higher 
priced  men  to  give  their  entire  time  to  this  work  which  is  necessarily  more  or  less  of  a  routine 
character  they  soon  come  to  regard  this  work  as  being  of  a  routine  nature  only,  and  they  per- 
form their  work  with  a  languor  and  a  lack  of  enthusiasm  which  is  deadening  to  the  enthusiasm 
of  the  students  whom  they  teach.  I  believe,  herefore.  that  wo  are  securing  a  better  quality 
of  instruction  from  these  fresh,  earnest  young  men  who  have  their  futures  all  before  them  and 
their  reputations  still  to  make  than  we  would  from  a  smaller  number  of  more  experienced 
instructors  who  would  give  their  entire  time  to  the  work,  which,  after  twenty-eight  or  thirty 
hours  a  week  spent  in  the  laboratory,  and  eighty  or  ninety  notebooks  to  read  on  the  side, 
would  prove  of  so  routine  a  nature  that  these  men.  although  experienced  teachers,  would 
regard  this  merely  as  routine  work  and  would  do  it  in  a  perfunctory  way,  which  would  carr\' 
with  it  no  enthusiasm. 

In  conclusion,  I  beg  to  say,  therefore,  when  all  of  the  matters  concerning  the  emi>loymont 
of  assistants  are  weighed,  that  the  consensus  of  opinion  in  the  department  of  jihysics  is  that 
these  young  men  are  performing  a  most  useful  work,  and  that  not  without  a  certain  loss 
could  this  work  be  taken  over  by  more  experienced  men  who  would  devote  to  it  a  larger 
amount  of  time. 

Note.  Professor  Snow  states  that  only  one  of  his  assistants  was  without  teaching  experi- 
ence. In  my  report  I  mention  five  as  having  had  no  experience.  This  dilTerence  is  only 
apparent,  since  my  statistics  refer  only  to  regular  appointments  as  teachers,  and  do  not 
include  assistant  work  as  undergraduate  students.  Many  assistants  whom  I  have  listed 
as  without  experience  would  have  had  work  of  this  kind  before  coming  to  us.     K.  A.  B. 

903 


Umversitv  Survey  Report 

Romance  Language 

Professor  Smith 

The  most  of  the  work  done  by  our  assistants,  except  a  considerable  amount  of  conversa- 
tion done  by  those  who  are  Frenchmen,  is  in  first  and  second  year  French.  Since  there  are 
many  sections  in  these  years,  a  quite  definite  program  and  much  supervision  is  necessary  to 
secure  proper  correlation  in  these  sections.  This  work  is  discussed  each  year  in  a  meeting 
of  the  entire  department,  and  after  a  program  is  agreed  upon  along  broad  lines,  the  work  is 
put  in  charge  of  a  committee,  which  orders  the  texts,  amounts,  features  to  be  emphasized, 
and  suggests  methods.  This  is  mimeographed  and  furnished  to  every  instructor.  This 
committee  makes  out  the  final  examinations.  The  committee  is  composed  of  professors 
and  assistant  professors,  and  every  assistant  (and  instructor  also)  is  visited  by  two  or  more 
members  of  the  committee  who  give  advice  where. necessary,  and  note  the  efficiency  of  the 
work.  New  assistants  are  visited  at  once  and  are  encouraged  to  visit  themselves  some  of 
the  other  classes,  which  they  invariably  do.  Evening  meetings  of  the  entire  department  are 
held  twice  per  month  during  the  year,  where  any  matters  concerning  the  work  of  the  depart- 
ment are  brought  up  for  discussion.  Occasionally  special  conferences  of  a  part  of  the  faculty 
are  called.  I  believe  the  work  of  supervision  and  correlation  is  carried  as  far  as  it  can  be 
safely  without  seriously  restricting  all  opportunity  for  the  expression  of  some  individuality 
in  the  work. 

Until  the  last  four  years  we  were  forced  to  bring  our  instructors  from  the  outside.  Since 
then  they  have  come  almost  entirely  from  our  assistants.  The  advantages  of  the  latter 
plan  are  too  obvious  to  require  detailed  comment.  The  most  important  ones  are  that  we 
know  from  actual  trial  whether  they  will  suit  in  a  more  important  and  more  permanent 
place,  and  they  know  whether  they  wish  to  work  and  remain  here.  It  is  impossible  to  be 
sure  of  these  things  with  an  instructor  from  the  outside. 

In  appointing  assistants,  it  is  the  policy  of  this  department  to  demand  exactly  the  same 
qualities  that  are  considered  necessary  for  an  instructor.  The  first  of  these  is  his  promise  of 
efficiency  as  a  teacher,  judged  by  former  experience,  personality,  preparation,  etc.  Ability 
and  promise  of  scholarship  are  important,  because  they  are  essential  factors  in  making  a  good 
teacher.     No  one  has  been  chosen  unless  we  believed  he  would  be  satisfactory  as  a  teacher. 

Our  assistants  have  charge  of  classes  in  exactly  the  same  way  as  regular  instructors. 

Many  of  our  assistants  have  done  our  best  work  as  teachers.  I  believe  it  would  average 
very  well  with  that  of  the  regular  instructors.  As  can  be  seen  from  the  appended  table, 
they  nearly  all  came  with  experience.  Of  twenty-three  assistants  during  the  last  six  years, 
only  two  were  entirely  without  experience,  and  these  taught  only  one  class  each.  The 
average  experience  for  the  twenty-three  is  four  years  each,  divided  approximately  as  one 
year  of  college  or  university  experience,  and  three  years  of  secondary  school  experience. 
This  would  equal,  if  not  exceed,  the  experience  of  the  instructors  brought  in  from  the  outside. 
This  considerable  amount  of  experience  is  due  to  the  fact  that  it  is  easy  to  get  men  in  our 
work  for  half  time  or  less  in  teaching,  because  they  can  work  toward  a  degree  at  the  same 
time.  Some  of  these  men  would  not  come  as  full  instructors  and  some  of  them  each  year 
go  into  much  better  paying  positions  than  our  instructorships. 

As  far  as  our  department  is  concerned,  our  committee  is  unanimous  and  emphatic  for 
the  retention  of  the  present  policy  of  assistants. 

In  our  particular  field,  at  least,  it  would  be  surrendering  a  great  advantage,  if  we  should 
abandon  it.  Only  one  or  two  other  Romance  departments  in  the  West  are  similarly  pre- 
pared to  do  graduate  work,  and  as  a  result  we  have  the  pick  of  many  candidates  for  precisely 
these  places.  None  of  them,  for  example,  could  be  secured  on  the  same  terms,  if  at  all,  by 
such  universities  as  Minnesota,  Illinois,  Iowa,  Missouri,  Ohio,  Indiana,  Nebraska,  etc.  My 
only  suggestion  as  to  policy  is  that  if  some  help  by  assistants  were  given  two  or  three  of  the 
professors  in  the  department,  it  would  enable  them  to  do  more  effective  teaching,  and  perhaps 
reach  more  students.  This  work  would  be  in  handling  quizzes,  help  in  reading  papers,  etc. 
At  present  we  have  no  help  of  this  kind.  I  do  not  think,  however,  that  it  would  or  should 
change  greatly  the  number  of  classes  usually  taught  by  assistants. 

Considering  what  has  been  said  above,  I  do  not  think  the  present  policy  of  our  department 
in  having  taught  by  assistants  a  considerable  number  of  first  and  second  year  classes  can  be 
seriously  criticized.  It  might  be  noted  that  these  classes  are  not  made  up  simply  of  fresh- 
men and  sophomores,  but  also  contain  juniors,  and  even  seniors  to  a  very  considerable  per- 
centage. However,  the  assistants,  are,  as  said,  nearly  all  teachers  of  experience,  are,  in 
fact,  the  same  men  who  are  teaching  all  grades  in  our  colleges  or  other  schools,  and  in  many 
cases,  are  better  adapted  for  this  work  than  are  few  of  the  men  now  teaching  most  of  the 
advanced  work.  As  to  the  distribution  of  advanced  and  elementary  work  among  the  mem- 
bers of  the  department,  I  call  attention  to  the  following:  of  the  twenty  persons  giving  instruc- 
tion, .all  but  three  teach  at  least  one  elementary  class.  These  three  teach  second  year 
classes.  Also,  excluding  assistants,  every  instructor  in  the  department  is  teaching  at  least 
one  advanced  course,  i.  e.,  beyond  first  or  second  year  work.  Every  man  in  the  department 
has  some  freshmen  in  his  classes. 

The  question  of  assistants  will  evidently  be  different  in  different  departments.  As  for 
the  department  of  Romance  languages,  our  committee  believes  strongly  in  the  present 
policy,  and  we  are  unanimously  of  the  opinion  that  with  none  of  our  teachers  do  we  get  more 

904 


Exhibit  '.i'-> 

earnest  and  faithful  attention  to  their  teaching  duties  than  with  our  assistants.  Perhaps 
because  in  no  other  grade  are  the  men  so  dependent  on  the  backing  of  the  department  in 
further  advancement,  and  under  more  immediate  necessity  of  making  good. 

A  table  is  appended  showing  teaching  experience  of  assistants  and  fellows  since  1906-7. 
ROMANCE  ASSISTANTS  AND  FELLOWS 


Year 

1906-07 


Name 


Boardman 

McDuff 

Cool  (1) 

Perrin 

Simmons  (Fellow) 
1907-08         GrifTin 

LaMotte 

Simmons  (Fellow) 
1908-09         Miller 

Iglis 

Galland 

Hacker  (Fellow) 
1909-10         Miller  (1) 

Iglis 

Galland 

Dondo 

Greene  (Fellow) 
1910-11         Ernst 

Hill 

Parkinson 

Dondo  (1) 

Galland  (1) 

Young 

Cousins  (Fellow) 

De  Vries 
1911-12         Cousins 

Ernst  (1) 

Hill 

Wenli 

De  Vries  (Fellow) 
(1)  Promoted  to  instructor. 


University 
Experience 
2  years 

College 
Experience 

1  year 

No  experience 

(1  class) 

2  3-ears 

2  years 

1  year 

1  year 

No  experience 

1  year 

2  years 


No  experience 

(1  class) 
1  year 

1  year 
3  years 

1  year 

1  year 

1  year 

No  experience 
2  years 
1  year 
1  year 

(class  1-2  year) 
1  year 

1  year 

1  year 


Secondary 
School 

3  years 
3  years 

3  years 
10  years 

3  years 
5  years 
3  years 

2  years 

5  years 

3  years 
2  years 
2  years 

4  years 

2  years 

3  years 
2  years 
2  years 

4  years 
2  years 

2  years 

2  years 

5  years 


Zoology 

Professor  Guyer 


Regarding  the  kind  of  work  done  by  instructors  and  assistants  in  the  zoological  department 
I  may  say  that,  inasmuch  as  two  assistants  can  be  had  for  the  salary  of  one  instructor  and 
much  of  the  purely  mechanical  marshalling  of  students  in  laboratory  sections  c'an  be  done 
as  efficiently  by  assistants  as  by  instructors,  we  have  only  assistants  at  the  present  time. 
Class  instruction  is  in  the  hands  of  assistant  professors  or  those  of  higher  rank. 

All  elementary  work  in  the  College  of  Letters  and  Science  is  under  the  direct  personal 
supervision  of  the  chairman  of  the  department  who  not  only  gives  all  lectures  and  conducts 
part  of  the  quiz  work  (we  have  fourteen  quiz  sections),  but  who  prepares  every  word  of 
instruction  which  goes  into  the  laboratory.  The  laboratory  work  is  supervised  by  him  and 
an  assistant  professor. 

The  laboratory  instructions  are  drawn  up  with  the  greatest  care  and  are  cast  for  the  most 
part  into  the  form  of  questions  which  the  student  is  required  to  answer  from  his  own  investi- 
gations of  the  material  i)efore  him.  Much  thought  has  been  given  to  the  pedagogical  con- 
tent of  the  laboratory  outlines,  their  ])uri)ose  being  as  much  to  give  the  student  thorough 
discipline  in  observation  and  the  handling  of  ovidonce  as  to  make  him  acquainted  with  cer- 
tain fundamental  biological  facts. 

The  chief  duties  of  the  assistants  are  to  see  that  these  instructions  are  carried  out  and  that 
every  student  keeps  busy  and  works  independently.  From  time  to  time  during  each  labora- 
tory period  (Indicated  l)y  a  definite  symbol  in  the  direction  sheets)  the  student  is  required 
to  go  to  the  assistant  in  charge  in  order  to  have  his  notes  ami  drawings  passed  upon.  When- 
ever he  has  finished  a  given  section  of  the  work  a  grade  is  entered  upon  hiiTlaboratory  record 
card  so  that  at  a  minute's  notice  the  complete  laboratory  record  of  any  student  can  be  ascer- 
tained. The  records  of  each  member  of  a  given  section  are  gone  oyer  each  day  and  if  any 
one  failed  to  report  for  the  customary  checking  up  of  his  work  he  is  immediately  called  to 
account. 

905 


University  Survey  Report 

In  addition  to  these  duties  the  assistants  necessarily  do  much  in  the  way  of  preparing 
materials,  of  helping  the  students  overcome  difficulties  of  technique,  of  seeing  that  each 
student  is  supplied  with  suitable  material  that  he  may  not  waste  his  time,  and  of  helping  with 
quiz  pai)ers  and  such  details. 

The  laboratory  work  is  accompanied  by  two  lectures  with  assigned  readings  and  one  quiz 
per  week.  \Ve  try  to  keep  the  oral  quiz  work  in  the  hands  of  men  of  higher  rank  than  assis- 
tants but  when  necessary  to  use  assistants  in  this  work,  as  has  been  the  case  to  some  extent 
this  year,  we  pick  those  who  are  most  experienced  as  teachers.  Tab  is  kept  on  their  work  by 
having  them  exchange  quiz  sections  with  the  departmental  chairman  from  time  to   time. 

In  addition  to  daily  conferences  with  the  chairman  of  the  department  and  one  of  the 
assistant  professors,  assistants  hold  a  special  weekly  conference  with  the  chairman  relative 
to  the  work  of  the  ensuing  week. 

Our  assistants  are  generally  men  who  have  graduated  from  standard  universities  and  who 
later  have  Ijeen  teaching  in  colleges,  normal  schools  and  secondary  schools.  For  example, 
the  additional  man  we  are  getting  for  next  year  comes  from  the  University  of  Southern 
California  where  he  has  been  Instructor  for  two  or  three  years. 

In  choosing  these  men  we  have  constantly  in  mind  their  personality  and  their  teaching 
ability  as  well  as  their  ability  for  research.  While  it  is  true  most  of  them  are  in  quest  of  a 
higher  degree,  they  are'  also  eager  for  teaching  experience  in  a  large  university  and  are  always 
on  their  mettle  to  show  what  they  can  do  as  teachers  because  each  one  realizes  that  his  depart- 
mental chairman  will  lay  much  stress  on  his  ability  as  a  teacher  when  later  it  comes  to  recom- 
mending him  for  a  position. 

As  to  suggested  changes  in  policy,  I  feel  confident  that  if  we  could  pay  our  assistants 
$600.00  instead  of  the  customary  $400.00,  we  could  raise  our  standard  very  materially  for 
we  could  then  pick  from  the  cream  of  the  country  instead  of  being  at  something  of  a  dis- 
advantage in  competition  with  other  universities.  Furthermore,  I  believe  that  there  should 
be  enough  assistants  in  laboratory  courses  to  have  one  for  every  twenty  students  with  the 
work  so  arranged  that  a  given  assistant  could  remain  with  the  same  set  of  students  through- 
out the  course  and  thus  become  thoroughly  acquainted  with  their  individual  traits. 


Report  of  Joint  Commttee  of  the  Regents  on  the  Cary  Resolution 
(Adopted  May  31,  1912) 

Regent  Gary's  resolutions  relating  to  instruction  by  assistants  in  the  university  have  been 
fully  considered  by  the  joint  committee  consisting  of  the  committee  of  letters  and  science, 
the  president  of  the  regents,  and  the  president  of  the  university,  to  which  committee  the 
resolution  was  referred  by  the  regents  at  a  meeting  held  April  25,  1912. 

There  was  furnished  to  each  member  in  advance  of  the  meeting  of  the  committee  May  17 
full  written  reports  by  the  deans  and  chairmen  of  all  the  large  departments.  These  reports 
were  also  sent  to  each  regent.  They  are  placed  on  file  in  the  regents'  office  and  are  open  to 
public  inspection. 

Regent  Cary  submitted  a  verbal  statement.  The  president  of  the  university  gave  the 
facts  regarding  the  use  of  assistants  in  other  large  universities. 

Upon  all  the  facts  presented,  after  full  discussion,  the  committee  submits  to  the  Board 
the  following  finding  of  the  facts  for  adoption. 

1.  The  deans  of  the  colleges  of  letters  and  science,  agriculture,  engineering,  and  medicine, 
as  well  as  all  the  chairmen  of  the  larger  departments  of  the  university  are  unanimous  in  their 
belief,  as  a  result  of  many  years  of  experience,  that  the  plan  of  employing  assistants  at  the 
university  i-s  advantageous,  from  the  points  of  view,  (a)  of  efficient  instruction,  (b)  of  pro- 
ducing scholars,  and  (c)  of  effective  use  of  funds. 

2.  It  appears  that  in  every  large  department  of  the  university,  the  great  elementary  sub- 
jects are  in  charge  of  a  man  of  assistant  professor  or  higher  rank  and  that  most  of  the  im- 
portant elementary  courses  are  in  the  charge  of  full  professors.  These  statements  apply  to 
such  subjects  as  biology,  chemistry,  physics,  history  and  political  economy. 

3.  Where  the  subjects  are  of  a  kind  that  requires  systematic  drill  work,  such  as  the  lan- 
guages and  mathematics,  the  students  are  divided  into  small  divisions;  but  for  each  of  the 
great  groups  of  such  divisions  there  is  a  man  of  assistant  professor  or  higher  rank  in  charge 
of  the  group.  As  illustrating  the  situation  it  may  be  said  that  of  a  total  of  137  freshmen 
drill  divisions  in  English,  German,  French,  Latin,  Greek  and  mathematics,  in  the  first  semes- 
ter of  the  current  year,  27  were  taught  by  assistants. 

4.  The  work  of  the  assistants  is  subject  to  thorough  inspection  in  the  laboratory  and  in 
the  class  room. 

5.  In  many  departments  the  instructional  work  is  planned  from  week  to  week,  there  being 
each  week  a  conference  of  all  these  concerned,  from  professors  to  assistants,  to  plan  the  work 
of  the  following  week. 

6.  With  few  exceptions,  the  assistants  are  university  or  college  graduates,  and  all  are 
graduates  who  conduct  classes  or  quiz  sections.  The  great  majority  of  the  assistants  have 
had  experience  in  teaching.  In  many  cases  these  members  of  the  force  have  been  willing 
to  take  assistantships  at  low  salaries,  considering  the  work  they  are  required  to  do  because 
of  the  opportunity  to  spend  the  remainder  of  their  time  in  advanced  work. 

906 


Exhibit  35 

7.  In  the  college  of  letters  and  science,  where  there  is  the  largest  number  of  assistants, 
74,  47  have  taught  elsewhere  before  teaching  in  the  university,  and  of  these,  35  have  taught 
in  other  colleges  or  normal  schools;  and  only  a  little  more  than  one-third,  27,  have  not  taught 
somewhere  else  than  in  the  university. 

8.  The  assistants  are  a  rapidly  changing  force.  The  small  salaries  of  the  assistants  are  not 
due  to  lack  of  teaching  capacity,  but  to  the  fact  that  only  a  part  of  their  time,  usually  one- 
half,  is  given  to  instruction.  The  ability,  qualifications,  experience  and  high  ambition  of 
the  group  of  assistants  give  better  results  than  could  be  obtained  from  a  fixed  force,  each 
of  which  is  required  to  give  his  entire  time  to  instructional  work. 

9.  The  testimony  from  the  departments  shows  conclusively  that  in  the  work  of  the  uni- 
versity, instruction  is  put  first  and  investigation  second.  This  emphasis  conforms  to  the 
by-laws  of  the  regents  which  state  the  duties  of  the  members  of  the  instructional  force  to  be 
instruction  and  investigation. 

10.  It  is  the  unanimous  testimony  of  the  members  of  the  departments  and  the  firm  belief 
of  the  Board  that  instruction  is  done  better  because  investigation  is  also  a  duty;  that  without 
doing  scholarly  work  it  would  be  impossible  to  obtain  other  than  a  mediocre' teaching  staff. 

11.  The  use  of  assistants  is  the  best  training  school  for  an  efficient  university  staff.  Many 
of  the  ablest  men  in  the  university  began  work  as  assistants  and  have  been  promoted  from 
one  rank  to  another  until  they  have  become  full  professors. 

12.  The  experience  of  the  universities  of  first  rank  in  this  country  is  unanimously  in  favor 
of  the  use  of  a  considerable  number  of  assistants.  The  same  is  true  of  the  universities  of 
Germany  and  other  countries.  The  system  of  the  use  of  assistants  is  one  of  proved  worth,  as 
shown  by  many  years  of  experience  in  numerous  universities  of  difl'erent  countries. 

13.  The  only  facts  Regent  Gary  presented  to  the  committee  in  support  of  his  resolution 
were  in  regard  to  the  teaching  of  two  assistants.  His  complaint  in  each  case  was  based  upon 
the  report  to  him  of  a  single  student.  Since  neither  the  names  of  the  assistants  against 
whom  complaint  was  made  nor  the  names  of  the  two  students  reporting  were  furnished  the 
committee,  it  has  been  impossible  to  make  an  investigation  regarding  the  views  of  a  number 
of  students  as  to  the  teaching  of  these  two  assistants,  the  only  possible  basis  upon  which  to 

•  ascertain  the  facts  concerning  efficiency  of  their  instruction.  Even  if  the  complaint  of 
Regent  Gary  were  accepted  at  full  value,  only  two  assistants  out  of  a  total  of  more  than 
one  hundred  have  been  found  to  be  inefficient. 

The  facts  presented  in  the  reports  of  the  deans  and  professors  show  conclusively  that  the 
instruction  of  the  great  majority  of  assistants  is  satisfactory;  that  those  who  give  indiff- 
erent instruction  are  comparatively  few — and  this  is  the  most  that  can  be  hoped  for  under 
any  system.  By  this  it  is  not  meant  to  imply  that  further  improvement  of  instruction  in 
the  university,  both  of  assistants  and  men  of  higher  rank,  cannot  be  made,  indeed,  improve- 
ments are  being  made  each  year,  and  this  will  continue  to  be  true  so  long  as  the  university 
is  a  virile  institution. 

14.  The  facts  presented  completely  contradict  the  allegation  made  by  Regent  Gary  that 
the  instruction  of  freshmen  and  sophomores  is  in  charge  of  inexperienced  or  mediocre  teachers; 
nor  is  there  any  foundation  for  the  allegation  that  the  main  interests  of  the  assistants  are 
in  their  graduate  studies  rather  than  in  their  instructional  work. 

15.  It  is  a  fair  conclusion  from  the  facts  presented  that  in  a  university  the  best  results 
are  reached  by  the  employment  of  men  of  difl'erent  ranks  from  professor  to  assistant  in 
proper  proportion.  Also  the  great  universities  of  this  and  of  other  countries  have  all  recog- 
nized the  greatly  increased  effectiveness  of  teaching  when  combined  with  scholarly  work 
becau''e  of  its  inspirational  power. 


907 


EXHIBIT  36. 


NEXT  STEPS  SUGGESTED  THAT  DO  NOT  REQUIRE  LEGISLATION 

The  following  constructive  suggestions  do  not  include  those  already  mentioned  in  detail 
(1)  in  part  IV;  (2)  in  exhibits  16  (Extension  Division),  17  (Municipal  Reference  Bureau), 
30  (Laws  and  By-Laws  of  the  Regents). 

Detailed  information  supporting  each  recommendation  will  be  found  in  the  exhibit  referred 
to  in  brackets  at  the  end  of  each  group  of  suggestions.  The  figures  in  brackets  after  each 
heading  denote  the  number  of  next  sle[)s  suggested  for  that  particular  activitv.  It  is 
believed  that  a  careful  study  of  the  conditions  described  in  the  detailed  exhibit  will"  suggest 
many  other  needed  changes  of  present  practice  than  those  here  specifically  listed. 

Among  important  topics  discussed  in  part  IV  but  not  repeated  here  are,  business  man- 
agement, pensions,  per  capita  cost,  research,  junior  college,  normal  schools,  rural  schools, 
State  Department  of  Public  Instruction,  Wisconsin  high  school,  supervision  of  instruction. 
State  Laboratory  of  Hygiene,  social  life  of  students. 

Regarding   adviser   system    (16) 

1.  The  most  important  next  step  is  for  the  regents  to  require  an  administrative  procedure 
which  will  make  known  currently  to  deans,  president  and  regents  facts  about  the  work  of 
individual  advisers  and  of  the  adviser  system  as  a  whole. 

2.  That  all  advisers  be  informed  before  the  meeting  with  students  as  to  requirements 
and  possibilities  of  election,  etc. 

3.  That  upperclass  as  well  as  freshman  advisers  meet  with  their  deans  in  groups  or  as 
individuals  before  the  semester  adviser  work  begins. 

4.  That  each  dean  be  required  to  keep  a  central  record  showing  the  adviser  of  each  student 
in  his  college. 

5.  That  written  directions  lor  advisers  be  amplified  so  as  to  meet  questions  which  the 
university's  experience  has  shown  that  students  will  ask. 

6.  That  questions  previously  raised  by  students  be  codified  and  published  together  with 
the   proper   answers    to   these    questions. 

7.  That  as  many  of  these  questions  as  possible  be  answered  in  the  catalogue. 

8.  That  the  confidential  statements  regarding  freshmen  which  are  sent  to  the  university 
by  principals,  parents,  etc.,  be  made  available  to  advisers  before  registration,  and  that 
when  assigning  freshmen  to  advisers  these  statements  be  considered  so  as  to  meet  the  special 
needs  of  the  freshman. 

9.  That  when  helping  students  to  register  and  select  their  courses  advisers  embrace 
every  opportunity  to  talk  with  students,  discuss  their  work,  help  adjust  difliculties.  etc. 

10.  That  in  assigning  freshmen  to  advisers  every  effort  be  made  to  learn  the  student's 
difficulty  or  special  interest  and  to  select  the  adviser  best  equipped  by  experience  and  inter- 
est to  help  the  particular  student. 

11.  That  in  all  colleges  a  careful  check  be  kept  to  show  which  freshmen  do  and  which 
do  not  return  to  their  advisers  by  the  third  week;  and  that  the  delinquents  be  followed 
up  until  they  fulfil  this  requirement  (as  is  now  done  in  one  coUegel. 

12.  That  all  students  be  helped  by  their  advisers  in  planning  their  course  of  study,  and 
that  this  duty  be  explicitly  explained  in  the  written  directions  to  advisers. 

13.  That  the  upperclass  advisers  in  all  colleges  give  special  attention  to  the  technical 
requirements  to  be  fulfilled  by  students  before  graduation;  that  students  shall  not  be  penal- 
ized for  mistakes  of  advisers  or  lack  of  supervision  by  advisers. 

14.  That  the  practice  of  informing  parents  of  special  excellencies  in  students"  work  be 
followed  in  all  colleges. 

15.  That  advisers  be  kept  currently  informed  of  the  scholastic  record  especially  of  weak 
students  for  whom  each  is  responsible  so  that  elTort  may  be  made  to  prevent  a  mid-semester 
breakdown. 

16.  That  an  adviser  sj'stem  be  installed  for  the  summer  session  (exhibit  6). 

Regarding  appointment  committee  (i)  -  » 

17.  That  for  the  committee  a  responsible  administrative  ollicer  be  substituted — prefer- 
ably under  the  business  manager's  direction. 

18.  That  efficiency  and  completeness  of  record  be  substituted  for  present  laxness  and  lack 
of  information. 

909 


University  Survey  Report 

19.  That  all  be  substituted  for  a  part  of  in  the  university's  consideration  of  students 
wishing  teaching  positions  and  of  positions  needing  teachers. 

20.  That  exchange  of  information  with  the  normal  school  employment  bureau  should  be 
arranged. 

Regarding  university  budget  (59) 

21.  That  the  finance  committee's  work  be  reported  in  writing. 

22.  That  the  finance  committee's  recommendations  be  clearly  marked  "tentative  budget 
subject  to  amendment,  increase,  decrease  or  other  modification  after  consideration  by  the 
board  of  regents." 

23.  That  the  tentative  budget  be  submitted  to  the  regents,  after  action  by  the  finance 
committee,  not  less  than  ten  days  previous  to  date  for  the  board  meeting. 

24.  That  notice  be  given  to  the  press  of  the  state  represented  at  the  Capitol  and  to  the 
Madison  papers  stating  the  date  when  the  budget  is  to  be  considered  and  proffering  oppor- 
tunity for  citizens  to  be  heard  in  support  of  or  in  opposition  to  tentative  allowances. 

25.  That  comparison  be  made  in  the  summary  sheet  which  introduces  the  budget  between 
the  estimates  earlier  sent  to  the  legislature  and  the  estimates  before  the  board. 

26.  That  comparison  be  shown  between  the  legislative  appropriation  for  each  schedule 
item  and  the  regents'  tentative  budgetary  allowances  for  corresponding  items. 

27.  That  in  addition  to  giving  the  proposed  allowances  the  summary  sheets  also  give 
allowances  for  the  preceding  year. 

28.  That  separate  columns  be  provided  to  show  increases  and  decreases  for  both  individ- 
ual   items    and    totals.  • 

29.  That  the  comparison  be  not  merely  between  the  proposed  budget  and  the  budget 
for  the  current  year,  but  also  between  the  proposed  budget  and  the  current  yeai's  budget 
modified  by  transfers  to  or  from  items  made  prior  to  March  1st  of  -the  current 
year, 

30.  That  a  supplementary  statement  be  in  hand  for  the  period  between  March  1st  and 
the  date  of  considering  the  budget  showing  transfers  to  or  from  items  increased  or  decreased 
which  will  throw  light  upon  the  amount  needed  for  the  succeeding  year. 

31.  That  for  salary  increases  a  symbol  be  used  to  show  whether  the  increase  scheduled 
is  a  normal  service  increase  or  is  for  some  special  purpose;  and  that  all  special  reasons  be 
given  briefly  in  a  footnote. 

32.  That  where  scheduled  salary  increases  for  continuing  eflTiciency  are  postponed  because 
of  question  as  to  efficiency,  a  special  symbol  indicate  this  fact. 

33.  That  where  salary  items  or  other  items  indicate  additional  service  rather  than  increased 
salary  and  not  substitute  for  service  earlier  given,  this  fact  be  noted  by  special  symbol. 

34.  That  summaries  clearly  indicate  for  each  department,  division,  and  college  in  the 
university   the   portion   of   increase   due 

(a)  To  salary  increases  or  increased  cost  of  supplies,  etc.,  for  the  same  amount  of 
service  as  for  the  year  before; 

(b)  Increases  due  to  extensions  of  work  or  new  service; 

(c)  The  time  basis  for  salaries  where,  as  in  the  Extension  Division,  a  year  of  11 
months  is  meant,  not  a  10  month  year. 

35.  That  the  information  which  heretofore  has  been  given  in  writing  by  departments 
only  to  the  president  and  by  him  only  to  the  finance  committee  appear  in  digest  as  explana- 
tory notes  in  the  tentative  budget,  and  also  in  the  budget  estimates  submitted  by  the  presi- 
dent to  the  finance  committee. 

36.  That  wherever  a  salary  for  an  individual  or  group  of  individuals  is  to  be  paid  by 
more  than  one  division  or  department  the  budget  indicate  not  merely  the  financial  distri- 
bution but  the  proposed  distribution  of  time  showing  definitely  how  many  hours  each  division 
or  department  will  receive  in  exchange  for  salaries  charged  against  it;  that  in  addition  the 
total  salary  of  this  instructor  appear  in  a  footnote  wherever  mentioned. 

37.  That  wherever  salaries  have  been  increased  between  the  time  of  the  preceding  budget 
and  the  consideration  of  the  next  budget  the  amount  of  increase  during  the  year  as  well  as 
the  current  salary  be  stated  and  compared  with  the  proposed  salaries  for  the  succeeding 
year. 

38.  That  where  certain  services  are  temporarily  decreased  by  transler  from  one  depart- 
ment to  another  or  by  the  dropping  out  of  any  employee  or  officer  for  part  of  a  year,  actual 
increases  for  those  who  remain  be  clearly  shown. 

39.  That  where  such  items  as  contingent  salaries  show  a  decrease,  special  explanation 
be  noted. 

40.  That  where  during  a  year  discipline  or  criticism  of  an  officer  or  employee  has  been 
iound  necessary,  the  salary  for  the  next  year  be  increased  only  for  exceptional  reason  clearly 
stated. 

41.  That  wherever  house  rent,  dorinitory  rent,  board  or  other  forms  of  compensation 
than  money  payment  are  included  in  salary,  the  fact  be  set  forth  in  the  budget  together 
with  an  estimate  of  the  value  of  such  compensation  and  the  basis  for  this  estimate;  and 
that  where  it  is  simply  continuation  of  an  old  arrangement,  the  nature  of  the  arrangement 
and  fact  basis  be  stated.  ($1,000  is  the  present  estimated  value  of  premises  occupied  by 
the  president  including  garage,  heat,  light  and  telephony). 

910 


Exhibit  36 

42.  That  the  practice  be  discontinued  of  charging  to  one  service  time  which  is  distributed 
among  two  or  more  services. 

43.  That  the  total  service  to  be  rendered  by  stenographers  be  summarized  in  the  budget 
wath  total  proposed  allowances;  and  that  reports  of  time  spent  and  work  done  be  required. 

41.  That  wherever  question  is  raised,  record  evidence  rather  than  oral  testimony  be 
required. 

4.5.  That  where  budgetary  allowances  are  dependent  upon  investigations  and  reports 
by  regent  committees,  the  fact  lindings  of  the  committee  as  well  as  the  conclusions  be  placed 
before  regents. 

46.  That  where  the  efTiciency  of  a  member  of  the  instructional  staff  is  questioned  at 
budget  time,  investigation  be  made  which  will  disclose  efficiency  or  inefficiency  before  item 
is  voted. 

47.  That  where  allowances  in  a  previous  budget  are  not  used  and  are  requested  for  next 
budget,  the  regents  ask,  not  whether  effort  has  been  made  but  what  kind  and  amount  of 
effort  has  been  made,  to  utilize  the  amount  set  aside  by  the  legislature. 

48.  That  where  persons  are  to  withdraw  from  service,  the  salaries  for  the  succeeding 
year  be  entered  at  the  current  year  salary  or  at  the  beginning  salary  for  each  position  rather 
than  at  the  normal  salary  increase  due  to  the  present  incumbent. 

49.  That  where  contingent  allowances  for  salaries  or  supplies  be  disproportionately 
small,  special  explanation  be  required. 

50.  That  the  estimate  for  summer  session  include  each  year  the  total  liability  to  date 
because  of  deferred  payment  to  be  taken  in  form  of  leave  of  absence;  and  that  the  cost  of 
leaves  of  absence  earned  by  summer  session  teaching  be  charged  against  the  summer  session 
and  not  against  the  various  departments,  as  heretofore. 

51.  That  in  allotting  the  increase  for  the  university  Extension  Division  a  clear  state- 
ment appear  as  to  what  portion  of  the  increase  is  for  entirely  new  work  as  distinct  from 
extension  of  old  work  and  increases  of  salar>'  for  present  staff. 

52.  That  where  premises  are  to  be  rented,  the  premises  be  specifically  indicated,  the  pur- 
poses and  the  need  shown. 

53.  That  a  profit  and  loss  report  to  include  accruals — bills  unpaid  and  revenues  due — 
be  submitted  in  connection  with  the  budget  for  the  dormitories,  commons,  and  estimated 
revenues  and  expenses  for  different  laboratories  where  fees  are  supposed  to  be  equal  to 
but   not   to   exceed   the   cost. 

54.  That  in  estimating  laboratory  fees  and  laboratory  expenditures,  distinction  be  made 
betw(!en  cost  incurred  by  instruction  of  students  and  cost  incurred  for  special  research  by 
undeigraduate  or  graduate  students  or  faculty. 

55.  That  where  faculty  members  are  also  enrolled  as  students  a  special  symbol  indicate 
the  fact  in  the  budget  estimates. 

56.  That  under  Romance  languages  it  be  indicated  whether  French,  or  Spanish,  or  Italian 
is  taught. 

57.  That  the  business  details  by  colleges  be  distributed  so  lar  as  is  possible  according 
to  the  department. 

58.  That  accruals  for  the  preceding  year  and  for  the  current  year  to  date  of  making  the 
budget  be  summarized  and  explanation  made  wherever  a  sum  not  used  in  the  di\ision 
for  which  originally  voted  has  been  used  for  some  other  purpose. 

59.  That  stenographic  notes  be  taken  of  discussions  of  the  meetings  of  the  finance  com- 
mittee and  of  the  regents,  so  as  to  record  questions  raised  and  make  permanent  record  of 
statements. 

60.  That  wherever  question  is  raised  or  promise  made  or  investigation  called  for,  the 
stenographic  notes  be  transcribed,  incorporated  in  the  minutes  of  the  regents  and  used 
as  the  basis  for  committee  assignments  and  later  report. 

61.  That  in  connection  with  the  budget  there  be  available  summaries  to  show  the  size 
of  class  for  different  instructors  and  increase  or  decrease  in  register  by  departments  and 
instructors. 

62.  That  in  connection  with  all  estimates  the  amount  of  work  to  be  done  be  stated  with 
the   amount  of  money   requested. 

63.  That  where  extensions  of  plant  are  requested  facts  be  given  to  show  the  use  of  exist- 
ing plants,  especially  time  when  not  used. 

64.  That  where  extensions  of  work  are  provided,  the  allowances  for  such  extension  be 
held  as  accruals  preferably  until  the  end  of  the  year;  that  in  any  case  no  transfer  be  made 
of  such  accruals  until  after  clear  explanation  has  been  given  to  the  regents  showing  why 
the  work  which  seemed  urgent  at  budget  making  time  has  since  become  unnecessary. 

65.  That  at  the  time  the  budget  is  voted  resolutions  also  be  voted  requiring  immediate 
notice  to  the  regents  of  any  change  of  plan  which  will  release  funds,  such  as  decision  to 
discontinue  a  service. 

66.  That  the  accounting  division  rigidly  observe  the  budget  items  and  charge  to  no  item 
expense  incurred  on  account  of  the  work  understood  to  be  covered  under  other  item  or 
items. 

67.  That  no  department  be  allowed  to  incur  obligations  or  cause  charges,  including 
accruals,  against  any  item  to  exceed  the  budget  allowance  for  that  item  without  special 
authorization  by  the  budget  voting  body,  the  Board  of  Regents. 

68.  That  in  connection  with  each  departmental  estimate  appear  a  summary  statement 
of  the  number  of  classes  having  10  or  more  students  (by  number)  for  the  first  and  second 
semesters  of  the  current  year  and  that  in  addition  a  summary  be  submitted  with  the  budget 

911 


University  Survey  Report 

giving  the  name  of  each  member  of  the  instructional  staff  who  had  fewer  than  10,  and  fewer 
than  5,  students  in  any  class  during  the  first  and  second  semesters  of  the  current  year,  with 
estimate  of  the  number  of  such  classes  for  which  budgetary  provision  is  requested. 

69.  That  the  estimated  expense  on  account  of  graduate  students  be  distinguished  from 
the  estimated  expense  on  account  of  undergraduate  students. 

70.  That  the  remission  of  hours  of  teaching,  whether  lor  research  or  for  administration, 
be  set  up  and  clearly  shown,  and  that  cost  for  these  two  purposes  be  clearly  distinguished 
in  the  budget  and  specifically   provided  for. 

71.  That  uniform  instructions  and  schedules  of  (juestions  be  sent  to  departments  and 
officers  stating  the  time  for  submission  of  estimates  to  the  president  and  calling  for  the 
minimum  ol  information  and  explanation  necessary  to  enable  president  and  regents  and 
public  to  understand  the  fact  basis  and  program  basis  for  the  estimates. 

72.  That  these  schedules  contain  facts  as  to  salary  and  reported  enrollment  per  instructor 
and  per  department  and  also  a  symbol  to  note  each  instructor  who  is  entitled  to  normal 
increase  if  work  is  satisfactory;  and  finally  columns  to  show  estimated  increases  in  salary 
tor  (a)  increases  within  normal  schedule;  (b)  exceptional  increnses  with  explanation;  (c) 
extensions  of  present  work;  (d)  new  work,  with  reasons. 

73.  That  before  departmental  estimates  are  submitted  to  deans  they  be  submitted  to 
departmental  committees,  as  per  section  8,  chapter  II,  laws  of  regents. 

74.  That  all  modifications  in  departmental  estimates  resulting  from  conference  with 
deans  or  president  be  submitted  to  departmental  committees  and  final  revision  made  by 
them. 

75.  That  for  proposals  endorsed  by  the  president  all  explanations  which  are  submitted 
by  deans  or  departments  or  other  officers  to  the  president  be  manifolded  and  included  in 
the  copies  of  the  estimates  which  are  submitted  to  the  regent  finance  committee. 

76.  That  for  completeness  and  accuracy  of  statement  and  estimates,  including  comparison 
of  work  done  with  cost,  all  estimates  be  submitted  to  the  business  manager  for  audit  and 
verification  as  to  accuracy  and  completeness  of  fact,  and  adequateness  of  comparison  and 
form. 

77.  That  in  the  preliminary  estimates  to  go  before  the  president  and  from  the  president 
to  the  finance  committee  the  various  steps  recommended  above  as  to  indicating  and  ex- 
plaining increases,  decreases,  etc.,  be  observed. 

78.  That  for  every  class  numbering  fewer  than  10  students  a  special  explanation  be  re- 
quired, whether  for  uncJergraduate  or  graduate  class  and  that  a  summary  of  such  small 
classes  be  presented  with  a  statement  of  amounts  of  money  involved  (exhibit  33). 

79.  That  in  reporting  cost,  overhead  charges  be  distributed  according  to  the  departments 
and  colleges  using  buildings  (exhibit  27);  see  also  part  IV  and  recommendations  188,  213, 
214. 

Regarding  buildings — use  of  space   (16) 

80.  That  responsibilitv  for  efficient  and  complete  use  of  the  university's  physical  plant 
be  assumed  by  the  Board  of  Regents,  to  be  discharged  through  an  administrative  ofTicer, 
under  the  direction  of  the  business  manager  rather  than  through  a  faculty  committee. 

81.  That  full  information  be  required  from  the  faculty  and  full  opportunity  to  present 
requests  be  given  to  the  faculty. 

82.  That  in  allotting  space  tentative  schedules  for  the  second  semester  be  drafted  as 
outlined  in  detailed  report. 

83.  That  free  use  of  vacant  classrooms  in  the  engineering,  law,  biology,  and  chemistry 
buildings  be  made  use  of  by  classes  in  academic  departments,  which  are  at  present  housed 
in  university,  north  and  south  halls;  that  to  relieve  the  congestion  in  agricultural  buildings 
during  the  rush  periods  of  short  courses,  classrooms  and  auditoriums  not  otherwise  used 
be  available  for  assignment  by  the  agricultural  college. 

84.  That  in  view  of  the  small  use  of  rooms  in  the  agricultural  buildings,  future  needs 
for  laboratory  space  be  met  first  by  converting  classrooms  into  laboratories  and  by  sub- 
jecting present  classrooms  to  greater  usage;  that  the  building  policy  of  the  agricultural 
college  be  aimed  toward  the  construction  of  a  central  classroom  building  for  nil  lecture  and 
recitation  work  and  the  ultimate  conversion  of  present  classrooms  into  laboratories,  as 
the  need  arises;  that  the  university  seek  release  from  the  lease  of  the  building  rented  from 
the  dean  of  the  College  of  Agriculture  for  the  entomological  laboratory  and  provide  for 
this  work  in  the  spare  space  in  the  biology  building. 

85.  That  future  buildings  be  planned  with  special  reference  to  classroom  efficiency,  fol- 
lowing detailed  study  of  the  university's  previous  experience  with  classrooms  of  different 
size. 

86.  That  the  imperfect  ventilation  of  practically  all  university  buildings  be  given  special 
attention  not  only  by  administrative  ofiicers,  but  by  the  engineering,  chemical  and  educa- 
tion departments  for  the  double  purpose  of  making  laboratory  use  of  the  university's  ex- 
perience for  the  purpose  of  improving  the  ventilation  and  of  insuring  adequate  ventilation 
in  new  buildings. 

87.  That  in  view  of  inadequate  toilet  accommodations  in  many  university  buildings, 
including  the  newest  building — the  Wisconsin  high  school — and  notably  the  lack  of  accom- 
modations for  women  in  university  hall,  steps  be  taken  to  make  all  university  buildings 
conform  to  the  minimum  standards  as  promulgated  by  the  United  States  Bureau  of  Edu- 
cation. 

912 


Exhibit  36 

88.  That  to  release  space  immediately  without  waiting  for  the  construc-Uon  of  new  build- 
ings the  feasibility  be  considered  of  converting  some  of  the  larger  classrooms  which  are  now 
used  a  small  percentage  of  the  time  into  small  classrooms  and  ollices;  that  in  thus  combining, 
devises  be  used  for  making  it  possible  to  throw  two  or  four  rooms  into  one  auditorium  for 
occasional  use  by  larger  numbers. 

89.  That  the  duplication  of  courses  be  made  the  subject  of  administrative  investigation 
and  of  administrative  control. 

90.  That  the  architect  be  asked  to  report  upon  the  feasibility  of  making  available  for 
class  and  laboratory  purposes  portions  of  the  biology  building  now  used  as  foyers. 

91.  That  an  exact  record  be  kept  of  the  use  of  laboratories. 

92.  That  before  voting  S200,000  for  a  new  physics  building,  the  regents  ask  for  specific 
answers  to  the  following  questions  regarding  the  Physics  Department: 

(a)  Why  cannot  some  of  the  23%  of  space  now  used  by  the  Physics  Department 
for  research  laboratories  only  be  temporarily  released  for  general  student  laboratories 
also? 

(b)  Why  cannot  the  mechanician  shop  in  the  south  wing  of  the  basement  of  science 
hall  be  combined  with  the  shop  in  the  engineering  building,  thus  releasing  more  space 
for  laboratories? 

(c)  Why  cannot  the  south  wing  on  the  third  floor  of  science  hall,  now  occupied  by 
the  Department  of  Pathology,  be  released  for  use  by  physical  laboratories,  through 
moving  the  Pathology  Department  to  the  biology  building? 

(d)  Why  cannot  classes  in  commercial  geography  and  other  lectures  in  the  Geology 
Department  be  given  in  other  buildings  where  there  are  vacancies,  so  that  at  least 
two  classrooms  on  the  third  floor  of  the  south  wing  may  be  released  for  the  Physics 
Department? 

(e)  Why  cannot  the  large  class  in  physics  1  be  divided  so  that  instead  of  haNang 
them  all  at  eleven  o'clock  a  second  section  be  held?  (The  full  professor  who  gives 
this  course  reports  but  four  hours  of  classroom  teaching  this  fall.) 

(f)  Why  do  so  few  students  go  on  into  advanced  physics  when  there  are  over  400 
in  the  elementary  class?  Should  this  elementary'  course  be  given  to  as  many  students 
as  elect  it?  How  far  if  at  all  can  this  elementary  work  be  shifted  to  high  schools  either 
by  encouraging  high  schools  to  introduce  courses  or  by  giving  advanced  credit  for  ad- 
vanced work? 

93.  That  for  relief  of  the  Department  of  Education  whose  oHTicers  are  now  using 
cramped  quarters,  space  now  available  in  the  Wisconsin  high  school  building  be  used. 

94.  That  before  the  regents  take  further  action  on  either  present  or  future  plans  for  new 
buildings,  they  consider  and  thoroughly  test  the  survey's  recommendations  as  to  the  utili- 
zation  of  existing  space. 

95.  That  before  spending  850,000  on  a  new  shop  building  the  regents  require  a  detailed 
investigation  and  report  from  the  engineering  department  covering  the  following  points: 

(a)  The  way  the  University  of  Cincinnati  uses  the  equipment  of  manufacturing 
plants. 

(b)  The  educational  value  of  this  part  time  arrangement  as  shown  in  Cincinnati 
and  other  cities. 

(c)  The  equipment  available  in  engineering  plants  in  Madison. 

(d)  Educational  advantages  or  disadvantages  of  seeking  cooperation  with  these 
commercial  plants. 

(e)  Relative  advantages  and  disadvantages  of  extending  the  university's  work  for 
engineers  as  the  university  is  planning  to  extend  its  work  for  the  Medical  School  to 
Milwaukee,  for  part  at  least  of  the  junior  and  senior  years  in  order  that  "clinical  ma- 
terial and  clinical  field  experience"  may  be  secured  for  Wisconsin  engineers  by  co- 
operation with  Milwaukee's  great  manufacturing  plants  (exhibit  27;  see  also  recom- 
mendation 109  regarding  chemical  laboratories). 

Regarding  the  catalogue  (13) 

96.  That  the  Board  of  Regents  either  through  the  secretary  or  through  the  business 
manager  assume  responsibility  for  the  adequacy  of  the  catalogue  and  the  economy  of  its 
preparation   and   distribution. 

97.  That  before  the  first  steps  are  taken  to  publish  the  next  catalogue  for  1914-15,  the 
chairmen  of  departments,  directors  of  courses,  deans  and  assistant  deans  of  colleges,  the 
registrar,  business  manager  and  other  officers  responsible  for  university  administration 
and  policv,  and  each  regent  and  official  visitor,  be  asked  to  read  critically  pages  111-124 
of  the  eighth  annual  report  of  the  Carnegie  Foundation  for  the  .\dvancement  of  Teaching, 
which  condenses  the  strong  and  weak  points  of  over  1.000  college  and  university  catalogues. 

98.  That  instead  of  issuing  16,000  volumes  of  802  pages  there  be  issued  separate  sections 
of  such  size  and  in  such  number  as  experience  shows  is  necessary. 

99.  That  for  exchanges  with  other  universities,  or  for  libraries,  or  for  the  limited  number 
at  the  University  of  Wisconsin  who  want  all  the  university  announcements  in  one  volume, 
a  small  complete  edition  be  issued  in  one  binding,  consecutive  paging  and  index. 

913 

SuR.— 58 


University  Survey  Report 

100.  That  the  general  information  in  the  catalogue  be  revised  each  year  in  order  to  keep 
it  up  to  date;  that  it  be  kept  up  to  date  not  merely  with  respect  to  Wisconsin's  own  facts 
but  with  respect  to  standards  of  catalogue  making  as  shown  by  such  studies  of  other  cata- 
logues as  it  will  be  easy  to  organize  through  students  wishing  to  do  comparative  laboratory 
work. 

101.  That  department  announcements  be  summarized  in  tabular  form  before  the  detailed 
list  of  classes,  so  as  to  show  the  number,  title,  credits,  of  whom  required,  who  is  eligible, 
and  the  prerequisites. 

102.  That  all  work  offered  in  various  lines  be  clearly  outlined  and  explained  to  aid  the 
student  in  selecting  his  course  with  reference  to  the  things  which  belong  together  and  to 
the  use  he  wishes  to  make  of  each  part  of  the  course  and  the  course  as  a  whole. 

103.  That  care  be  exercised  in  preparing  class  announcements  to  indicate  clearly  the 
ground  to  be  covered. 

104.  That  the  general  information  be  consolidated  and  increased  to  include  answers 
to  the  many  questions  that  come  yearly  to  the  registrar  as  to  courses,  entrance  require- 
ments, conditions  of  living,  chance  of  earning,  etc. 

105.  That  typographical  aids  to  quick  understanding  be  increased. 

106.  That  the  size  of  volumes  be  reduced  by  use  of  tabular  form  in  small  type,  substi- 
tution of  small  for  large  type  in  much  descriptive  matter,  etc. 

107.  That  each  section  contain  descriptive  guide,  by  titles,  to  other  current  sections, 
and  also  to  special  bulletins  and  announcements. 

108.  That  a  complete  record  be  kept  showing  separately  the  cost  of  producing,  the  cost 
of  distributing,  and  the  lists  of  those  to  whom  a  catalogue  is  sent,  so  that  the  results  of 
catalogue  distribution  may  be  learned  (exhibit  7), 

Regarding    chemical    laboratories    (1) 

109.  That  the  Board  of  Regents  call  for  a  thorough  investigation  not  of  what  this  or 
that  instructor  may  think  or  may  feel  or  may  want,  but  of  what  the  actual  measurements 
and  tests  show  as  to  the  feasibility  of  securing  from  present  chemical  laboratory  space  two 
and  a  half  times  the  present  rate  of  use  by  (a)  multiplication  of  the  number  of  lockers  in 
the  laboratory;  (b)  common  use  of  certain  apparatus  by  all  students;  (c)  use  of  locker  cabi- 
nets, alternating  with  chemical  desks  to  increase  locker  capacity;  (d)  limit  the  amount 
of  apparatus  assigned  exclusively  to  an  individual  student;  (e)  require  two  students  to 
use  the  same  locker  jointly;  (f)  store  apparatus  on  side  tables  or  on  an  enlarged  laboratory 
table  top;  (g)  adoption  of  the  laboratory  plan  described  in  detail  in  exhibit  14. 

Regarding  chemistry— elementary  course   (7) 

110.  That  if  lectures  are  to  continue  in  elementary  chemistry  during  the  second  semester, 
the  laboratory  and  quiz  work  also  continue  in  general  chemistry,  thus  contributing  to  a 
broad  foundation. 

111.  That  if  qualitative  analysis  be  retained  for  laboratory  and  quiz  work  during  the 
second  semester  at  least  one  hour  be  taken  from  the  present  three  hours  of  lecture  and  be 
added  to  the  present  one  hour  of  quiz  work. 

112.  That  if  only  two  hours  of  lectures  be  given,  one-half  the  time  be  given  to  elaboration 
of  some  of  the  present  digressions,  such  as  industrial  chemistry  or  chemistry  as  used  by 
health  departments  and  hospitals,  so  as  to  give  to  qualitative  analysis  work  an  illumination 
by  the  professor  in  charge  in  addition  to  quiz  and  laboratory  attention  of  assistants. 

113.  That  whether  or  not  qualitative  analysis  be  eliminated  from  the  general  chemistry 
course,  the  number  of  lecture  hours  be  reduced  from  three  to  two,  and  time  taken  from 
lectures  be  given  through  quiz  to  insuring  a  firm  grip  by  students  on  the  elements  of  the 
subject. 

114.  That  for  students  who  are  planning  to  make  vocational  use  of  chemistry  the  uni- 
versity consider  substituting  small  classes  and  the  combination  of  lecture,  recitation,  quiz 
for  the  present  class  of  over  500. 

115.  That  for  students  who  want  "a  taste  of  the  subject  for  general  culture"  a  special 
course  of  general  lectures  be  given,  such  as  the  general  information  courses  now  given  by 
other  departments  of  letters  and  science. 

116.  That  of  all  students  who  wish  to  make  vocational  use  of  chemistry  a  rigid  standard 
be  required,  such  as  is  required  in  the  business  world,  and  that  instead  of  a  passing  mark 
of  70,  a  passing  mark  of  correct  be  required  before  they  are  permitted  to  go  on  with  the 
laboratory  work,  and  certainly  before  they  are  given  the  certificate  of  the  course  in  chem- 
istry  (exhibit   14). 

Regarding  dormitories   (19) 

117.  That  effort  be  made  before  the  close  of  the  first  semester  to  locate  out  of  state  stu- 
dents now  residing  in  women's  dormitories  in  Madison  homes  that  will  be  entirely  accept- 
able to  students  and  their  parents. 

118.  That  effort  be  made  to  persuade  those  six  students  who  have  parents,  guardians 
or  friends  in  Madison,  to  live  with  such  parents,  guardians  or  friends  rather  than  in  the 
dormitories  as  at  present. 

914 


Exhibit  36 

119.  That  the  places  vacated  by  non-resident  students  and  residents  of  Madison  be  filled 
with  legal  residents  of  Wisconsin  from  outside  of  Madison  desiring  to  live  in  the  dormitory. 

120.  That  it  be  announced  at  once  that  the  dates  for  assigning  rooms  next  year  will  be 
changed  and  that  until  further  dormitory  accommodations  are  available  for  women,  no 
non-resident  student  in  any  class  shall  be  assigned  a  room  in  the  dormitory  until  September 
1st. 

121.  That  assignments  to  out  of  state  students  for  the  summer  session  be  made  five 
days  later  than  heretofore;  i.  e.,  .June  2()th  instead  of  June  l.")th. 

122.  That  the  present  method  of  standing  in  line  be  abandoned,  and  that  applications 
be  filed  as  received  only  by  mail. 

123.  That  the  advantages  which  the  university  feels  attach  to  residence  in  dormitories 
be  made  clear  to  women  students,  present  and  prospective,  through  catalogue  and  other 
notices. 

124.  That  studies  be  made  to  supplement  present  information  so  that  the  university 
will  be  able  to  state  definitely  how  the  cost  and  conditions  of  living  within  the  dormitories 
compare  with  cost  and  conditions  of  living  outside  the  dormitories  in  private  houses  of 
different  classes  and  in  sorority  houses. 

125.  That  the  statement  in  the   1913-14  catalogue  (pages  129-130)  be  amended  so  as 

(a)  to  compare  the  cost  and  conditions  of  living  inside  the  dormitories  with  those  outside; 

(b)  to  make  it  clear  how  much  per  person  the  double  rooms  cost  and  how  many  single  and 
how  many  double  rooms  there  are;  (c)  to  indicate  the  character  of  board  olTered  at  S4.50 
per  week;  (d)  to  indicate  the  opportunities  for  even  less  expensive  board  at  the  university's 
cafeteria  and  commons;  (e)  to  include  both  "dormitories"  and  "women's  dormitories"  in 
the  index  of  the  catalogue. 

126.  That  in  allotting  rooms  double  rooms  be  not  allotted  to  one  individual  even  if  willing 
to  pay  the  additional  price. 

127.  That  the  slip  containing  official  regulations,  which  goes  to  women  seeking  admission 
to  the  university  be  amended  so  as  (a)  to  state  essential  facts  about  cost  and  advantages 
of  residence  in  dormitories;  (b)  to  give  the  essential  facts  about  the  board  olTered  by  the 
halls  to  students  living  outside  the  dormitories;  (c)  to  change  the  date  for  making  room 
assignments  to  non-resident  students  for  seniors  and  juniors  from  June  1st,  and  for  sopho- 
mores from  July  1st,  to  September  1st. 

128.  That  in  addition  to  making  information  available  to  this  year's  freshmen,  sophomores 
and  juniors  while  they  are  in  residence,  the  essential  information  be  made  available  to  the 
parents  who  pay  the  bills  and  who  are  anxious  to  have  their  daughters  enjoy  the  most  favor- 
able living  conditions  while  at  the  university  (exhibit  9). 

129.  That  instead  of  spending  half  of  the  $300,000  voted  for  dormitories  and  union  upon 
a  union,  the  whole  be  spent  for  dormitories  and  in  the  meantime  the  present  student  union 
and  present  gymnasium  be  used  for  more  convocations,  student  meetings,  etc. 

130.  That  instead  of  s.pending  the  funds  which  it  is  now  proposed  to  spend  upon  the  wing 
of  the  soils  building,  the  liberal  arts  building,  the  physics  building,  and  the  equipment  this 
money  be  put  into  self-supporting  student  dormitories  by  legislative  authorization. 

131.  That  as  part  of  the  program  for  preventing  out  of  state  students  from  increasing 
the  cost  of  living  for  Wisconsin  students  the  university  consider  requiring  non-resident 
students  to  register  either  outside  of  the  "university  belt"  of  private  rooms  or  in  self-sup- 
porting dormitories  which  will  pay  back  cost  of  operation  and  cost  of  construction. 

132.  That  the  university  raise  funds  in  the  open  market  for  the  construction  of  dormi- 
tories on  pledge  of  future  dormitory  revenues. 

133.  That  before  March  1,  1915  the  regents  call  for  and  consider  alternative  i)lans  for 
men's  dormitories  and  commons  with  specifications  of  cost  for  room  and  board  under  each 
alternative;  that  this  cost  be  estimated  separately  in  the  three  following  ways: 

(a)  For  paying  all  operation  and  maintenance  charges,  but  not  paying  each  year's 
share  towards  the  cost  of  the  building. 

(b)  For  paying  operation  and  maintenance  charges,  plus  interest  on  the  cost  of  the 
building. 

(c)  For  paying  not  only  maintenance  and  operation  cost  including  interest,  but 
also  each  year's  share  of  the  total  necessary  to  replace  the  buildinc  when  it  heconies 
obsolete. 

134.  That  in  making  plans  for  dormitories  the  building  be  fitted  in  size,  architecture, 
etc.,  to  the  cost  of  living;  that  is,  that  instead  of  starting  with  any  given  amount  of  money, 
the  estimates  start  with  the  prices  which  it  is  felt  students  can  alTord  to  pay  for  room  and 
board  while  still  paying  all  cost  of  maintaining  and  operating  the  dornnlory. 

135.  That  the  university's  plans  for  self-supporting  dormitories  sent  to  the  survey  in 
August,    1914,  be  modified  as  follows: 

(a)  A  smaller  unit  for  the  single  room  than  10'  x  15'  called  for  in  this  plan. 

(b)  The  inclusion  of  plans  for  double  rooms  so  that  for  example  instead  of  having 
60  single  rooms  to  the  floor  there  be  20  single  rooms  and  25  double  rooms,  the  double 

rooms  being  one  and  one-half  times  the  size  of  the  single  room  (i.  e.  three  siiigle  rooms  making 
two  double  rooms)., 

(c)  Prices  to  be  modified  according  to  both  size  of  room  and  location. 

(d)  In  this  way  reduce  the  cost  per  student  from  the  $515  plus  $50  for  furniture 
to  $442  plus  $50  for  furniture  (exhibit  27). 

915 


University  Survey  Report 

Regarding  earnings  of  faculty  members  by  other  than  university  work  (6) 

136.  That  the  arrangement  between  the  university  and  instructors  specify  a  regular 
schedule  for  appointments  of  instructors  with  students. 

137.  That  the  by-laws  and  laws  of  the  regents  be  amended  to  provide  the  following: 

(a)  That  each  member  of  the  instructional  and  non-instructional  staff  specifically 
show  the  number  of  hours  of  instruction  or  research  or  other  employment  that  is  due 
the  university. 

(b)  That  to  make  it  easy  to  report  absences  or  changes  of  appointments  the  business 
office  provide  suitable  blanks  and  metliod  for  receiving  and  recording  results,  as  for 
example  in  connection  with  the  monthly  receipt  for  salary. 

(c)  That  the  report  of  absence  include  engagements  not  kept,  appointments  post- 
poned but  kept,  appointments  kept  by  other  member  of  department  or  of  the  uni- 
versity. 

(d)  That  the  record  of  absence,  postponed  appointments,  or  use  of  substitutes  for 
appointments  be  currently  placed  before  the  deans  and  president,  and  permanently 
recorded  in  semester  reports  to  the  regents. 

(e)  That  steps  suggested  in  exhibit  3  and  elsewhere  with  regard  to  keeping  in  touch 
with  the  quality  of  work  done  for  students  inside  and  outside  the  classroom  be  taken 
to  determine  whether  absence  or  postponement  results  in  impairment  or  enhancement 
of  service  to  the  university. 

138.  That  for  the  period  of  a  year  the  total  cost  to  the  university  of  absences  recorded 
be  computed  at  the  rate  which  the  university  pays  each  instructor  in  question  for  the  number 
of  appointments  missed,  in  order  that  the  university  may  know  from  its  own  experience 
whether  salary  deductions  should  be  made  for  absences  and  what  maximum  number  of 
absences  may  be  allowed  without  salary  deduction. 

139.  That  a  current  record  show  appointments  that  have  been  kept,  which  appointment! 
have  not  been  kept,  and  the  reason. 

140.  That  written  explanation  be  filed  with  deans  on  blanks  provided  by  the  business 
office  not  only  for  protracted  absence  requested,  but  for  all  absences,  to  include  those  when 
substitutes  are  provided,  as  well  as  those  for  which  no  substitutes  are  provided. 

141.  That  when  absences  are  granted  to  individuals  for  the  purpose  of  representing  the 
university,  or  serving  the  university,  at  national  or  state  conventions,  two  steps  be  taken 
to  secure  results  commensurate  with  the  cost  to  the  university:  that  two  reports  be  required 
for  administrative  officers  and  regents — one  written  report  of  suggestions  received  for  the 
university  to  be  recorded  with  administrative  officers  and  regents;  and  one  written  report 
as  to  how  absence  has  been  used  by  the  individuals  in  question  for  the  improvement  of 
their  own  work  or  that  of  their  department. 

Regarding  the  Engineering   College   (5) 

142.  That  the  regents  and  legislature  carefully  consider  the  advisability  and  feasibility 
of  establishing  in  Milwaukee  a  nucleus  around  which  to  develop  a  cooperative  system  of 
education  as  part  of  the  university's  engineering  training.  The  principal  changes  that 
would  be  necessary  are  these: 

(a)  The  completion  in  the  freshman  and  sophomore  years  of  academic  work  and 
required  subjects  for  general  engineering,  such  as  chemistry,  physics,  mathematics 
would  be  necessary. 

(b)  The  last  two  years,  or  the  last  year  and  a  half,  would  be  spent  in  factories  where 
university  laboratory  work  would  be  supplemented  by  field  work,  and  the  courses 
in  theory  adapted  to  field  work  rather  than  theoretical  laboratory  work. 

(c)  The  factory  and  laboratory  and  field  work  would  be  coordinated  through  a  special 
teacher,  field  supervisor,  or  so-called  coordinator. 

(d)  For  the  present  school  year  of  nine  months  would  be  substituted  a  year  of  11 
months. 

(e)  Students  would  not  merely  observe  chemical,  machinery  and  other  commercial 
plants,  but  would  work  their  way  up  in  these  plants,  subject  to  commercial  requirements 
of  promptness  and  efficiency. 

(f)  Students  by  their  earnings  would  pay  their  way  through  at  least  the  last  two 
years  of  college. 

(g)  Twice  as  many  students  could  be  accommodated  in  the  same  plant  for  one  relay 
is  always  working  in  the  factory  while  the  other  is  at  the  university. 

(h)  Much  of  the  expenditure  for  equipment  may  be  avoided  by  the  university  by 
utilizing  commercial  plants. 

143.  That  in  view  of  the  small  enrollment  in  the  mining  engineering  course  the  regents 
call  for  an  investigation  to  ascertain  whether  the  individual  courses  would  not  be  quite 
as  effective  and  less  expensive  if  they  were  included  in  the  work  of  one  of  the  other  larger 
existing  departments. 

144.  That  from  the  standpoint  of  economy  and  efficiency  the  regents  seek  answers  to 
the  following  questions  regarding  the  Department  of  Chemical  Engineering: 

916 


Exhibit  36 

(a)  In  view  of  the  nature  of  the  lecture  course  in  industrial  chemistrj'  and  of  the 
large  number  of  letters  and  science  students  electing  it,  is  there  reason  to  believe  that 
this  course  might  well  be  shifted  to  the  Chemistry  Department  in  the  College  of  Letters 
and  Science. 

(b)  The  same  question  is  raised  with  regard  to  the  courses  in  electrochemistrv. 
fuel,  oil  and  gas  analysis.  Emphasis  on  the  technical  side  of  these  subjects  is  evidentiv 
not  the  reason  for  teaching  them  in  the  engineering  college,  because  the  men  teaching 
these  courses  have  had  no  practical  experience  in  these  fields,  nor  has  the  head  of  the 
department  ever  had  any  appreciable  practical  training  in  these  subjects. 

(c)  Could  not  the  Department  of  Mechanical  Engineering  conduct  the  course  in 
metallography  with  equal  success  and  less  expense? 

145.  That  the  questions,  comments  and  criticisms  submitted  to  the  survey  bv  engineering 
seniors  and  alumni  as  summarized  in  exhibit  15,  be  the  subject  of  further  study  bv  university 
administrative  ofTicers  and  regents. 

146.  That  the  valuable  information  and  suggestions  as  to  inquiry  needed  submitted 
by  engineering  students  in  answer  to  the  Board  of  Visitors'  questionnaire  be  carefully  fol- 
lowed up  by  the  College  of  Engineering;  and  that  the  president  and  regents  take  steps  to 
see  what  is  done  by  the  College  of  Engineering  to  make  use  of  student  suggestion  and  criti- 
cism (exhibit  15). 

Regarding  English  courses — compulsory  and  elective  (8) 

147.  That  instead  of  requiring  every  freshman  to  take  freshman  English  those  be  ex- 
empted who  show  ability  to  do  the  kind  of  work  done  during  the  first  year. 

148.  That  students  be  assigned  to  instructors,  not  in  order  of  registration  as  at  present, 
but  according  to  the  student's  ability  or  preference,  or  the  instructor's  ability. 

149.  That  the  regents  ask  to  have  the  following  questions  investigated  and  answered: 

(a)  How  much  if  any  of  the  freshman  English  work  might  with  benefit  to  the  uni- 
versity, student  and  high  school  be  expected  to  be  done  in  the  high  school? 

(b)  How  if  at  all  should  the  university  entrance  English  requirements  be  changed 
in  order  to  make  it  unnecessary'  for  the  university  to  spend  so  much  energy  in  regular 
and  summer  courses  on  the  elements  of  English  composition? 

(c)  Why  do  so  few  students  elect  advanced  courses  in  English? 

(d)  How  much  if  any  of  the  money  now  spent  upon  freshman  English  might  be 
more  advantageously  spent  upon  reviewing  English  done  by  testing  and  improving 
the  use  of  English  in  other  than  English  classes? 

(e)  How  far  if  at  all  might  compulsory  theme  work  with  advantage  give  wav  to 
field  work  that  would  teach  students  to  observe  and  give  them  reason  for  thinking 
and  writing?  Is  it  not  desirable  at  least  to  try  an  experiment  in  substituting  work 
that  needs  to  be  done  for  themes  that  must  be  done,  as  a  method  of  training  in  use  of 
English? 

(f)  How  far  if  at  all  might  university  printing,  proofreading,  examination  papers 
be  used  for  laboratory  material  in  training  students  to  correct  use  of  English  which 
cannot  be  incorrect  without  jeopardizing  university  prestige? 

(g)  Why  is  so  little  oral  composition  insisted  upon? 

(h)  Is  it  not  to  the  disadvantage  of  both  journalism  and  English  that  journalism 
is  made  a  separate  department  and  course,  and  its  "motivating"  purpose  thus  sub- 
tracted from  the  English  Department? 

(i)  Is  it  not  to  the  disadvantage  of  both  public  speaking  and  English  that  public 
speaking  is  made  a  separate  department  and  course,  and  its  "motivating"  purpose 
thus  subtracted  from  the  English  Department? 

(j)  For  the  sake  of  developing  student  organizations  for  debate,  oratory,  literarv- 
work,  etc.,  would  it  be  a  good  investment  to  permit  a  selected  number  of  freshmen 
to  substitute  outside  activity  of  quality  to  be  determined  by  actual  tests  for  the  now 
compulsory  freshman  English? 

(k)  In  view  of  the  large  expenditure  for  freshman  English,  and  of  the  large  class 
in  sub-freshman  English,  is  the  university  giving  the  necessary  attention  to  the  depart- 
ment courses  for  the  training  of  teachers  of  English,  and  to  the  preparation  of  pros- 
pective teachers  in  whatever  courses  for  improving  the  quality  of  teaching  and  use 
of  English  in  high  schools? 

(1)  Would  it  help  the  status  of  English  in  the  university  if  freshmen  were  given  a 
different  content  in  the  elementary  course  so  that  even  for  the  large  number  who  drop 
out  during  the  first  semester,  positive  and  permanent  benefits  would  result  in  the  love 
of  literature  and  ability  to  enjoy  it? 

(m)  Should  the  content  of  the  second  semester's  work  in  freshman  English  be  radi- 
cally changed  so  that  students  in  vocational  courses  will  be  taught  the  possibility 
rather  than  the  impossibility  of  obtaining  a  liberal  education  througlj  their  vocational 
courses? 

150.  That  freshmen  be  not  required  to  listen  to  the  fatalistic  philosophy  of  the  essays 
now  assigned  to  all  freshman  English  students,  when  they  might  be  listening  to  reasons 
why  they  should  be  liberally  educated  no  matter  which  of  many  courses  they  elect  or  necessity 
elects  for  them. 

917 


University  Survey  Report 

151.  That  during  the  second  semester  of  the  year  1914-15  freshmen  be  asked  as  part 
of  the  freshman  EngHsh  work  to  hst  notable  men  and  women  in  American  Uterature,  journal- 
ism, art,  business,  professions,  who  are  striking  exceptions  to  the  contention  that  a  liberal 
education  can  be  obtained  only  through  a  study  of  the  humanities. 

152.  That  from  the  university  faculty  engaged  in  teaching  vocational  subjects  men  and 
women  be  selected  who  will  go  before  freshman  English  students  and  explain  how  their 
vocational  work,  supplemented  with  their  reading  and  living,  may  give  them  the  funda- 
mental elements  of  a  liberal  education. 

153.  That  the  English  department  be  asked  to  compile  a  collection  of  essays  or  state- 
ments which  will  embody  the  educational  ideals  toward  which  the  American  public  is  striv- 
ing- 

154.  That  whenever  questions  based  upon  the  essays  now  required  are  given  to  students 
the"questions  include  an  invitation  to  the  student  to  comment  upon  or  question  the  essays* 
conclusions  and  not  merely  to  repeat  them  (exhibit  11). 

Regarding  Faculty  Meetings  (28) 

155.  That  more  faculty  members  be  encouraged  to  participate  in  faculty  meetings. 

156.  That  service  on  committees  be  rendered  by  more  faculty  members. 

157.  That  facts  upon  which  formal  reports  are  based  be  required  to  be  included  in  reports 
and  be  spread  upon  the  minutes. 

158.  That  investigations  upon  which  the  faculty  bases  its  action  be  adequate  and  that 
conclusions  be  directly  based  upon  such  investigations. 

159.  That  important  subjects  be  referred  to  committees  for  report  at  a  definite  time — 
whenever  feasible  at  the  next  meeting. 

160.  That  less  time  be  given  to  disciplinary  questions  by  the  university  faculty. 

161.  That  less  time  be  given  to  administrative  matters  by  the  university  faculty. 

162.  That  more  educational  matters  be  considered  by  the  faculty. 

163.  That  the  faculty  file  books  and  minutes  be  completely  indexed. 

164.  That  the  minutes  be  paged  consecutively. 

165.  That  all  minutes  be  signed  by  the  secretary. 

166.  That  record  be  made  on  the  minutes  themselves  that  they  have  been  approved,  or 
the  corrections  made. 

167.  That  time  of  adjournment  of  each  meeting  be  noted  on  minutes. 

168.  That  all  important  questions  and  actions  be  explained  by  the  minutes. 

169.  That  important  reports  be  digested  in  minutes. 

170.  That  number  and  individuals  present  be  noted  in  minutes. 

171.  That  number  voting  on  all  motions  be  noted. 

172.  That  stenographic  notes  be  taken  of  meetings  to  aid  the  secretary  in  making  de- 
tailed digest  of  all  important  matters,  and  to  be  filed  readily  available  for  future  reference. 

173.  That  material  in  the  file  book  be  always  dated  or  otherwise  marked  to  show  where 
in  file  book  it  belongs. 

174.  That  a  calendar  of  proceedings  be  regularly  sent  out  in  advance  of  meetings;  that 
an  order  of  proceedings  be  distributed  at  the  meeting. 

175.  That  faculty  members  not  present  at  meetings  be  regularly  informed  of  action 
taken  and  announcements  made. 

176.  That  discussion  be  digested  in  minutes  to  include  names  of  participants. 

177.  That  a  calendar  of  unfinished  business  be  kept  to  date  and  submitted  at  each  meeting. 

178.  That  resumes  of  the  previous  year's  work  and  unfinished  business  be  submitted 
at  the  opening  meeting  of  each  year. 

179.  That  all  standing  committees  be  required  to  report  at  the  opening  meeting  of  the 
year. 

180.  That  new  standing  committees  be  announced  at  the  opening  meeting  of  the  year. 

181.  That  a  program  for  the  year  be  presented  at  the  opening  meeting. 

182.  That  the  first  meeting  of  the  year  come  earlier  than  heretofore. 

183.  That  previous  action  of  the  faculty  be  codified  (exhibit  24). 

Regarding    faculty    organization    (7) 

184.  That  the  regents  constitute  a  university  faculty  for  dealing  with  university  problenis 
committed  to  the  faculties,  as  follows:  (a)  one  group  of  seven  to  represent  the  faculty  in 
consideration  of  matters  of  educational  policy;  (b)  one  group  of  seven  to  represent  the  faculty 
in  consideration  of  matters  of  administration;  (c)  a  joint  faculty  of  15  members  to  consist 
of  the  two  groups  above  mentioned  and  the  president  of  the  university  acting  as  presiding 
officer,  to  correlate  results  of  work  by  the  two  separate  groups;  (d)  this  joint  group  of  14 
to  be  elected  by  the  whole  faculty  body,  one  each  from  the  five  instructional  ranks,  plus 
one  each  from  the  agricultural  course,  engineering  course,  course  for  the  training  of 
teachers,  medicine,  law,  chemistry,  commerce  and  two  at  large. 

185.  That  directors  of  courses  be  given  powers  and  duties  of  direction. 

186.  That  a  committee  of  faculty  members — preferably  not  to  include  chairmen  other 
than  chairmen  appointed  for  the  first  time  this  year — be  asked  to  report  upon  the  extent 
to  which  faculty  members  now  find  the  present  organization  and  procedure  of  departments 
satisfactory. 

918 


Exhibit  36 

187.  That  the  regents  ask  the  administrative  ofTicers  of  the  university  (a)  to  ascertain 
how  different  department  chairmen  have  construed  the  expression  "all  necessarv  records 
of  teaching  and  research"  to  be  kept  by  each  department;  (b)  to  see  in  what  if  any  instances 
chairmen  have  been  appointed  by  deans  without  consulting  the  president  and  members 
of  professorial  rank. 

188.  That  before  passing  upon  budget  estimates,  promotions,  salary  increases,  etc., 
for  the  next  year  the  regents  ask  for  a  statement  from  each  department  showing  how  many 
meetings  have  been  held  by  each  department  for  discussion  of  these  points  and  what  full 
and  associate  professors  were  present  at  these  meetings,  as  per  section  8,  chapter  II  of  the 
laws  of  regents. 

189.  That  the  regents  provide  for  analysis  of  the  detailed  reports  submitted  to  the  survey 
by  department  chairmen  in  answer  to  questions  regarding  the  work  of  chairmen,  depart- 
mental organization,  etc. 

190.  That  the  business  manager  be  asked  to  report  upon  the  adequateness  of  depart- 
mental minutes  and  records  of  research  and  teaching,  so  far  as  each  departmental  activity 
relates  to  subjects  which  later  come  before  the  regents  directly  and  indirectly  among  re- 
quests for  budget  allowances,  changes  of  laws  and  by-laws,  etc.,  (exhibit  21;  see  also  part 
IV). 

Regarding  faculty  class   records      (7) 

191.  That  the  following  information  not  now  found  in  the  semester  report  Tthe  report 
made  to  the  president  of  hours  of  instruction,  number  of  students,  etc.)  be  called  for  here- 
after: (a)  withdrawals  from  classes  between  the  time  of  the  original,  enrollment  and  the 
time  of  sending  in  blanks;  (b)  classes  of  students  for  such  exceptional  'divisions  as  military 
drill,  physical  education,  outdoor  games,  rest  hours,  calisthenics,  music,  etc.;  (c)  office 
hours — days,  hours,  and  total;  (d)  administrative  duties  and  time  taken — i.  e.,  for  committee 
work,  student  adviser,  assigned  investigation,  inspection  of  schools,  etc.;  (e)  clerical  work 
done  by  student  assistants  and  others;  (f)  classification  of  division  or  class  so  as  to  show 
whether  lecture-recitation,  quiz,  laboratory,  seminary,  thesis,  research,  or  by  "personal 
appointment";  (g)  research — subject,  place  and  time;  (h)  date  of  signing  the  blank;  fi) 
date  of  return  of  blank  by  instructor  and  receii)t  of  blank  by  president's  ofFice;  (j)  date 
on  which  blank  must  be  at  the  president's  oflice;  (k)  degree  of  responsibility  for  courses 
and  sections;  (I)  whether  blank  is  filled  out  by  the  person  whose  classes  are  reported  or 
by  a  representative;  (m)  division  of  students  by  course;  i.  e.,  agriculture — whether  long, 
middle  or  short  course;  medical — whether  exclusively  medical  or  combined  with  letters 
and  science;  chemistry^whether  chemistry  course  or  letters  and  science;  commerce — 
whether  commerce  course  or  combined  with  letters  and  science;  music — whether  si)ecial 
music  or  letters  and  science  elective;  (n)  additional  division  of  students  to  include  "auditors" 
— i.  e.,  division  into  those  seeking  credit  and  those  not  wanting  credit;  (o)  signature  of 
instructors. 

192.  That  the  information  thus  collected  be  put  promptly  and  repeatedly  before  the 
president,  deans  and  department  heads,  regents  and  Board  of  Visitors. 

193.  That  before  emergency  appointments  are  made  the  regents  carefully  consider  the 
facts  thus  disclosed  as  to  size  of  class,  number  of  hours  each  instructor  teachers,  etc. 

194.  That  the  blanks  making  up  the  semester  report  of  student  enrollment,  etc.,  be  com- 
pletely filled  out  in  all  cases. 

195.  That  the  semester  report  books  be  "tabbed"  to  indicate  alphabetical  divisions. 

196.  That  the  semester  report  be  indexed  to  show  departmental  totals  and  totals  by 
rank  of  instructor. 

1971  That  the  regents  institute  an  investigation  to  ascertain  the  possible  merits  of  Prince- 
ton's preceptorial  system  as  applied  to  Wisconsin,  together  with  the  additional  salary  cost 
necessary   (exhibit  25). 

Regarding  foreign  languages  (2) 

198.  That  a  committee  of  three,  made  up  of  faculty  members  not  teaching  foreign  lan- 
guages, be  asked  to  make  a  thorough  investigation  of  the  present  reasons  for  requiring  foreign 
language. 

199.  That  regents  take  steps  to  obtain  definite  answers  to  the  following  questions: 

(a)  How  many  students  would  take  foreign  languages  as  they  are  now  taught  if 
they  were  not  coinpelled  to  take  them? 

(b)  Are  foreign  languages  as  effectively  taught  as  they  would  be  if  they  were  com- 
pelled to  compete  with  other  subjects  for  the  interest  of  students? 

(c)  Mow  many  students  now  elect  foreign  languages  beyond  the  number  of  hours 
of  work  which  they  are  compelled  to  take? 

(d)  If  it  is  necessary  to  give  general  literary  courses  in  foreign  languages  in  English 
in  order  that  advanced  students  of  foreign  languages  may  understancT.  why  should 
these  courses  require  previous  work  in  German,  for  instance,  and  why  should  they  not 
be  open  to  students  of  English? 

(e)  How  many  students  would  like  an  opportunity  to  leani  while  at  college  to  sj)eak 
foreign  languages? 

919 


University  Survey  Report 

(f)  What  benefit  does  a  student  receive  from  a  foreign  language  who  obtains  in  his 
final  examination  a  mere  passing  mark? 

(g)  Is  indifferent  work  or  poor  training  in  foreign  languages  better  discipline  or 
better  cultivation  than  excellent  work  in  another  subject?  Is  there  any  reason  why 
any  subject  taught  in  the  university  cannot  be  so  organized  and  presented  that  the 
student  will  receive  as  much  benefit  from  the  learning  process  as  from  the  learning 
process  in  foreign  languages? 

(h)  Should  any  subject  be  taught  in  a  university  merely  for  the  sake  of  keeping 
alive  the  teaching  of  that  subject  in  high  schools? 

(i)  Would  it  be  well  to  offer  students  an  opportunity  to  elect  sections  where  they 
might  learn  to  speak? 

(j)  Why  are  there  so  few  students  in  advanced  courses  in  foreign  languages  in  pro- 
portion to  the  very  large  numbers  who  are  compelled  to  take  these  courses  during 
their  sophomore  and  later  years? 

(k)  If  it  is  felt  by  at  least  one  college  (engineering)  that  concentration  upon  one 
language  is  more  effective  before  entrance,  would  there  not  be  a  similar  advantage 
after  entrance  in  doing  16  units  of  one  language  rather  than  dividing  two  years  between 
two  languages? 

(1)  What  advantage  is  there  to  those  who  do  not  pursue  foreign  languages  beyond 
the  elementary  and  required  courses?  In  what  ways  do  these  advantages  show  in 
the  study  of  other  subjects? 

(m)  If  one  of  the  main  reasons  for  requiring  foreign  languages  is  that  better  methods 
have  been  worked  out  for  teaching  foreign  languages  than  for  teaching  other  subjects, 
should  the  university  continue  to  require  foreign  languages,  or  take  steps  to  insure 
equally  efficient^ instruction  in  other  subjects? 

(n)  Of  what  practical  use  to  an  advanced  scholar  in  other  subjects  than  foreign 
languages  is  the  degree  of  ability  to  use  foreign  languages  which  is  brought  out  by  the 
present  examinations  for  the  doctor's  degree? 

(o)  Should  the  major  professor  in  charge  of  the  work  of  a  candidate  for  a  doctor's 
degree  certify  not  merely  to  the  ability  of  a  student  to  use  the  foreign  languages  re- 
sources in  that  department,  but  to  the  fact  that  this  student  has  actually  been  making 
use  of  such  resources? 

(p)  What  justification  is  there  for  compelling  several  hundred  men  and  women 
every  year  to  take  foreign  language  besides  keeping  no  one  knows  how  many  otherwise 
satisfactory  students  out  of  the  university? 

(q)  How  far  does  actual  practice  in  the  University  of  Wisconsin  show  that  the  study 
of  foreign  languages  produces  the  results  claimed  by  the  dean  of  the  College  of  Letters 
and  Science? 

(r)  Should  all  elementary  language  courses  be  called  sub-freshman  courses  without 
credit  and  be  shifted  as  rapidly  as  possible  to  high  schools,  and  shifted  immediately 
to  the  university's  high  school  if  the  university  decides  to  continue  its  control  of  that 
school?  (exhibit  12). 

Regarding  the  Graduate  School  and  graduate  work   (17) 

200.  That  chapter  II,  section  3  of  the  laws  of  regents  and  chapter  25,  section  383  of  the 
state  laws  be  enforced,  holding  the  president  of  the  university  responsible  for  supervising 
research  and  for  reporting  biennially  to  the  legislature  "cost  and  results  of  all  important 
investigations  and  experiments." 

That  the  president  see  that  methods  calculated  to  secure  scholarly  work  are  employed 
by  the  dean  of  the  Graduate  School,  by  college  deans,  by  departments  and  individual  super- 
vising professors. 

201.  That  the  president  currently  ask  the  kind  of  question  that  will  bring  out  the  essen- 
tial facts  as  to  scholarship  of  graduate  students. 

That  in  view  of  the  defects  in  doctor's  theses  pointed  out  in  exhibit  4  the  regents  consider 
the  advisability  of  delegating  to  a  member  or  members  of  the  faculty  the  special  duty  of 
reading  theses  submitted  by  candidates  for  higher  degrees  both  before  the  degree  is  granted 
and  before  the  final  examination  is  held;  that  in  addition,  this  man  attend  all  examinations 
of  candidates  for  higher  degrees  as  a  special  examiner  with  power  and  obligation  to  ask 
questions. 

202.  That  a  sharp  line  be  drawn  not  between  graduate  students  and  undergraduate 
students  but  between  work  which  shall  be  called  of  graduate  grade  and  work  which  shall 
be  called  of  undergraduate  grade. 

203.  That  no  students  be  admitted  to  the  graduate  grade  of  work  who  do  not  prove 
themselves  able  to  do  that  quality  of  work. 

204.  That  students  who  do  not  demonstrate  ability  to  do  work  of  the  graduate  grade, 
not  only  be  denied  admission  to  graduate  courses  but  be  advised  not  to  continue  at  the 
university. 

205.  That  the  university  consider  the  advisability  of  not  admitting  to  work  of  graduate 
grade  those  students  who  have  not  proved  by  actual  work  done  in  college  that  they  know 
what  they  want  to  do  and  have  capacity  for  independent  advanced  work. 

206.  That  either  the  master's  degree  be  refused  to  students  who  do  not  prove  a  capacity 
for  independent  advanced  work,  or  else  be  granted  to  all  students  upon  completion  of  a 
fifth  year  of  work  without  formalities  which  now  give  to  the  master's  degree  a  fictitious 
importance. 

920 


Exhibit  36 

207.  That  if  neither  of  these  alternatives  is  accepted  the  university  frankly  announce 
to  the  public,  particularly  to  the  boards  of  education  which  engage  teachers,  that  the  im- 
portance which  heretofore  has  attached  to  the  master's  degree  is  only  of  reputation  and  not 
of  merit  because  nothing  is  done  to  secure  a  master's  degree  which  of  itself  proves  superior 
ability  to  teach  or  superior  ability  to  do  original  work. 

208.  That  in  all  cases  where  graduate  work  actually  means  not  advanced  work  but  a 
fifth  year  of  undergraduate  work,  the  fact  be  clearly  recognized  in  any  credential  or  degree 
which  the  university  gives,  so  that  neither  student  nor  employer  may  from  the  university's 
action  gain  a  wrong  impression  of  the  significance  of  work  called  graduate  work  merely 
because  it  is  done  after  receiving  a  bachelor's  degree. 

209.  That  the  catalogue  be  made  more  definite  so  that  prospective  graduate  students 
wishing  to  do  advanced  work  cannot  mistake  the  opportunities  offered  to  do  strictly  ad- 
vanced work  in  each  department. 

210.  That  so  far  as  the  formal  Graduate  School  is  concerned  special  announcements 
be  confined  to  departments  which  offer  enough  courses  so  that  a  student  may  take  only 
advanced  work  if  he  so  desires. 

211.  That  instead  of  trying  to  develop  graduate  work  equally  in  all  departments  the 
university  ascertain  from  present  registrations  and  present  resources  those  fields  where 
it  can  offer  enough  advanced  work  so  that  it  can  appeal  to  students  wishing  to  specialize. 

212.  That  for  advanced  work  more  opportunities  be  provided  for  field  studies  which 
need  to  be  done  under  conditions  where  it  makes  a  real  difference  whether  students'  results 
are  prompt  or  tardy,  right  or  wrong. 

213.  That  whether  or  not  it  is  decided  to  charge  out  of  state  students  the  full  cost  of 
instruction  including  a  fair  share  of  the  overhead  charges  the  university's  bookkeeping 
clearly  show  what  part  of  each  year's  cost  is  incurred  by  the  graduate  work  in  each  course 
and  each  department  on  account  of  both  out  of  state  and  Wisconsin  students. 

214.  That  in  all  budget  estimates  the  amount  and  cost  of  graduate  work  be  stated  defi- 
nitely and  not  estimated,  and  be  stated  so  as  to  show  what  part  of  the  total  is  for  advanced 
and  independent  work  and  what  part  for  continuing  work  that  does  not  represent  special- 
ization. 

215.  That  for  each  semester  the  university  secure  information  which  will  show  for  what 
reasons  each  course  is  classified  as  graduate  work  requiring  advanced  independent  work; 
how  many  students  are  in  that  course;  and  also  how  many  students  are  engaged  in  special 
research  for  themselves  and  their  professors,  and  the  nature  of  such  research. 

216.  That  as  a  means  of  making  clear  the  facilities  afforded  by  the  university  to  scholarly 
students  the  catalogue  and  announcements  of  courses  list  the  principal  research  studies 
under  way;  and  that  in  addition  it  be  considered  whether  there  is  advantage  in  listing  early 
special  studies  that  are  known  to  be  needed  in  different  fields,  which  graduate  students 
are  urged  to  undertake. 

Regarding   high  school   inspection   and   accrediting   (22) 

217.  That  the  catalogue  make  it  clear  that  a  student  from  an  unaccredited  school  may 
enter  the  university  without  examination  provided  he  is  recommended  by  his  principal. 

218.  That  official  contact  of  the  university's  committee  on  accrediting  be  with  officers  of 
the  school  board  as  well  as  with  principal  and  teacher;  that  is,  that  criticism,  suggestion 
or  commendation  be  made  in  writing  to  the  school  officers  as  well  as  to  the  principal,  instead 
of  to  the  principal  only  or  to  an  individual  teacher. 

219.  That  reasons  for  accrediting  for  one  year  only  or  for  refusing  to  accredit  be  speci- 
fically recorded. 

220.  That  vocational  subjects  be  the  subject  of  university  inspection,  as  well  as  other 
marks  of  progress  in  high  schools,  such  as  cooperation  with  factories  and  industries,  use 
of  high  schools  for  social  center,  parent  and  teacher  association  work,  etc. 

221.  That  in  reporting  on  a  school's  library  not  only  the  number  of  books  but  the  selection 
be  commented  upon. 

222.  That  in  judging  science  work,  the  report  to  the  principal  include  comments  on  that 
part  which  does  not  need  special  apparatus. 

223.  That  the  test  in  English  work  include  a  test  to  show  facility  in  written  expression. 

224.  That  previous  high  school  teaching  experience  be  required  of  the  university  high 
school  inspector. 

225.  That  a  report  of  facts  be  called  for  from  the  inspectors  by  the  committee. 

226.  That  objective  standards  be  used  in  judging  the  efficiency  of  teachers. 

227.  That  score  cards  be  used  for  judging  the  efficiency  of  class  work  and  the  adequate- 
ness  of  equipment  and  administration. 

228.  That  efficiency  of  administration  be  specificallv  reported  upon. 

229.  That  special  effort  be  made  to  insure  uniformity  of  judgment  among  inspectors 
as  to  what  is  to  be  reported  as  poor,  fair,  good  and  excellent  in  teaching,  equipment  or  scholar- 
ship. 

230.  That  information  gathered  and  recommendations  made  by  inspectors  be  made 
matter  of  record  with  the  committee. 

231.  That  adequate  provision  be  made  for  following  up  the  committee's  suggestions 
from  year  to  year. 

232.  That  steps  be  taken  to  improve  the  now  inadequate  clerical  records  kept  by  the 
committee. 

921 


University  Survey  Report 

233.  That  the  total  cost  of  high  school  inspection  be  computed  and  reported  currently. 

234.  That  a  program  of  visits  be  planned  before  the  inspections  for  the  year  are  begun. 

235.  That  the  energy  and  resources  of  the  committee  be  more  equitably  distributed. 

236.  That  the  committee  reverse  its  decision  only  after  a  reinspection. 

237.  That  reports  of  inspectors  to  the  faculty  give  information  to  persons  and  depart- 
ments interested  in  secondary  education  as  to  the  conditions  found  in  high  schools  and 
the  light  thrown  by  high  school  conditions  upon  university  methods  and  needs. 

238.  That  meetings  be  held  at  which  the  knowledge  of  high  school  conditions  which  is 
gained  by  university  inspectors  may  be  made  available  to  all  other  inspectors  and  to  other 
persons  interested  in  secondar>^  education  (exhibit  21;  see  also  part  IV). 

Regarding  publicity  by  the   university   (7) 

239.  That  calendar  of  proceedings  be  sent  to  the  press  in  advance  of  meetings. 

240  That  there  be  a  clearing  house  for  noting  statements  regarding  the  university  or 
emanating  from  the  university  which  are  apt  to  be  miseducational;  that  the  university 
name  be  affixed  to  all  public  statements  about  the  university's  service  which  the  university 
prepares. 

241.  That  newspaper  criticisms  now  currently  noted  by  the  press  bureau  be  placed  before 
administrative  officers  and  that  administrative  use  be  made  of  this  information. 

242.  That  the  press  bureau's  connection  with  hundred  of  newspapers  be  used  to  make 
the  university  understood  and  to  meet  public  criticisms  with  statements  of  fact. 

243.  That  a  more  discriminating  mailing  list  be  used  by  the  press  bureau. 

244.  That  bulletins  and  official  press  notices  give  only  specific,  verifiable,  impartial  in- 
formation. 

245.  That  minutes  of  regents  meetings  be  printed  each  month  (exhibit  29;  see  also  part 
IV). 

Regarding  regents  (7) 

246.  That  regents  when  ordering  investigations  ask  specific  questions  calculated  to  elicit 
information  necessary  for  intelligent  judgment  and  action. 

247.  That  all  reports  upon  which  regents  base  their  action  be  made  a  part  of  the  official 
record  of  the  meeting. 

248.  That  regents  base  their  action  not  upon  conclusions  drawn  from  facts  but  upon 
the  facts  actually  furnished  by  investigation. 

249.  That  all  material  upon  which  an  investigation  is  based  and  report  made  be  submitted 
to  the  regents  and  incorporated  in  the  permanent  records  of  the  university. 

250.  That  digests  of  all  important  details  be  incorporated  in  reports  to  regents. 

251.  That  committees  of  regents  appointed  to  investigate  agree  upon  plan  for  investi- 
gation, see  that  this  plan  is  executed,  and  master  the  detail  themselves  instead  of  delegating 
responsibilitj'  for  plan  and  execution  to  administrative  officers. 

252.  That  unless  regents  will  act  independently  on  committee  assignments  investigations 
be  entrusted  directly  to  administrative  officers  for  report  to  the  board  as  a  whole  (exhibit 
34;  see  also  part    IV). 

Regarding  registration  (16) 

252.  That  effort  be  made  to  reduce  the  time  for  registration  from  three  days  to  two  days 
and  even  to  a  limit  of  one  day  for  registration  without  class  meetings. 

253.  That  the  time  table  be  printed  for  each  semester  before  the  end  of  the  semester  pre- 
ceding; that  as  rapidly  as  possible  facts  given  in  catalogue  sections  be  made  in  effect  a  time 
table. 

254.  That  upperclassmen  intending  to  return  in  the  fall  be  asked  to  consult  their  advisers 
and  make  out  their  schedules  at  the  end  of  the  spring  semester  for  the  next  year;  that  except 
for  payment  of  fees  registration  for  these  students  be  completed  at  this  time;  that  if  failure  in 
one  or  more  subjects  makes  change  of  schedule  necessary  the  student  adjust  this  at  a  con- 
ference with  his  adviser  in  the  autumn. 

255.  That  in  the  case  of  new  students  receipt  of  credentials  be  acknowledged  not  only  by  a 
slip  stating  acceptance  but  by  a  copy  of  the  time  table  and  set  of  blanks  to  be  filled  out. 

256.  That  students  whose  cases  are  regular  and  do  not  involve  special  consideration  be 
registered  by  mail. 

257.  That  students  whose  cases  are  irregular  be  given  all  possible  help  by  mail. 

258.  That  for  those  who  make  personal  registration  and  those  whose  cases  are  irregular 
be  separated  from  those  whose  cases  are  regular,  as  was  done  in  1914  at  the  suggestion  of 
the  survey;  and  that  degrees  of  irregularity  be  separated  so  that  those  whose  registration  is 
nearly  complete  need  not  be  kept  waiting  for  those  whose  registration  will  require  much 
time. 

259.  That  on  registration  days  office  hours  for  the  registrar's  office,  bursar's  office,  ad- 
visers' office  be  lengthened. 

260.  That  the  assignment  committee  of  letters  and  science  adopt  the  method  used  by  the 
agricultural  committee  in  making  duplicates  of  election  sheets  by  carbon  impression  rather 
than  by  repeated  longhand  copy. 

922 


Exhibit  36 

261.  That  in  other  colleges  the  method  be  employed  which  has  been  employed  for  upper- 
classmen  in  the  College  of  Agriculture— namely,  that  after  the  student  has  seen  his  adviser 
and  made  out  his  election  sheet  he  be  dismissed,  and  that  instead  of  waiting  one  or  two  or 
more  hours  while  his  case  goes  through  the  hands  of  the  assignment  committee  he  be  allowed 
to  return  to  some  specified  office  later  in  the  day  or  the  next  day  to  learn  the  hours  assigned  to 
him. 

262.  That  sub-stations  of  the  bursar's  office  be  located  in  those  buildings  where  registra- 
tion is  being  held,  such  as  university  hall,  the  engineering  building,  biology  building,  agri- 
cultural hall. 

263.  That  the  various  steps  recommended  in  the  section  on  catalogue  (exhibit  7)  be  adopted 
for  increasing  the  definiteness  of  information  given  to  students  and  for  reducing  the  cost  of 
imparting  this  information. 

264.  That  the  registrar  be  expected  to  develop  an  organization  which  will  make  it  unnec- 
essary for  the  registrar  himself  to  give  personal  attention  to  deciding  matters  for  which  pre- 
cedents already  exists. 

265.  That  the  registrar  be  expected  to  give  more  time  to  learning  the  meaning  of  the  records 
in  his  charge  and  to  conducting  important  studies  instead  of  givmg  his  time  to  details. 

266.  That  the  deputyship  to  the  registrar's  office  be  delinitely  recognized  by  dele- 
gation of  responsibility  and  by  increased  salary  (now  $1,200). 

267.  That  the  registrar  be  required  to  prej)are  a  digest  of  the  previous  decisions  reached  by 
him,  by  the  committee  on  admissions,  etc.;  that  this  digest  be  placed  in  the  hands  of  advisers 
and  of  assistants  in  registration;  and  that  the  essence  of  this  digest  be  included  in  catalogue 
announcements  (manuscript  report  on  file  with  the  State  Board  of  Public  Affairs). 

Regarding  rooms  and  board  (19) 

268.  That  cost  of  living  at  Madison  be  definitely  ascertained  by  the  university;  that  after 
this  has  been  done  consistent  advice  and  helpful  information  be  given  to  students  desiring 
to  economize;  and  that  a  consistent  policy  be  outlined  for  reducing  cost  of  living  or  arresting 
its  increase. 

269.  That  specific  information  regarding  alternative  rooms  be  supplied  to  students. 

270.  That  the  rule  for  inspecting  all  houses  in  which  women  students  live  be  rigidly  en- 
forced. 

271.  That  inspections  made  be  uniform  and  adequate;  and  that  record  of  such  inspection  be 
complete. 

272.  That  a  score  card  be  used  designed  to  obtain  specific  information  regarding  rooms 
for  all  students. 

273.  That  the  inspections  reported  by  the  clinical  department  be  used  in  preparing  the 
official  rooming  directory. 

274.  That  the  grading  of  houses  according  to  facilities  offered  into  first  and  second  grades 
be  renewed. 

275.  That  a  central  administrative  officer  representing  the  Board  of  Regents,  or  the  presi- 
dent, be  responsible  for  comparing  work  done  by  the  university  in  connection  with  students' 
rooms  and  board  with  work  which  might  be  done  to  the  advantage  of  students  and  university. 

276.  That  responsibility  for  having  an  up  to  date,  complete,  specific  register  of  rooming 
and  boarding  accommodations  for  students  be  assumed  by  the  regents  and  discharged  through 
the  office  of  business  manager. 

277.  That  the  record  card  used  for  the  revised  ofiicial  directory  for  191  1  be  amended  to 
give  such  additional  information  as  the  university  feels  should  be  on  the  card  and  that  the 
facts  regarding  all  houses  in  which  students  live  be  specifically  recorded  for  each  room. 

278.  That  the  official  directory  contain  not  merely  the  location  of  houses,  the  names  of 
landladies  and  a  selection  of  facts,  but  a  coin])lete  list  of  facts  gathered  as  to  each  house, 
and  as  to  each  room  in  each  house,  including  facilities  for  study,  comfort,  and  entertainment 
and  for  light  housekeeping  where  permitted. 

279.  That  landladies  be  informed  two  months  in  advance  of  the  census  that  the  university 
ntends  to  print  not  only  names  and  prices,  but  facts  called  for  by  the  record  card  modified 

by  the  scoring. 

280.  That  \he  university's  cooperation  be  ofTered  to  landladies  who  would  like  to  have 
names  withdrawn,  whether  temporarily  or  permanently,  from  the  list  to  be  visited  by 
students. 

281.  That  to  relieve  congestion  and  reduce  cost  students  be  encouraged  to  go  to  cheaper 
because  more  distant  houses. 

282.  That  students  be  frankly  urged  in  all  university  publications  to  seek  the  accommo- 
dations at  prices  witliin  their  means,  which  receive  the  highest  scoring,  and  for  which  the 
directory  shows  the  largest  nuinl)cr  of  desirable  facilities. 

283.  That  typical  budgets  for  students  be  published  in  the  catalogue  and  in  the  director." 
and  otherwise  distributed,  after  necessary  investigation  has  been  made,  to  show  what  living 
conditions  and  recreations  dill'erent  amounts  of  money  will  purchase.     ' 

284.  That  the  advantage  of  boarding  at  the  university  commons  be  explained  to  all  men 
and  women  and  be  demonstrated  by  pul)lished  menus. 

285.  That  the  advantage  to  women  of  rooming  in  the  university  dormitories  be  explained. 

286.  That  special  scoring  of  restaurants  and  boarding  places  which  desire  student  patronage 
be  undertaken  and  the  score  published. 

923 


University  Survey  Report 

287.  That  the  university  through  its  two  departments  of  political  economy  and  home 
economics  make  a  thorough  study  of  the  conditions  that  cause  the  very  high  cost  of  living  in 
Madison;  of  the  reasons  why  in  spite  of  the  high  cost  of  living  and  the  demand  for  women's 
dormitories  there  are  quarters  approved  for  women  not  taken  by  women;  of  the  dietaries 
now  provided  for  students  by  the  university  and  private  boarding  places  with  respect  to 
relative  nutritive  value,  adecjuateness  and  cost;  and  especially  of  the  possibility  of  commer- 
cially providing  adequate  board  in  Madison,  at  least  in  university  dormitories  and  commons 
for  S3. 50  instead  of  $4.50  as  at  present  (exhibit  8). 

Refiarding  small  classes — salary  cost  of  instruction  (5) 

288.  That  the  regents,  the  president  and  the  deans  be  informed  at  the  beginning  of  each 
semester  as  to  how  many  and  which  regular  classes  have  an  enrollment  of  1,  2,  3,  4,  5,  etc. 
(exhibit  25). 

289.  That  before  deciding  whether  or  not  a  class  with  10  or  fewer  students  shall  be  organ- 
ized, all  the  important  facts  as  to  each  individual  case  be  before  administrative  officers. 

290.  That  those  who  are  responsible  to  the  taxpayers  for  the  expenditure  of  university 
energy  have  a  report  within  two  weeks  after  the  beginning  of  each  semester  stating  which 
classes  the  president  has  authorized  to  be  formed  with  10  or  fewer  students  in  a  class,  and  the 
reasons  in  each  case  for  spending  what  in  the  absence  of  clear  reason  is  a  disproportionate 
amount  of  energy  and  money  upon  students  in  these  small  classes. 

291.  That  with  regard  to  every  course  which  is  not  sought  by  six  students  or  more,  the 
regents  declare  that  there  shall  be  a  presumption  against  such  courses,  and  that  the  catalogue 
announce  that  only  for  exceptional  reasons  will  any  class  be  organized  for  fewer  than  six 
students. 

292.  That  the  president  of  the  university  be  asked  to  report  to  the  regents  by  mail  without 
waiting  for  the  next  meeting  of  the  board,  in  connection  with  the  budget  estimate  for  1915-16 
all  the  essential  facts  regarding  the  number  of  small  classes  with  recommendations  as  to  those 
which  should  not  be  provided  for  in  future  budgets  and  alternative  uses  for  the  sums  which 
have  been  used  in  this  year's  budget  for  small  classes,  the  continuation  of  which  the  president 
does  not  specifically  recommend  (exhibit  26). 

Regarding  training  of  teachers  (32) 

293.  That  responsibility  for  this  important  function  of  the  university  be  centralized. 

294.  That  the  powers  and  duties  of  ofTicers  responsible  for  the  training  of  teachers  be 
clearly  defined. 

295.  That  all  factors  which  the  university  employs  in  training  teachers  be  directed  by  a 
single  officer  or  a  single  set  of  officers. 

296.  That  the  courses  for  training  teachers  be  more  closely  correlated  and  coordinated. 

297.  That  the  regents  and  administrative  officers  carefully  consider  the  126  suggestions 
and  comments  sent  to  the  survey  by  members  of  the  course  for  the  training  of  teachers, 
quoted  in  the  detailed  report. 

298.  That  the  director  of  the  course  for  the  training  of  teachers  be  given  definite  powers 
and  duties  by  the  regents,  so  that  he  may  be  held  responsible  for  coordinating  the  various 
courses,  preventing  duplication,  and  welding  the  course  into  a  unit. 

299.  That  the  director  be  given  supervisory  authority  over  the  instructors  in  this  course. 

300.  That  the  director  be  expected  to  obtain  first  hand  information  regarding  conduct  of 
courses  through  personal  visits  to  classrooms. 

301.  That  the  director  be  expected  to  have  personal  interviews  with  students  expecting  to 
teach. 

302.  That  the  director  have  advance  knowledge  of  what  is  to  be  offered  in  the  different 
courses  for  the  training  of  teachers. 

303.  That  conferences  be  held  regularly  between  those  participating  in  the  course  for  the 
training  of  teachers. 

304.  That  observations  made  by  high  school  inspectors  be  collected,  analyzed  and  dis- 
tributed among  those  who  would  be  benefited  by  a  knowledge  of  high  school  conditions. 

305.  That  no  student  be  given  a  teaching  certificate  until  after  proving  ability  to  teach  in 
actual  practice. 

306.  That  the  president,  the  dean,  and  the  director  keep  themselves  currently  informed 
through  first  hand  knowledge  of  conditions  in  the  Wisconsin  high  school. 

307.  That  the  director  secure  information  through  reports  or  by  visits  which  will  enable 
him  to  direct. 

308.  That  the  administrative  tangle  in  the  management  of  the  Wisconsin  high  school  be 
remedied  at  once,  with  a  clear  definition  of  the  powers  and  duties  of  each  person  concerned. 

309.  That  the  university  keep  more  closely  in  touch  with  the  high  schools  of  the  state. 

310.  That  the  university's  relation  with  the  high  schools  of  the  state  be  modified  so  as  to 
emphasize  the  needs  of  high  schools  which  the  university  is  expected  to  meet  in  training 
teachers. 

311.  That  greater  and  more  sympathetic  effort  be  made  by  the  university  to  ascertain  how 
it  may  be  of  great  help  to  the  Madison  schools  while  at  the  same  time  receiving  from  them 
help  in  training  teachers. 

924 


Exhibit  36 

312.  That  the  university  turn  its  attention  to  training  through  duinf!  ihinps  that  need 
to  be  done  and  utilizing  existing  assets  and  equipment  in  giving  training. 

313.  That  in  its  high  school  the  university  work  with  normailv  selected  pupils  under  con- 
ditions where  the  university  must  either  be  obviously  efficient  "and  heli)ful  or  else  lose  its 
privileges. 

311.  That  it  adapt  its  teaching  methods  to  the  newest  experience,  with  a  desire  always  to 
be  up  to  date  and  open  minded. 

315.  That  steps  be  taken  immediately  to  give  individual  instructors  through  supersision 
and  visits  to  classrooms  an  outside,  frank,  helpful  judgment  as  to  method  used. 

316.  That  the  university,  particularly  in  its  courses  for  the  trainmg  of  teachers,  provide  a 
standard  of  teaching  which  merits  emulation  by  high  school  teachers. 

317.  That  every  university  class  in  which  a  prospective  teacher  sits  be  made  a  demonstra- 
tion of  efficient  teaching. 

318.  That  the  supervision  which  the  university  recommends  for  ever>'  high  school  of  the 
state  be  applied  to  classes  and  instructors  in  the  Wisconsin  high  school. 

319.  That  the  director  of  the  course  for  the  training  of  teachers  be  expected  to  know  from 
personal  contact  the  quality  of  instruction  which  is  held  up  to  students  as  model  instruction 
in  the  Wisconsin  high  school. 

320.  That  the  dean  of  the  College  of  Letters  and  Science,  department  chairmen,  depart- 
mental committees,  teachers  in  departmental  courses  be  expected  to  know  from  first  nand 
observation  the  quality  of  instruction  demonstrated  in  the  Wisconsin  high  school. 

321.  That  the  university  discontinue  all  courses  in  its  high  school  which  it  cannot  offer  as 
model  instruction  worthy  of  imitation  by  teachers  when  they  go  to  other  high  schools. 

322.  That  the  university  utilize  the  city  school  system  for  training  its  prospective  teachers 
and  concentrate  its  own  energies  upon  efficient  instruction  at  the  university  and  eJficiently 
helping  instruction  for  which  the  city  system  is  responsible. 

323.  That  the  regents  and  administrative  officers  consider  carefully  the  records  of  visits 
paid  to  classes  for  the  training  of  teachers  and  quoted  in  the  detailed  report,  for  the  light  they 
throw  on  the  opportunities  for  improving  the  teaching  in  these  courses  and  for  helping  indi- 
vidual instructors. 

32 1.  That  the  principal  of  the  high  school  formulate  a  specific  statement  for  himself  and 
the  director  as  to  strong  and  weak  points  of  teachers  in  the  high  school  (exhibit  23). 

Regarding  the  university's  official  visitors  (14) 

325.  That  the  regents'  laws,  chapter  I,  section  1,  be  amended  so  as  to  specify  both  the 
kinds  of  previous  experience  and  present  ability  that  shall  be  sought  for  when  selecting  12 
visitors  and  the  general  lines  of  work  that  need  to  be  done;  that  instead  of  12  persons 
selected  without  reference  to  their  special  and  different  fitness  for  dilTerent  selected  tasks, 
the  regents  define  12  functional  divisions  of  university  work  certain  to  present  important 
problems,  for  which  they  wish  12  person  to  be  selected  who  are  able  to  ask  the  kind  of 
question    which  the  outside  world  asks  about  university  results. 

326.  That  the  regents  have  prepared  a  list  of  questions  which  they  would  like  to  have  visi- 
tors keep  in  mind;  and  that  this  list  of  questions  be  added  to  as  questions  arise  and  are 
answered  and  be  kept  as  a  cumulative  index  to  earmarks  of  efficiency  and  of  inefficiency, 
needs  met  and  needs  not  met. 

327.  That  the  injunction  of  section  5,  chapter  I,  laws  of  regents,  be  strictly  adhered  to — 
i.  e.,  that  the  visitors  report  their  proceedings  in  detail  to  include  essence  of  questions  asked, 
method  of  questioning,  number  of  persons  interviewed,  work  visited,  etc. 

328.  That  consideration  of  the  report  of  visitors  be  not  postponed,  as  was  done  in  1914, 
but  be  made  a  special  order  for  the  meeting  when  received. 

329.  That  all  reference  of  recommendations  or  of  criticisms  to  committees  within  and  with- 
out the  regents  be  made  for  return  at  the  next  meeting  of  the  Board  of  Regents. 

330.  That  the  law  be  specific  that  the  visitors  shall  visit  the  university  during  at  least 
nine  of  the  twelve  months  of  the  year  and  that  no  person  be  named  a  visitor  who.  so  far  as 
can  be  foreseen,  will  be  unable  to  visit  the  university  at  least  once  during  each  of  nine  of  the 
twelve  months. 

331.  That  no  person  be  named  a  visitor  whose  experience  and  abilities  are  not  such  that 
he  or  she  can  see  significant  relations  and  conditions  shown  in  current  reports  regarding  the 
university  to  be  needing  attention. 

332.  That  copies  of  the  minutes  of  the  university  and  college  faculties  and  of  the  regents 
be  sent  regularly  to  the  Board  of  Visitors. 

333.  That  the  same  advance  copies  of  annual  reports  or  special  bulletins  which  go  to  re- 
gents before  approval  go  also  to  the  Board  of  \'isit()rs. 

334.  That  for  each  year  a  calendar  be  adopted  of  a  limited  number  of  larger  problems  to 
which  the  greater  part  of  attention  shall  be  given:  thai  a  cumulative  calendar  of  problems 
needing  future  attention  be  kept;  thai  a  help-your-university  question  and  suggestion  box 
be  conducted  with  an  open  invitation  to  students,  faculty,  and  citizens  to  contribute. 

335.  That  the  regents  ask  the  educational  officers  to  work  out  a  |)lan  which  will  at  one  time 
help  the  visitors  secure  investigators  and  expert  direction  of  invesligniion  anil  help  the 
various  departments  secure  current  important  problems  for  investigation  Ihrough  coopera- 
tion between  visitors  and  departments  in  the  study  of  university  problems. 

336.  That  the  term  of  service  for  visitors  be  changed  from  four  years  with  possibility  (.and 
presumption)  of  reappointment  to  three  years  without  possibility  of  reappointment. 

925 


University  Survey  Report 

337.  That  the  duties  and  powers  of  the  Board  of  Visitors  be  estabUshed  by  legislative 
action;  and  that  the  annual  report  be  filed  directly  with  the  governor  instead  of  indirectly 
with  the  governor  through  the  regents. 

338.  That  the  visitors  adopt  the  principle  of  neither  praising  nor  criticising  the  university 
in  general  terms  (exhibit  31). 

Regarding  the  working  papers  of  the  survey 

339.  That  both  legislature  and  university  arrange  to  study  the  working  papers  and  tabu- 
lations of  the  university  survey  which  in  the  short  time  available  was  able  to  make  only  a 
beginning  on  the  thorough  study  of  the  invaluable  material  contained  in  many  of  these 
papers. 


UNIVERSITY  COMMENT  ON  ALLExN  EXHIBIT  36,  ENTITLED  "NEXT  STEPS 
SUGGESTED  THAT  DO  NOT  REQUIRE  LEGISLATION" 

Exhibit  36  contains  338  listed  suggestions,  with  sub-suggestions  that  raise  the  number  above 
420.  These  are  in  addition  to  similar  lists  of  suggestions  on  university  extension  and  the  laws 
and  by-laws  of  the  regents,  and  to  suggestions  on  12  other  "important  topics"  discussed  else- 
where. It  is  fair  to  conclude,  therefore,  that  the  outcome  of  the  Allen  survey  is  an  accumula- 
tion of  some  1200-1500  or  more  "suggestions"  which  are  the  "next  steps"  for  the  university. 
These  in  turn  will  suggest  "many  other  needed  changes  of  present  practice." 

It  is  obvious  that  these  suggestions  can  not  be  considered  in  detail;  not  even  the  338 
(or  420)  listed  in  exhibit  36.  Nor  is  it  necessary  to  do  so,  for  it  is  plain  that  these  "sugges- 
tions" can  be  of  little  use  in  their  present  form.  No  organism  (except  perhaps  a  centipede) 
ever  contemplates  taking  so  many  as  100  "next  steps"  at  once,  not  to  speak  of  1000  or  2000. 
"Suggestions"  in  such  number  and  variety,  therefore,  may  serve  to  relieve  the  type  of  mind 
that  makes  them;  they  may  serve  as  hints  or  warnings  to  a  competent  administrator;  but 
they  are  not  and  they  can  not  constitute  a  programme. 

A  more  enlightened  source  is  necessary  as  a  pre-requisite  for  really  illuminating  suggestions, 
for  advice  that  may  help  an  institution  to  perfect  itself.  There  is  needed  a  firm  and  intelli- 
gent grasp  of  the  existing  facts;  of  the  organization  in  its  aim  and  in  its  accomplishment;  of 
the  conditions  underlying  its  successes  and  failures;  above  all,  of  the  complex  way  in  which 
excellence  and  defect  are  united  in  human  nature  and  in  organizations  that  express  human 
nature.  Little  good  can  come  from  "suggestions"  whose  author  ignores  all  these  matters, 
and  merely  thinks  and  says  that  innumerable  items  would  be  better  done  if  they  were  done 
differently.  For  such  suggestions  overlook  the  fundamental  fact  that  these  items,  and  all 
others  of  the  sort,  are  parts  of  the  work  of  an  organization,  and  they  can  not  be  changed  with- 
out altering  many  other  things.  The  way  in  which  things  are  done  has  an  historical  basis. 
The  problem  of  improvement  is  to  see  how  to  change  the  organization  without  injuring  its 
vitality,  how  to  change  the  basis  of  work  without  breaking  away  from  history,  how  to  change 
inner  conditions  so  as  to  secure  better  outer  results. 

All  these  considerations,  and  many  others  like  them,  the  Allen  survey  ignores.  Indeed, 
there  is  no  evidence  that  Dr.  Allen  is  conscious  of  their  existence.  A  university  is,  to  him,  an 
aggregation  of  a  multitude  of  discrete  acts  and  processes  and  the  university  is  to  be  imporved 
by  improving  as  many  of  the  acts  and  processes  as  is  possible.  Therefore,  he  specifies  acts 
and  processes  and  tells  the  university  how  each  one  of  them  may  be  done  better  than  it  is 
done  now.  Whether  his  "suggestions"  shall  number  100,  1,000,  or  10,000  is  a  mere  matter  of 
time  and  classification.  For  there  is  no  act  of  a  man  or  an  institution  that  reaches  the  per- 
fection that  is  conceivable  and  none,  therefore,  that  is  not  open  to  suggestions  for  improve- 
ment. 

To  those  on  the  inside  of  a  university,  on  the  other  hand,  the  institution  is  not  an  aggrega- 
tion of  operations,  but  a  living  organism.  It  is  full  of  vitality,  expressing  its  life  in  countless 
acts.  Its  life  is  not  perfect,  it  is  still  developing  rapidly.  Its  actions,  therefore,  include  not 
only  many  things  done  well,  but  also  things  done  partially,  and  things  done  badly;  and  all 
its  doings  are  far  from  perfection  because  its  life  is  not  yet  perfect.  But  real  improvement 
will  come  as  its  inner  life  strengthens  and  gains  poise,  and  as  its  aims  become  clearer  and  niore 
definite  before  its  eyes.  The  only  advice  that  really  aids  the  development  of  such  an  insti- 
tution, as  that  which  aids  a  man,  is  that  which  comes  from  one  who  has  a  full  and  sympathetic 
appreciation  of  this  inner  life  and  purpose. 

The  university,  in  studying  Dr.  Allen's  exhibits,  has  found  that  he  apparently  has  no 
knowledge  of  these  matters.  This  is,  perhaps,  the  fundamental  reason  for  the  innumerable 
errors  in  matters  of  fact,  which  the  representatives  of  the  university  have  pointed  out  in  their 
comments.  These  errors  are,  in  part  at  least,  the  result  of  judging  acts  as  acts  and  not  as  the 
outcome  of  a  life.  But  this  source  of  error  is  so  fundamental,  when  it  exists,  that  it  leaves 
little  of  value  in  the  result.  All  statements,  even  those  apparently  right,  are  infected  by  it, 
and  their  worth  is  lost. 

The  best,  therefore,  that  can  be  done  with  Dr.  Allen's  "suggestions"  is  to  take  them  for 
what  they  may  be  worth  and  consider  what  may  be  done  with  them.  There  is  no  use  in  dis- 
cussing them,  one  by  one.    Some  of  them  could  be  put  into  effect  at  once;  some  are  already 

926 


Exhibit  36 

in  effect,  some  have  good  in  tiiem  but  are  impractical;  some  are  useless:  some  are  positively 
pernicious.  All  this  could  be  pointed  out,  but  such  discussion  would  be  wearisome  and  to  no 
purpose  because  Dr.  Allen  is  both  in  knowledge  and  spirit  wholly  outside  of  the  University 
of  Wisconsin,  and  wholly  outside  of  every  university. 

Dr.  Allen's  "suggestions"  are,  therefore,  those  of  an  alien.  They  are  like  those  that  an 
educated  Chinaman  might  write  down,  after  six  months  in  the  country,  as  suggestions  for 
improving  the  details  of  government  in  all  its  grades  from  school  district  to  nation,  or  like 
"suggestions"  that  an  American  might  make  for  China  under  similar  conditions. 

This  does  not  mean  that  the  advice  of  an  alien  is  necessarily  valueless.  On  the  contrary,  it 
may  have  a  peculiar  value  because  it  comes  from  such  a  source.  But  the  alien  must  be  intelli- 
gent and  sympathetic;  he  must  be  conscious  that  he  is  an  alien:  and  he  must  try  to  see  and  to 
value  matters  from  the  inside.  The  fundamental  criticism  which  the  university  has  to  make  on 
Dr.  Allen  is  not  that  he  is  an  alien  to  the  university  life  and  s[)irit,  but  that  he  has  not  been 
conscious  of  his  position  nor  able  to  see  matters  from  any  other  than  the  alien's  point  of  view. 

The  following  considerations  must  be  borne  in  mind  when  reading  these  "suggestions." 

1.  The  suggestions  are  valuable  only  in  so  far  as  they  come  from  a  knowledge  of  the  facts 
and  an  intelligent  comprehension  of  the  problems  involved.  Any  reader  who  has  reached  this 
point  must  know  that  the  fundamental  criticisms  made  by  the  university  on  Dr.  Allen  are 
(a)  thai  he  does  not  present  the  facts  either  adequately  or  fairly;  (b)  that  apart  from  questions 
of  forms  and  records,  he  does  not  understand  the  problems  for  whose  solution  he  makes 
suggestions. 

2.  The  degree  of  consideration  due  to  Dr.  Allen's  suggestions  will  appear  if  the  university 
comment  on  the  several  sections  is  read.  Those  suggestions  summarize  the  several  exhibits. 
Substantially  all  of  them  of  any  importance  are  specifically  treated  in  the  corresponding  com- 
ment. 

3.  It  may  be  said,  in  general,  that  these  suggestions  are  like  all  the  rest  of  Dr.  Allen's 
reports.  Some  of  them  are  good  (100,  on  the  catalogue;  268,  cost  of  living);  some  are  trifling 
(165,  that  all  minutes  be  signed  by  the  secretary;  191,  that  report  books  be  "tabbed");  many 
are  useless  because  already  being  done  (five  of  eight  on  chemistr3\  109-116;  five  of  11  on 
women's  dormitories,  117-127;  13  of  22  on  high  school  inspection,  217-238);  many  are  the 
kind  of  "pious  opinion"  that  contain  little  if  any  value  (311,  "training  through  doing  things"; ; 
some  are  positively  pernicious  (131,  establishment  of  a  non-resident  ghetto);  many  are  rathe 
the  means  of  conveying  innuendos  than  honest  suggestions  (89,  duplication  of  courses;  302, 
"conferences;"  315,  "standards"),  and  finally,  great  numbers  are  the  outcome  of  an  imperfect 
or  warped  presentation  of  the  facts. 

The  subject  is  left  with  this  brief  comment  and  with  renewed  reference  to  the  university 
comments  on  the  several  exhibits  cited  in  this  exhibit  36. 

(Signed)      E.  A.  BIRGE, 

G.  C.  SELLERY. 


927 


REPORT  OF 


E.  C.  BRANSON 


to  the 


Board  of  Public  Affairs 


on  the 


AGRICULTURAL  COLLEGE 


and 


Comment  of  Dean  H.  L.  Russell 
upon  Branson  Report 


Stjr. — 59 


THE    COLLEGE    OF   AGRICULTURE.     UNIVERSITY   OF 
WISCONSIN 

I.     INVESTMENT 

1.  Building  and  Equipments.  The  state  has  invested  in  the  University  Agricultural 
College,  in  buildings  and  equipments  alone,  $1,101,963.  This  amount  includes  the  invest- 
ment in  buildings  and  contents  at  the  branch  stations,  Marshfield,  Ashland  and  Spooner, 
and  in  the  creamery  at  Verona;  but  not  the  investment  in  equipments  at  Grand  Rapids, 
and  at  the  demonstration  stations,  Superior,  Conrath,  and  Crivitz. 

The  buildings  at  Madison,  used  for  purposes  of  instruction,  experimentation,  demonstra- 
tion, housing  farm  crops  and  animals,  and  the  like  purposes  number  52;    the  dwellings  0. 

All  told,  the  buildings  and  equipments  of  the  Agricultural  College  are  about  one-fourth 
(28.32  per  cent)  of  the  total  LIniversity  investment  in  such  properties. 

2.  Lands.  The  University  of  Wisconsin  is  lord  of  a  vast  estate,  valued  at  51,935,782; 
not  greatly  larger  in  extent  than  the  acreage  owned  by  some  other  state  universities,  say  in 
North  Carolina  or  Georgia;  and  not  so  extensive  or  so  valuable  as  the  universitv  estate  in 
Minnesota,  which  is  valued  at  $2,343,215. 

Not  counting  the  acreage  used  for  building  sites  and  campus  purposes,  the  University 
property  in  land  available  for  farm  purposes  amounts  to  1,123.94  acres;  contiguous  to  or 
near  the  Agricultural  College  campus  in  Madison,  701.3  acres;  at  Spooner,  160  acres;  at 
Ashland,  182.64  acres  and  at  Marshfield,  80  acres. 

These  branch  station  farms  were  deeded  free  to  the  Regents,  except  80  acres  at  Spooner 
bought  from  M.  Dodge  at  $15.  per  acre,  and  22.64  acres  at  Ashland  bought  from  11.  Hays 
at  $40.  per  acre.  In  addition,  the  University  has  a  leasehold  right  to  178.7  acres,  as  follows: 
At  Grand  Rapids,  10  acres;  at  Superior,  32.5  acres;  at  Conrath,  100  acres  and  at  Crivitz,  54.2 
acres.  The  farm  land,  owned  and  leased  by  the  University,  amounts  all  told  to  1,302.64 
acres. 

3.  Uses.  In  the  year  nineteen  thirteen,  155.32  acres  of  the  college  farm  in  Madison  were 
devoted  to  field  crops,  cereals,  silage,  hay  and  forage,  and  the  returns  were  as  follows: 

Oats,  number  5  pedigree,  11.8  acres,  total  yield  301.5  bushels,  average  per  acre  yield  22.5 
bu.  Number  10  pedigree,  8.7  acres,  total  yield  398  bu.,  average  per  acre  yield  45.8  bu.  Num- 
ber 1  pedigree,  12.5  acres,  total  yield  641.8  bu.,  average  per  acre  yield  51.3  bu. 

Barley,  number  9  pedigree,  9.7  acres,  total  yield  326  bu.,  average  per  acre  yield,  33.6  bu. 

Corn,  no  pedigree  number  indicated,  15.5  acres,  total  440  bu.  of  ear  corn,  6.1  tons  unhusked. 
Corn,  no  pedigree  number  indicated,  14.4  acres,  total  yield  479  bu.  of  ear  corn,  2  1-4  tons  un- 
husked. 

Alfalfa  22.5  acres,  total  yield  50.49  tons,  average  per  acre  yield  2.2  tons;  7.3  acres,  total 
yield  16.96  tons,  average  per  acre  yield  2.3  tons. 

Clover  hay  29.72  acres,  total  yield  110  tons,  average  per  acre  yield  3.7  tons. 

Hay  14.7  acres,  total  yield  36.78  tons,  average  per  acre  yield  2.5  tons. 

Silage  8.5  acres,  total  yield  90  tons,  average  per  acre  yield  10.5  tons. 

It  is  impossible  to  determine  from  these  figures  the  per  acre  yield  of  corn;  but  the  showing 
lor  oats  is  something  noteworthy.  The  number  10  pedigree  oats  yielded  12  1-2  bushels  per 
acre  more  than  the  ten-year  average  for  the  state-at-large;  and  the  number  1  pedigree,  18 
bushels  more.  That  is  to  say,  if  these  two  pedigreed  oats  had  been  in  general  use  in  Wiscon- 
sin, the  1914  crop  would  have  been  not  sixty-six  million  bushels,  but  around  a  hundred  and 
six  or  a  hundred  and  twelve  million  bushels.  The  crop  would  have  been  worth  from  $30,000,- 
000  to  $35,000,000  more,  and  the  rank  of  the  state  in  total  oats  production  would  have  been 
third  instead  of  fifth. 

The  barley  yield  of  33.6  bu.  per  acre  was  5.9  bu.  beyond  the  ten-year  average  for  the  state. 
This  barley  in  general  use  would  have  increased  the  total  yield  of  the  state  some  four  and  a 
quarter  million  bushels  and  its  value  by  three  and  a  half  million  dollars.  Wisconsin's  rank 
in  barley  production  in  1914  would  have  been  fourth  instead  of  fifth. 

At  the  four  branch  stations,  246.3  acres,  or  56  per  cent  of  the  total  acreage,  are  fully  or 
partially  cultivated,  and  at  the  three  demonstration  stations,  152.9  acres,  or  90  per  cent  of 
the  total.  For  the  most  part,  the  remaining  farm  land  of  these  seven  stations  is  being  cleared 
or  ditched  and  drained,  and  gradually  brought  into  use.  In  the  census  year,  there  were 
14,300,000  acres  of  Wisconsin^lands,  not  in  use  for  farm  purposes;  or  some  two  and  a  half 
million  acres  more  than  the  improved  farm  lands  of  the  State.  Much  or  most  of  this  un- 
productive land  was  cut-over  or  logged-olT  areas,  wet  lands,  and  the  like,  in  the  newer  agri- 
cultural regions  of  the  north;  valuable  for  farm  purposes,  but  olTering  problems  in  reclama- 
tion and  crop  adaptation.  These  seven  stations  were  located  by  the  Agricultural  College  in 
typical  soil  areas;  and  the  methods  in  use  at  these  college  outposts  have  been  timely  and 
valuable  lessons  in  the  practical  ways  and  means  of  bringing  wilderness  places  into  profitable 
productive  uses. 

931 


University  Survey  Report 

The  701.3  acres  of  land  available  for  farm  purposes  around  the  college  in  Madison  are  ac- 
counted for  as  follows;  field  crops  and  pastures  240.6  acres  or  34  per  cent  of  the  total;  ex- 
perimentation, field  tests  of  pedigreed  seeds,  lots,  ranges  and  the  like,  228.3  acres,  or  32  per 
cent;  wet  lands  135.5  acres  or  19  per  cent;  and  wood  lots  96.9  acres  or  14  per  cent  of  the 
total. 

In  lands,  buildings,  and  equipments,  Wisconsin  has  around  two  million  dollars  invested 
in  her  Agricultural  College. 

II.      ANNUAL  EXPENDITURES 

During  the  year  1912-13,  the  expenditures  of  the  State  Agricultural  College  amounted 
to  $460,082. 

This  amount  includes  $20,000  for  Farmers'  Institutes,  and  the  construction  of  certain  build- 
ings on  the  farm  at  Madison  and  on  the  farms  of  the  branch  and  demonstration  stations.  It 
does  not  include  the  cost  of  the  agricultural  chemistry  building,  approximately  $90,000. 

The  expenditures  for  the  college  year,  as  above  named,  were  off-set  by  incomes  arising  from 
miscellaneous  sources — the  Federal  Land  Grant  funds,  farm  sales,  incidental  and  depart- 
ment fees,  and  other  receipts^amounting  to  $205,010.  The  place  of  the  College  of  Agri- 
culture in  the  university  budget  for  1912-13  is  therefore  represented  by  the  balance,  $255,072. 
This  was  the  burden  borne  by  the  taxpayers  of  the  state  in  support  of  the  State  College  of 
Agriculture.  It  was  a  burden  upon  the  people  of  Wisconsin  averaging  10^  cents  apiece  per 
year,  counting  men,  women,  and  children — the  price,  say  of  a  picture  show  ticket  or  two. 

III.     THE  SURVEY  AND  ITS  PURPOSES. 

What  benefit  is  the  state  deriving  from  an  investment  of  some  two  miUion  dollars,  in  the 
lands,  buildings,  and  equipments  of  her  College  of  Agriculture,  and  from  a  quarter  million 
dollars  of  tax  money  spent  in  its  maintenance  year  by  year? 

Is  it  a  good  investment?  Is  the  state  getting  dollar  for  dollar  in  return,  or  many  dollars  for 
every  one  so  spent?  What  are  the  activities  of  the  college,  their  nature  and  value,  reach  and 
influence?  Is  the  college  boxing  the  whole  compass  of  rural  life  concerns  in  Wisconsin?  Is  it 
helping  the  farmer  solve  the  problems  of  (1)  increased  farm-wealth  production  and  (2)  the 
equable  distribution  of  this  wealth?  Is  it  soft-pedaling  the  one,  and  loud-pedaling  the  other? 
Is  it  helping  the  farmer  secure  a  righteous — not  an  unfair,  unrighteous,  but  a  righteous — 
share  of  the  consumer's  dollar?  It  is  helping  actively  and  efficiently  to  make  a  reasonable 
share  of  the  wealth  the  farmer  produces  stick  to  the  palm  that  sweats  it  out?  Is  it  concerned 
about  the  farmer's  bank  balances  as  well  as  his  seeds,  soils,  and  silos?  with  the  farmer's  home 
and  children  as  well  as  his  fields  and  crops?  with  culture  as  well  as  agriculture?  Is  the  college 
keenly  in  sympathy  with  the  Wisconsin  farmer  in  his  every-day,  work-a-day  puzzles  and 
problems?  Is  it  leading  or  lagging  in  solving  the  problem  of  rural  economy  in  Wisconsin? 

These  inquiries  review  in  brief  the  already  announced  purposes  of  The  Agricultural  Col- 
lege survey.  The  work  of  this  survey,  extending  from  April  to  November  has  been  a  search 
for  values,  efficiencies,  deficiencies,  whatnot — a  hunt  for  the  facts  whatever  they  were,  the 
truth  whatever  it  might  happen  to  be.  It  has  been  engaging,  fascinating  work — so  wonderful 
has  been  the  development  of  the  college,  its  widening  reach  and  influence,  and  its  record  of 
achievement. 

IV.     THE  SURVEY  METHODS. 

Some  four  weeks  were  spent  in  studies  in  person  on  the  ground;  in  interviews  with  the 
teachers  and  college  authorities;  with  farmers  and  the  representatives  of  farmer  organiza- 
tions— in  Madison  and  during  a  week's  travel  over  the  state.  Twenty-six  weeks  have  been 
given  to  the  official  reports,  bulletins,  and  records  of  the  college;  to  the  data  submitted  by 
the  college  authorities  in  answer  to  an  extensive  questionaire,  to  supplementary  letters  of 
inquiry;  and  to  correspondence  with  other  leading  agricultural  colleges  in  the  United  States. 
The  results  of  the  studies  of  these  thirty  weeks  are  herein  presented  to  The  State  Board  of 
Public  Affairs,  under  whose  authority  the  Survey  has  been  conducted. 

The  field  of  study  has  been  immense,  both  in  extent  and  complexity.  This  exhibit  of  results 
is  based  upon  the  facts  ascertained;  and  the  sources  of  information  aVe  filed  with  this  formal 
review  and  report.  Specific  reference  to  these,  at  every  step  of  the  way,  in  the  course  of  this 
narrative  summary  is  needless,  the  details  for  checking  and  verifying  being  at  hand  for  ready 
reference. 

V.     THE  COLLEGE  STAFF. 

In  1903,  the  stafT  of  the  Agricultural  College  consisted  of  only  24  members.  In  1913-14,  the 
staff  numbered  89  members,  as  follows:  professors,  18;  associate  professors,  10;  assistant 
professors,  13;  instructors,  26;  assistants,  19;  farm  foreman,  1 ;  and  student  assistants,  2. 

In  the  questionnaire  filled  out  and  returned  by  55  of  the  men  graduated  from  the  college  in 
June,  1914,  was  the  following  question,  among  others:  "What  course  or  what  teacher  in  the 

932 


Branson's  Report 

college  was  most  helpful  and  inspiring?"  In  the  answers,  10  professors  were  mentioned  34 
times  in  all,  frequently  with  great  enthusiasm,  4  were  mentioned  one  time  each,  and  6  not  at 
all.  Six  associate  professors  were  mentioned  22  times,  one  of  them  10  times,  2  of  them  twice 
each,  and  3  of  them  not  at  all.  Four  of  the  assistant  professors  were  mentioned  7  times;and  8 
of  them,  not  at  all.  Seven  instructors  were  mentioned  once  each,  one  instructor  twice,  and 
14  not  at  all.  No  tribute  was  paid  to  any  assistant. 

Such  estimates  are  of  course  not  a  final  criterion  of  competent  scholarship  and  value;  but 
usually  they  are  a  significant  iiidiralion  of  impressive,  attractive,  elTective  personality  or  the 
lack  of  it  in  teachers,  skillful  or  dull  classroom  methods,  and  tact  or  clumsiness  in  working 
with  students. 

It  must  also  be  remembered  that  not  all  the  members  of  the  college  slalT  have  an  equal 
opportunity  to  impress  students.  For  instance,  in  1912-1.3,  there  were  119  people  upon  the 
college  pay-roll.  Thirty-three  of  them  did  no  teaching  in  the  college  classrooms  or  during  the 
college  year;  10  were  doing  research  work  only;  10  were  engaged  in  extension  work  only;  2  in 
control  work  only;  9  were  wholly  occupied  in  research  and  extension  or  control;  and  one  was 
solely  engaged  in  research,  extension  and  control  work.  Three  were  teachers  in  the  summer 
school. 

Oftentimes  a  teacher  whose  intellect  is  a  clear,  cold  logic-engine,  to  use  Huxley's  phrase,  is 
clammy  and  uninspiring  in  the  classroom,  but  original,  eflective  and  valuable  in  the  field  of 
research  and  invention. 

On  the  whole,  the  level  of  efficiency  in  the  college  stafT  is  high — notably  so.  Some  of  these 
men  have  deserved  and  have  received  national  and  international  recognition  for  invention, 
discovery,  and  authorship.  There  is  a  comparatively  little  dead  or  useless  timber  anywhere  in 
the  college — some,  it  may  be,  but  little 

Efficiency,  as  here  used,  covers  ability  in  general — originality,  initiative,  research,  apti- 
tudes, platform  address  and  effectiveness:  and  not  class  room  methods  merely,  upon  which 
the  agricultural  survey  does  not  report,  for  lack  of  time  and  opportunity. 

1.  A  Hard  Working  Faculty.  The  amount  of  time  consumed  in  the  prosecution  of 
college  duties  does  not  finally  determine  the  value  of  faculty  members  to  an  institution.  It 
does  serve  to  show,  however,  how  active  and  busy  they  are  at  their  tasks.  The  questionnaire 
upon  the  nature  and  hours  of  a  typical  college  week  covered  classroom  work,  seminars,  ex- 
amination of  papers,  student  conferences,  clerical  work,  superintending  the  work  of  others, 
personal  preparation  upon  courses,  conference  with  associates,  literary  work,  student  organ- 
izations, special  college  assignments,  extra  work,  and  all  other  college  activities.  The  answers 
of  the  full  professors  were  usually  full  and  definite;  also  those  of  the  associate  and  assistant 
professors,  only  four  excepted.  Only  seven  of  the  48  instructors  and  assistants  failed  to 
answer  all  or  most  of  the  questions. 

On  the  basis  of  this  data,  it  appears  that  the  College  of  Agriculture  is  a  busy  place,  and  the 
members  of  the  staff,  busy  people.  The  working  day  of  full  professors  averaged  9  hours;  five 
w^ere  below  this  average.  The  work  of  the  week  ranged  from  23^  to  102  hours. 

The  associate  professors  averaged  10  hours  per  day;  only  4  fell  below  this  average.  The 
work  of  the  week  ranged  from  10  to  99  hours. 

The  assistant  professors  averaged  8  hours  per  day;  only  4  fell  below  this  average.  The  work 
of  the  week  ranged  from  8  to  67  liours. 

The  instructors  averaged  9 J  hours  per  day;  only  9  fell  below  this  average.  The  work  of  the 
week  ranged  from  7  to  110  hours. 

The  assistants  averaged  6|  hours  per  day;  only  7  fell  below  this  average.  The  work  of  the 
week  ranged  from  4  to  73  hours. 

2.  A  Poorly  Paid  Faculty.  On  the  other  hand,  the  compensation  of  this  busy  faculty 
is  meager  or  shabbv — so,  actuallv  and  relatively. 

The  salaries  of  22  assistants,  as  shown  on  the  1912-13  salary  sheet,  ranged  from  $.300  to 
Sl,200;  only  two  men  receiving  more  than  .?1,000.  The  salaries  of  the  2(i  instructors  ranged 
from  S700  to  S2,117.  One  man  received  more  than  82,000;  9  men.  from  .SI. 200  to  SI, 742;  and 
16,  less  than  SI, 200.  The  assistant  professors  received  from  Sl.'iOO  to  S2.28(>;  most  of  them, 
less  than  S2.000.  The  associate  professors- received  from  S2,177  to  S2.1.'i0;  the  full  ]irofessors, 
from  SI, 680  to  S3,850;  and  the  Dean,  S5,000.  (Figures  from  the  salary  sheet  of  the  college 
for  the  vear  1912-13.) 

How  the  vast  majoritv  of  these  facultv  members  solve  the  problem  of  sheer  existence  and 
keep  on  the  safe  side  of  "the  dead  line  in  "Madison  is  wonderful.  W  hy  they  stay  on  in  the  col- 
lege, with  larger  salaries  offering  elsewhere,  is  still  more  wonderful. 

Wisconsin  pays  her  universilv  president  S7.000  a  vear.  Vermont  docs  as  well  as  that.  Okla- 
homa and  Missouri  pav  S7,riOO"';  Virginia,  S8,000;  Michigan,  $8,500;  Minnesota  and  Cornell, 
S10,000;  Illinois  and  California,  $12,000. 

Wisconsin  pavs  the  dean  of  her  College  of  Agriculture  S5,000.  The  maximum  salar\'  for 
deans  at  Cornell  and  in  the  University  of  Illinois  is  $6,000;  and  in  Minnesota,  $7,500.  The 
dean  of  the  Georgia  Agricultural  CoUeec  receives  $6,000. 

In  the  Univers^itv  of  Iowa  a  full  [irofcssor  mav  hoiie  to  receive  S4,600  a_\-ear:  in  Minnesota 
and  Illinois,  Sr),000:  at  Cornell,  $6,000.  and  in  California,  $8,000.  In  the  University  of  \\  is- 
consin  the  maximum  salary  of  a  full  professor  is  Sl.oOO;  but  in  the  College  of  Agriculture,  m 
1912-13,  the  highest  salary  received  was  $3,850;  while  8  of  the  16  full  professors  received 
.$3,000  or  less. 

933 


University  Survey  Report 

•  The  salaries  of  associate  professors  in  the  Wisconsin  College  of  Agriculture  ranged  from 
$2,177  to  $2,994.  They  are  well  above  the  averages  in  the  state  universities  and  state-aided 
institutions  of  higher  education  in  the  United  States.  Indeed,  the  Wisconsin  Agricultural  Col- 
lege in  this  particular  ranks  next  below  the  University  of  California,  where  the  highest  sal- 
aries are  paid.  Associate  professors  in  the  Wisconsin  College  of  Agriculture  are  bettter  paid 
than  teachers  of  similar  rank  in  the  university  of  which  it  is  a  part.  The  University  of 
Minnesota  has  a  higher  maximum  but  a  lower  minimum  salary. 

The  salaries  of  assistant  professors  in  the  Wisconsin  College  of  Agriculture  ranged  from 
$1,500  to  $2,286.  Teachers  of  this  rank  are  better  paid  in  the  University  of  Wisconsin,  Min- 
nesota, Illinois  and  California.  Iowa  has  a  higher  maximum  but  a  lower  minimum  salary. 

The  48  instructors  and  assistants  in  the  College  of  Agriculture  in  1913-14  did  57  per  cent 
of  the  classroom  work,  occupying  in  this  way  473  out  of  805  class  hours  in  a  typical  week.  In- 
deed, they  spent  more  hours  in  research  work  than  the  41  teachers  of  higher  rank;  477  against 
300  hours.  Mainly  they  were  young  people,  trying  their  'prentice  hand  at  teaching  and  re- 
search. It  is  strange  that  so  large  a  proportion  of  the  college  work  fell  into  their  hands;  it  is 
less  strange  that  their  compensation  was  so  small. 

In  67  other  state  universities  and  state-aided  institutions  of  higher  education  in  the  United 
States,  instructors  receive  a  higher  minimum;  and  in  32,  a  higher  maximum  salary  than  in 
the  Wisconsin  Agricultural  College.  In  24  institutions,  assistants  receive  the  same  or  higher 
minimum  salaries;  and  in  9,  the  same  or  higher  maximum  salaries. 

VI.     DOUBTFUL  POLICIES. 

1.  Overloading  Minor  Teachers.  The  college  is  not  alone  or  unique  in  its  general  po/icy 
of  assigning  heavy  work  to  assistants  and  instructors,  mainly  with  freshmen  and  sophomores. 
These  teachers  are  picked  men  to  be  sure,  but  usually  they  are  young,  inexperienced  and 
crude  at  the  best.  It  seems  hard  for  college  authorities  anywhere  to  believe  that  freshmen 
are,  in  many  ways,  the  most  important  section  of  the  student  body.  As  a  result,  the  students 
who  fall  out,  from  class  to  class,  on  their  way  toward  the  highest  awards  of  the  college  are 
many;  the  graduates  relatively  few. 

The  Wisconsin  College  of  Agriculture  makes  a  better  showing  in  this  particular  than  most 
institutions;  but  the  ratios  of  loss  are  still  too  large. 

For  instance  the  Wisconsin  University  Catalog,  1913-14,  reports  181  freshmen  in  the  Long 
Course  in  Agriculture;  but  the  graduates  last  June  were  only  93 — a  loss  of  48  J  per  cent.  The 
Middle  Course  freshmen  numbered  83;  the  graduates  in  1914  were  only  13;  a  loss  of  84  per 
cent.  Inexpert  teaching  within  a  college  does  not  alone  explain  these  heavy  losses.  A  large 
part  of  it  of  course  Ues  in  the  poverty  of  students,  and  in  the  lure  of  the  busy  outside  world. 
But  this  fact  only  emphasizes  the  greater  need  for  the  effective  teaching  and  handling  of 
under-classmen  in  our  colleges  and  universities  everywhere. 

2.  The  policy  of  small  salaries  for  teachers  of  agriculture  and  for  laboratory  students  in 
agricultural  subjects  seems  clearly  a  mistake,  both  for  the  college  and  the  state-at-large.  Well 
trained  men  in  this  field  are  few,  and  the  demand  for  them  at  liberal  salaries  is  large.  The 
Wisconsin  Agricultural  College  trains  them,  and  other  institutions  get  them.  The  State  of 
Wisconsin  pays  the  bill  and  other  states  toll  them  away  with  larger  rewards  and  honors.  Wit- 
ness the  large  number  of  valuable  men,  trained  in  the  Wisconsin  College  of  Agriculture,  who 
now  are  at  work  in  the  agricultural  high  schools  and  colleges  of  other  states — notably  Min- 
nesota. 

The  total  number  of  Long  Course  graduates  from  the  Wisconsin  College  of  Agriculture 
since  1878  is  468;  the  Middle  Course  graduates,  during  this  period,  88;  all  told  556  graduates. 
But  only  55  of  them  are  teaching  agriculture  in  Wisconsin;  only  37  are  farming  in  Wisconsin; 
and  only  6  are  working  within  Wisconsin  for  Wisconsin  farmers,  as  state  or  federal  agents. 
These  556  Agricultural  College  graduates  have  a  record  of  immense  usefulness,  but  most  of 
them  in  other  states  and  sections. 

Fortunately  the  value  of  the  College  to  the  State  lies  largely  with  the  2,023  students  who 
have  finished  the  short  courses  since  1878.  Eighteen  hundred  and  twenty-nine  of  them  were 
from  Wisconsin  and  approximately  90  per  cent  are  now  farming  — 81  per  cent  of  them — 
within  the  state. 

VII.     THE  STUDENT  BODY. 

1.  Growth.  The  total  of  students  in  the  College  of  Agriculture  in  1913-14  was  1,953.  It 
is  an  increase  of  1,399  in  ten  years — or  252  per  cent.  The  student  body  in  1914  was  as  follows: 

Long  Course  students 676 

Middle  Course  students 135 

Home  Economic  students 205 

Summer  Session  students 296 

Summer  Dairy  Course  students 12 

Total  matriculate  students 1,324 

934 


Branson's  Report 

Short  Course  students 446 

Winter  Dairy  Course  students 155 

Forest  Rangers'  Course  students 28 

Total  sub-matriculate  students 629 

Grand  Total 1,953 

The  growth  of  the  student  body  appears  in  the  various  increases.  The  Long  Course  stu- 
dents in  1903-04  numbered  60;  in  1913-14  they  numbered  676 — an  eleven-fold  increase  in  ten 
years.  The  Middle  Course  students  have  increased  from  35  in  1908-09,  to  135  in  191.3-14 — 
nearly  a  four-fold  increase  in  six  years.  The  students  of  Home  Economics  were  only  52  in 
1909-10;  but  in  1913-14,  they  numbered  205 — nearly  a  four-fold  increase  in  five  years.  The 
Summer  School  has  grown  from  65  to  296  students,  in  four  years. 

2.  No  Growth  in  Numbers.     The  summer  dairy  course  students  in  1914  were  12;  or 

fewer  than  they  were  ten  years  ago.  Dean  Russell's  explanation  is  as  follows:  "Four  or  five 
years  ago  we  started  summer  session  work  in  agriculture.  In  this  course  the  students  electing 
this  work  now  are  registered  in  the  summer  session  and  only  those  are  designated  as  summer 
dairy  students  who  take  the  work  beyond  the  expiration  of  the  regular  summer  session." 

Also  the  winter  dairy  course  students  have  not  increased  during  the  last  ten  years.  In  1904 
they  numbered  155;  in  1910  the  number  fell  to  100;  but  in  1914  the  number  again  reached  155. 
The  largest  registration  of  non-resident  students  in  this  course  was  29  in  1897.  Since  1910  the 
number  has  ranged  from  4  to  17. 

"When  this  course  was  first  organized  in  1890,"  says  Dean  Russell,  "it  was  the  only  dairy 
school  in  America,  and  you  will  note  that  from  1891  to  1900  there  were  a  considerable 
number  of  nonresident  students  in  this  dairy  course.  With  the  wider  spread  of  dain.-ing  and 
the  organization  of  dairy  schools  in  many  of  the  other  states,  there  has  not  been  the  increase 
in  non-resident  students  that  formerly  obtained.  This  is  also  due  to  the  fact  that  the  tuition 
for  non-resident  students  was  raised,  some  fifteen  years  ago,  to  an  almost  prohibitive  figure. 
It  is  true  that  a  large  proportion  of  the  factories  of  the  state  are  now  well  supplied  with 
former  dairy  students,  and  consequently  the  demand  for  this  class  of  operatives  in  Wisconsin 
is  probably  not  as  great  as  some  ten  or  fifteen  years  ago." 

3.  Transplanting  Country  Boys.  It  is  interesting  and  significant  that  only  79  or  13.23 
per  cent  of  the  597  Long  Course  students  (excluding  graduate  students)  were  reared  on  the 
farm;  and  only  27  or  20  per  cent  of  the  135  Aliddle  Course  students.  These  facts  serve  largely 
to  explain  why  only  37  of  the  324  graduates  furnished  by  Wisconsin  since  1878  are  now  farm- 
ing in  Wisconsin. 

On  the  other  hand  354  or  79.37  per  cent  of  the  446  Short  Course  students  came  up  from  the 
farm;  while  approximately  90  per  cent  of  them  go  back  to  the  farm,  or  to  some  phase  of  farm 
work,  out  of  their  short  college  course. 

The  longer  a  country  boy  stays  in  college,  even  an  agricultural  college,  the  less  likely  he  is 
to  go  back  to  farm  work.  Setting  a  boy's  thinking  against  the  big  background  of  world-knowl- 
edge and  w^orld-achievement  while  keeping  alive  in  him  a  homing  instinct  true  as  the  carrier 
pigeon's  is  a  big  problem  for  the  colleges  and  universities  of  every  sort  everywhere. 

"4.  Transplanting  Wisconsin  Boys.  Four  hundred  and  three  or  67.5  per  cent  of  the 
Long  Course  students  in  the  Agricultural  College,  1913-14  (graduate  students  omitted),  were 
registered  from  Wisconsin;  and  194  or  32.5  per  cent  came  from  other  states  and  countries. 
Wisconsin  also  furnished  96  or  71.11  per  cent  of  the  Middle  Course  students  and  381  or  85.2 
per  cent  of  the  Short  Course  students;  but  only  5  or  27.77  per  cent  of  the  students  applying 
for  doctorate  degrees. 

That  is  to  say,  Wisconsin  furnishes  from  67  to  85  per  cent  of  the  undergraduates  m  the 
State  College  of  Agriculture;  but  only  98  of  the  468  graduates  in  the  extended  courses  since 
1878  have  remained  in  Wisconsin,  as  farm  agents,  farmers,  or  teachers. 

Wisconsin  is  generous.  She  furnishes  facilities  for  the  training  of  students  from  other 
states.  She  is  doing  more  than  that;  she  is  training  her  own  boys  for  service  in  other  states. 
Seven-tenths  of  the  Wisconsin  boys  graduating  from  the  long  and  middle  courses  of  her  agri- 
cultural college  since  1878  have  gone  to  other  states.  And  yet  Wisconsin  furnished  three- 
fourths  of  the  men  in  the  graduating  class  last  June;  indeed  17  or  nearly  one-sixth  of  them 
w-ere  Madison  men. 

The  explanation  does  not  lie  in  a  deficiency  of  the  college:  but  in  the  larger  rewards  offered 
by  farming  or  teaching  in  other  states. 

In  nineteen  ten,  517,000  people  born  in  Wisconsin  were  living  in  other  states.  Her  net  loss 
of  population  by  inter-state  migration  was  262,000;  but  the  net  loss  of  her  own  agricultural 
graduates  by  flight  into  other  states,  was  nearly  two-thirds  of  the  total.  A  study  of  economic 
conditions,  rural  and  urban,  in  Wisconsin  might  serve  to  explain  and  check  this  loss  of  W'is- 
consin-born  population  and  Wisconsin-reared  college  graduates.  It  is  a  problem  challenging 
both  the  university  and  the  Agricultural  College. 

5.  Sources  of  Increase.  Only  14.5  per  cent  of  the  Middle  and  Lone  Course  students  in 
1913-14  were  reared  on  the  farm;  85.5  per  cent  of  them  were  reared  elsew^iere. 

The  rural  and  village  population  of  Wisconsin  in  1910  outnumbered  the  urban  population 
by  325,220;  but  the  farm-reared  students  in  the  Middle  and  Long  Courses  were  not  one-half 

935 


University  Survey  Report 

or  more,  they  were  barely  one-seventh  of  the  total.  Six-sevenths  of  the  students  in  these 
courses  came  out  of  the  villages,  towns  and  cities  of  the  state,  although  many  of  them  had 
more  or  less  experience  in  farm.  life.  True,  approximately  four-fifths  of  the  Short  Course  stu- 
dents came  from  the  farm;  but  in  1913-14  they  numbered  only  446,  and  their  increase  in  ten 
years  was  only  44  per  cent. 

That  is  to  say,  the  growth  of  the  resident  student  body  of  the  Agricultural  College  in  Wis- 
consin has  been  mainly  from  the  urban  population.  The  increase  represents  an  interest,  in 
Wisconsin,  in  education  in  agricultural  subjects,  relatively  small  among  the  farm  dwellers, 
and  relatively  large  among  the  urban  dwellers.  The  back-to-the-farm  movement  may  be  an 
empty  phrase,  so  far  as  the  general  population  is  concerned;  but  the  movement  farward  into 
agricultural  education  is  a  pronounced  feature  of  modern  life,  the  world  over  just  as  in  Wis- 
consin. The  pity  of  it  is  that  it  so  largely  sweeps  by  the  young  people  in  the  countryside. 
They  have  not  yet  discovered  in  any  large  way,  even  in  Wisconsin,  the  stimulating  culture 
and  practical  worth  of  education  in  agricultural  and  country-life  subjects.  Scientific  agricul- 
ture has  come  to  be  a  great  university  subject;  but  so  far  its  appeal  is  more  to  the  city-reared 
than  to  the  country-reared  boy  in  Wisconsin — and  elsewhere  as  well.  This  fact  largely  ex- 
plains why  so  many  of  the  graduates  teach  agriculture  and  so  few  of  them  practice  it  on  the 
farm — only  37  in  Wisconsin  among  324  resident  graduates  in  36  years. 

When  students  with  farm  experience  go  into  the  extended  courses  of  the  Agricultural  Col- 
lege they  go  with  the  distinct  advantage  of  direct  acquaintance  with  the  things  and  subjects 
they  study.  As  a  rule  they  get  more  out  of  the  college  than  the  town-reared  students.  They 
hold  on  better  and  longer;  so  that  in  the  graduating  class  they  were  sixty-seven  per  cent  of 
the  total.  In  the  entire  body  of  extended-course  students,  they  were  less  than  15  per  cent. 

6.  Kid-Glove  Courses.  While  it  is  true  that  nearly  six-sevenths  of  the  students  taking 
the  extended  courses  in  the  college  were  not  reared  on  the  farm,  it  does  not  appear  that  the 
college  is  ofTering  what  current  criticism  calls  kid-glove  courses;  that  is  to  say,  purely  theo- 
retical courses  without  regard  to  practical  experience.  There  is  hardly  an  agricultural  college 
in  the  land  that  is  not  made  the  butt  of  this  popular  jest. 

The  Survey  tried  out  this  criticism,  because  it  was  often  urged  in  Wisconsin.  The  regis- 
tration records  of  the  college,  covering  the  men  graduating  last  June  were  examined,  and 
checked  by  the  responses  to  letters  of  inauiry  sent  out  to  106  graduates. 

The  college  requires  a  minimum  experience  of  six  months  in  practical  farm  work,  in  order 
to  graduate,  and  no  man  was  graduated  with  anything  less  than  the  required  minimum. 

Twenty-one,  or  nearly  one-fifth  of  total,  had  just  six  months'  practical  farm  experience, 
and  6  more  had  a  farm  experience  covering  a  year  or  less.  On  the  other  hand,  42  had  a  life- 
time experience,  28  had  two  years  or  more,  and  9  bad  between  one  and  two  years  of  experience 
in  farm  practices. 

Thirty-six  of  the  graduates  had  the  largest  part  of  farm  experience  during  the  summer  va- 
cation; in  and  around  the  college,  on  the  branch  and  demonstration  farms,  and  with  farmers 
of  success  and  reputation  here  and  there  over  the  state. 

Considering  the  increasingly  large  city-source  of  agricultural  college  students,  the  neces- 
sity for  practical  farm  experience  under  expert  guidance — what  the  doctors  call  clinical  ex- 
perience and  interneship — is  of  great  importance  in  agricultural  education,  whether  or  not  a 
student  be  bred  to  farm  practices. 

The  minimum  required  in  the  Wisconsin  College  of  Agriculture  is  little  enough.  The  qual- 
ity of  this  small  experience  can  be  bettered  by  increasing  the  amount  of  expert  guidance.  The 
college  authorities  are  watching  their  chances  to  extend  the  time  of  required  practical  expe- 
rience and  to  increase  the  value  of  it.  It  is  a  practical,  tactical  problem  of  great  difficulty  in 
all  the  agricultural  colleges. 

On  the  other  hand,  it  must  be  remembered  that  there  are  agricultural  college  deans  and 
presidents  in  this  country — some  of  them  distinguished  authorities  in  some  one  or  other  field 
of  scientific  agriculture — who  were  not  born  or  reared  on  a  farm  and  do  not  have,  till  this 
good  day,  even  the  minimum  experience  in  farm  practices  required  for  graduation  by  the 
Wisconsin  Agricultural  College. 

It  may  be  added  that  the  courses  offered  by  the  College  of  Agriculture  do  not  attract  dawd- 
lers and  idlers.  They  are  not  what  college  students  call  a  soft  snap.  They  are  not  chosen  be- 
cause they  are  light  and  easy.  They  demand  long  hours  and  hard  work;  but  they  are  in- 
creasingly popular  courses,  largely  because  they  explore  a  world  of  interesting  reality  and 
practicality.  They  are  not  what  Milton  called  'a  banquet  of  letters,'  but  also  they  are  not  'an 
asinine  feast  of  sow-thistles  and  brambles.' 

7.  Student  Expenses.  The  average  necessarv  yearly  expenses  per  student  are  reported 
by  Dean  H.  h.  Russell  as  being  S300-$350. 

The  following  letter  was  addressed  to  ten  students  of  the  Agricultural  College,  session 
1913-14: 

"How  expensive  is  a  year  of  student  life  at  the  University  of  Wisconsin?  I  understand  that 
the  necessary  annual  expenses  range  from  three  hundred  to  three  hundred  and  fifty  dollars  a 
year.  I  know  of  course  that  a  student's  expenses  are  largely  a  personal  matter,  dependent 
upon  his  willingness  to  deny  himself,  or  his  humor  in  indulging  himself.  Would  you  mind 
giving  me  a  summary  of  your  expenses  under  the  headings  that  follow:  (1)  College  fees,  tui- 
tions, books,  stationery,  and  so  on,  room  rent,  table  board  and  the  like,  (2)  amusements, 
recreations,  student  club  fees,  and  so  on,  and  (3)  the  total." 

936 


Branson's  Report 

Eight  students  responded.  All  but  two  were  resident  students.  Four  of  them  worked  for 
their  board  and  room  rent.   Another  earned  S60  in  outside  work  during  the  vear. 

Eliminating  the  tuition  charges  paid  by  the  non-resident  students/and  the  expenditures, 
for  clothmg,  fraternity  fees,  extravagant  amusements,  and  other  strictlv  unnecessary  details 
the  necessary  annual  expenses  of  the  eight  students  show  the  following  totals:  S340,  S350. 
$357,  $367.49,  $370,  $389,  $398  and  $  138. 

The  student  spending  $389  says:  '"If  one  is  to  pay  for  all  his  expenses  while  in  attendance 
upon  the  University  of  Wisconsin,  it  will  cost  at  the  very  lowest  estimate  somewhere  between 
four  and  five  hundred  dollars.  I  worked  for  my  board  all  last  year,  and  was  very  economical 
in  every  little  detail.  I  found  after  adding  up  all  my  accounts  that  I  had  spent  four  hundred 
dollars.  This  includes  my  summer  school  also;  which  cost  me  at  least  fifty  dollars,  besides 
working  for  my  board." 

The  student  spending  $370  says:  "A  survey  of  .')0  juniors  in  my  class  in  mathematics  showed 
an  average  expense  account  of  $r)00  per  annum.  These  students  were  majoring  in  agriculture, 
many  of  them  working  their  way  through  the  University."  lie  has  been  working  to  pay  his 
board  and  room  rent  since  February  and  laments  a  notable  increase  in  fees. 

In  the  Wisconsin  College  of  Agriculture,  as  in  other  colleges  and  universities,  a  very  lar^e 
number  of  the  students  are  aspiring  but  mortally  poor.  They  are  working  their  way  along,  in 
manly  fashion  unabashed  and  unashamed;  they  are  "toting  their  own  skillets,"  as  Senator 
Alexander  H.  Stephens  was  fond  of  saying.  In  a  state-supported  institution,  the  burden  of 
fees  should  be  light  burdens.  However  light  they  may  be,  they  are  heavy  enough  for  the 
worthiest  students  in  it — the  self-supporting  students. 

This  said,  it  may  be  added  that  the  student  fees  in  the  Wisconsin  Agricultural  College,  in 
1913-14,  amounted  to  $25,732.01.  The  laboratory  fees  refunded  to  students  wn^;  <mI1p<I  "for  in 
the  Survey,  but  the  total  has  not  yet  been  reported. 

The  fees  collected  were  as  follows: 

(1) Incidental  fees — 

All  long  and  middle  course  students,  per  year .S24.00 

All  short  and  dairy  course  students,  per  term ; (5. .50 

All  forest  ranger  course  students,  per  term 3.25 

Summer  session  fees,  six  weeks  course 15.00 

Summer  session  fees,  ten  weeks  course 25.00 

Students  remaining  beyond  the  regular  Summer  session,  per  week 2.50 

(2)  Laboratory  Fees — The  charge  for  each  unit-hour  of  laboratory  work  in  the  various  de- 
partments is  $1.00  per  semester.  A  breakage  deposit  of  $3.00,  of  which  the  unused  balance  is 
refunded  at  the  end  of  the  semester,  must  be  made  for  ea(  h  course  in  which  laboratory  work 
is  done.  The  total  fees  for  laboratory  work  during  the  first  two  years  of  the  four-year  course 
are  approximately  as  follows: 

Freshman  year,  first  semester,  less  the  refund,  $18,  second  semester,  $12;  sophomore 
year,  first  semester,  $18,  second  semester,  $5.  The  cost  during  the  remainder  of  the  course  and 
for  graduate  work  depends  upon  the  nature  of  the  work  elected.  Laboratory  fees  must  be 
paid  before  the  student  can  enter  classes.  Resident  short  course  students  pay  a  laboraton,-  fee 
of  $5,  non-resident  students,  $15.  All  students  in  the  .winter  dairy  course  pay  a  laboratory  fee 
of  $10,  and  in  the  summer  course,  $5.  Non-residents  in  the  winter  dairy  course  pay  a  labora- 
tory fee  of  $20,  and  in  the  summer  course,  $15.  All  dairy  course  students  pay  a  refundable  key 
and  breakage  deposit  of  $2. 

The  year's  expense  for  necessary  fees,  books,  stationery,  board  and  room  rent,  just  these 
items  alone,  makes  a  total,  ranging  from  $350  to  $450,  for  the  self-denying  or  average  s[)ender 
in  the  Wisconsin  Agricultural  College.  It  is  not  excessive  when  compared  with  other  colleges; 
but  it  is  wise  in  any  state  institution  to  reduce  this  amoi  nt  to  the  very  lowest  possible  figure. 
Small  as  it  may  or  can  be  made  to  be  it  is  still  I)rohibiti^•e  for  many  asjiiring  poor  students — 
so  prohibitive  indeed  that  in  ^^■isconsin  in  1910  only  10,834  students  all  told  were  in  her  col- 
leges. That  is  to  say,  for  every  1,000  pupils  enrolled  i:i  the  elementary  schools  of  the  state, 
only  2.2  students  were  in  college.  Nineteen  states  of  the  Union  make  a  better  showing  than 
Wisconsin  in  this  particular. 

8.  Student  Help.  In  answer  to  this  question.  What  opportunities  does  the  College  olTer 
students  to  w^ork  their  way  through,  in  whole  or  in  part?  Dean  Russell  answers: 

"The  college  endeavors  to  get  students  in  touch  with  farmers  who  are  in  need  of  helji  during 
the  summer.  A  good  many  students  are  thus  able  to  earn  part  of  their  expense's  while  in  col- 
lege, as  well  as  secure  practical  experience  which  we  rejjard  as  of  much  value  to  them  in  their 
work. 

"Student  help  is  necessary  in  some  of  the  offices  at  times,  and  students  who  make  applica- 
tion for  work  are  given  first  opportunity  for  these  positions. 

"The  Y.  M.  C.  A.  and  the  University  Alumni  Association  maintain  employment  bureaus 
to  enable  students  to  find  work  of  temporary  or  perm;  nent  character  to  be  done  during  term 
time." 

A  faculty  committee  in  charge  of  an  Employment  Bureau  is  usual  in  nrost  colleges  and  uni- 
versities. The  faculty  members  personally,  and  of>lcia'ly  as  student  advisers,  arc  sympathetic, 
in  the  main,  and  are  constantly  helping  worthy  students  find  remunerative  employment  as 
they  struggle  along  through  college;  but'  a  better  irga  iiized  and  more  determined  attack  upon 
the  problem  of  student-help  is  necessary  an  part  of  the  college  authorities. 

937 


University  Survey  Report 

A  substantial  help  to  students,  and  at  the  same  time  an  effective  way  of  extending  college 
training  and  culture  to  larger  numbers,  is  to  reduce  college  expenses  to  a  minimum.  Wiscon- 
sin's ratio. of  college  students  and  her  rank  in  this  particular  among  the  states  needs  to  be 
bettered.  The  democratization  of  a  college  or  a  university  largely  depends  upon  the  cost  of  the 
education  it  offers.  An  educational  institution  is  aristocratic  in  proportion  to  the  cost  of 
attendance  upon  it. 

An  important  problem  for  the  College  of  Agriculture  to  solve  is  the  lowering  of  fees  to  an 
irreducible  minimum  for  resident  students.  To  this  minimum,  the  state  might  be  willing  to 
add  by  appropriation  an  amount  sufficient  to  relieve  resident  students  of  their  share  of  the 
burden  indicated  by  the  $25,732  collected  in  student  fees,  in  1913-14. 

It  would  be  a  proper,  effective  form  of  student  help.  It  would  throw  open  the  door  of 
opportunity  to  larger  numbers  of  poor  students.  It  would  be  an  investment  in  democracy. 
At  present,  an  increasing  burden  of  student  fees  means  a  developing  aristocracy;  or  so  it  has 
been  the  world  over. 

9.  Dormitory  Facilities.     Concerning  the  need  for  men's  dormitories,  Dean  Russell  says 
"It  would  doubtless  be  advisable  for  the  state  to  inaugurate  the  dormitory  system  for  men  as 
it  has  for  women,  if  it  is  financially  able  for  them  to  undertake  this  obligation.  However,  I  do 
not  think  that  the  installation  of  a  single  or  limited  number  of  dormitories  that  would  house 
only  a  few  hundred  students  would  be  of  much  value. 

"The  annual  growth  of  the  student  body  is  now  so  large  that  it  seems  almost  impossible  to 
expect  the  state  to  adopt  a  dormitory  system  which  would  enable  dormitories  to  be  put  at  a 
rate  which  would  even  take  care  of  the  annual  increment  in  growth. 

"It  is  of  much  more  consequence,  I  believe,  at  the  present  stage,  for  the  University  to  have 
a  thoroughly  good  commons  where  good  board  could  be  secured  at  reasonable  rates,  as  this 
is  more  important  from  the  standpoint  of  the  students'  health  than  the  sleeping  apartments." 

True,  the  erection  of  a  Commons  Hall  and  a  men's  dormitory  every  year  or  two,  housing 
a  hundred  men  or  so,  would  hardly  take  care  of  the  annual  increase  of  agricultural  students; 
but  it  would  certainly  do  two  things:  (1)  It  would  relieve  the  pressure  for  rooms  and  table 
board  in  the  city,  hold  at  a  reasonable  figure  the  prices  for  these,  and  check  the  rapidly  rising 
cost  of  living  for  students,  and  (2)  it  would  make  a  way  of  escape  for  students  of  slender 
means,  by  furnishing  comfortable  lodging  and  good  table  fare  for  a  moderate  charge,  and  by 
the  chances  for  work  such  college  enterprises  offer  to  students  in  need  of  help.  At  present 
many  students  are  earning  their  room  rent  and  table  board,  by  working  in  restaurants,  serv- 
ing in  boarding  houses,  doing  chores  around  the  homes  of  the  city.  In  many  a  college  com- 
mons, the  serving  men  and  waiters  are  students.  It  could  be  so  at  Madison,  with  distinct 
advantage  to  students  working  their  way  through  college. 

A  properly  managed  college  commons  or  dormitory  achieves  its  greatest  purpose  not  by 
feeding  or  housing  all  the  students;  but  by  holding  at  a  reasonable  level  the  cost  of  living  for 
resident  students  in  private  restaurants  and  boarding  houses.  If  it  does  not  do  this,  it  is 
poorly  managed.  If  living  in  a  college  commons  or  dormitory  is  upon  an  unnecessarily  high 
level  of  luxury,  and  the  expenses  are  correspondingly  high,  then  students  with  average  or 
slender  means  are  driven  into  outside  establishments;  and  under  the  pressure  of  increased 
demand,  the  prices  charged  therein  rise  accordingly.  If  non-resident  or  wealthy  students 
pre-empt  such  college  establishments,  it  is  good  evidence  of  mistaken  purposes  on  part  of 
the  management. 

Vni.     COLLEGE  ACTIVITIES. 

1.  Development.  The  (1)  Instructional,  (2)  the  Research  and  (3)  the  Extension  activi- 
ties of  the  college  are  an  interesting  study  in  development — of  response  to  changing  condi- 
tions and  demands  in  the  farm  civili^ation"of  the  Middle  West.  At  times  these  activities  have 
been  anticipative,  prophetic,  creative;  sometimes  sensitively  prompt;  sometimes  reluctant 
and  tardy. 

The  culture,  in  cloistral  seclusion,  of  what  Emerson  calls  a  Brahmin  caste  of  scholars  was 
long  ago  discarded  by  Wisconsin  as  a  university  ideal. 

Fifty-six  years  ago  agriculture  became  a  university  subject  in  Wisconsin,  in  answer  to  the 
demand  "that  a  more  distinct  bias  should  be  given  to  university  instruction  in  the  direction 
of  the  several  arts  and  avocations  as  they  exist  among  men;  that  the  practical  should  take 
rank  of  the  theoretical  in  the  forms  as  well  as  the  substance  of  university  culture." 

Since  that  day  the  farmer  and  the  artisan  as  well  as  the  business  and  professional  classes  of 
the  state  have  had  a  place  in  the  purposes  and  activities  of  the  University.  The  informing 
ideal  of  both  the  University  and  the  Agricultural  College  has  been  democratic  service,  not 
aristocratic  aloofness. 

The  dates  of  progress  are  significant:  1858.  the  Agricultural  College  idea  was  legislated 
into  existence;  1868,  a  professor  of  agriculture  began  work;  1876,  a  four-year  course  in  agri- 
culture was  in  force,  10  students  in  attendance;  1881,  W.  A.  Henry  was  elected  to  teach  agri- 
culture and  botany;  1885,  Short  Courses  in  Agriculture  and  Farmers'  Institute  work  were 
begun;  1887,  S.  M.  Babcock  was  elected  to  teach  agricultural  chemistry;  1890,  a  Winter  Dairy 
Course  was  offered,  and  later  summer  and  special  dairy  courses;  1909,  the  School  of  Home 
Economics  was  reorganized,  and  Agricultural  Economics  introduced;  1910,  Summer  School 
and  Teacher  Training  Courses  were  offered;  1913,  the  Forest  Ranger  Course  was  offered. 
Meantime,  the  Farmers'  ten  day  course,  the  Young  People's  ten  day  Course,  the  Women's 
one  week  Course,  the  Country-Life  Conference,  and  various  forms  of  extension  work  were 
gotten  under  way. 

938 


Branson's  Rhport 

2.  A  Ready  Agency  in  Reorgani/inf;  Agriculture.  Bv  1885,  the  supiily  of  desirable 
free  public  land  in  the  United  States  was  exhausted;  farm  lands  began  to  rise  in  value;  agri- 
culture began  to  move  out  of  expansive  into  intensive  forms;  live  stock  and  dairy  farmmg 
became  important  activities;  the  frontier  crops  moved  further  westward;  and  dairy  mdus"- 
tries  developed  commercial  proportions.  Population  was  soon  to  press  upon  the  food  supplv 
of  the  country.  Increasing  the  volume  of  farm  wealth  upon  the  same  or  smaller  areas  while 
lowering  the  cost  of  production  was  to  become  a  problem  of  critical  national  importance. 

The  era  of  scientific  agriculture  was  at  hand,  and  the  College  of  Agriculture  was  readv  for 
it.  Before  the  Morrill  act  was  passed  in  18G2,  Wisconsin  was  moving  to  establish  her  College 
of  Agriculture;  before  the  Hatch  act  in  1887,  Wisconsin  had  her  own  .Agricultural  lixperiment 
Station;  by  1876  her  four-year  course  in  agriculture  was  well  organized.  The  work  of  the 
college  in  agricultural  physics  and  in  dairy  discoveries,  inventions  and  methods  became  fa- 
mous the  world  over.  The  Babcock  butter-fat  test  has  come  into  use  throughout  the  civilized 
world,  and  along  with  the  centrifugal  cream  separator  moved  dairving  out  of  the  domestic 
into  the  factory  era. 

3.  Training  Leaders  and  Reaching  the  People.  The  authorities  were  prom|)t  to  recog- 
nize the  values  and  the  limitations  of  prolonged  formal  courses  in  agriculture.  Such  courses  are 
needed  to  train  leaders  in  agricultural  progress,  and  not  to  educate  farmers  generallv.  Be- 
yond the  need  for  agricultural  graduates  on  the  land  is  the  greater  need  for  men  to  discover 
and  apply  still  other  scientific  laws  to  agriculture,  and  to  open  the  way  for  new  uses  of  agri- 
cultural products.  The  wit  spends  himself  upon  this  simple  fact  by  saying  that  our  agricul- 
tural colleges  have  made  farming  a  learned  profession  but  a  sedentary  occupation.  In  a  sense 
this  is  true,  and  there  is  urgent  need  for  this  very  thing. 

On  the  other  hand,  the  college  was  the  first  in  America  to  establish  Short  Courses  for  farm 
boys,  and  practically  all  the  agricultural  colleges  of  the  land  have  followed  Wisconsin's  lead 
in  this  experiment.  Some  5,.300  students  have  been  enrolled  in  this  practical  course  since 
1885;  90  per  cent  of  the  graduates  arc  farming — over  80  per  cent  of  them  farming  in  Wiscon- 
sin. The  Short  Courses  have  probably  influenced  Wisconsin  agriculture  more  than  any  other 
form  of  resident  instruction. 

4.  Resident  Instruction.  The  college  offers  graduate  courses,  a  four-year  course,  a 
two-year  course,  courses  for  the  training  of  teachers,  summer  session  courses,  short  courses 
of  two  terms  fourteen  weeks  each,  summer,  winter  and  special  dairy  courses,  a  forest  rangers' 
course,  ten-day  courses  in  agriculture  for  farmers  and  young  people,  two-  and  four-year 
courses  in  home  economics,  a  one-week  course  for  farmwives.  .Xn  annual  country-life  con- 
ference is  also  held  at  the  college. 

These  courses  are  noted  here  for  the  purpose  of  showing  the  progress  of  the  college  in  short- 
ening, simplifying,  and  adapting  its  instruction  to  suit  the  needs  of  an  enlarging  constit- 
uency; and  to  call  attention  to  the  skill  with  which  the  college  has  concentrated  upon  the  first 
of  Wisconsin's  farm  problems — the  production  of  farm  wealth.  It  is  a  great  fundamental 
problem  in  Wisconsin  and  throughout  America.  The  college  has  treated  this  subject  with 
signal  thoroughness  and  ability,  and  with  direct  application  to  Wisconsin  conditions  and 
problems. 

It  is  nearly  impossible  to  over-emphasize  the  importance  of  it;  but  farming  now  concerns 
profits  as  well  as  products.  The  college  in  1913-1  I  offered  161  courses.  Only  two  of  these 
directly  treated  the  distribution  of  farm  wealth;  159  were  devoted  to  the  production, 
protection  and  preservatioa  of  farm  wealth. 

5.  Research  Work.  The  research  activities  of  the  college  are  largely,  but  not  wholly, 
centered  in  the  Experiment  Station.  They  concern  discovery  of  the  principles  of  agricultural 
science,  the  testing  of  these  under  normal  field  conditions,  and  their  widesjiread  dissemina- 
tion and  adoptionby  the  farm  population.  They  cover  a  wide  range  of  problems;  the  subju- 
gation and  management  of  raw  lands,  the  adaptation  of  crops  to  new  and  untried  localities, 
the  restoration  and  maintenance  of  soil  fertility,  the  breeding-up  of  seeds  and  farm  animals, 
the  eradication  and  control  of  crop  and  animal  pests  and  diseases,  studies  in  i)lant  and  animal 
nutrition,  live  stock  studies,  dairying  principles,  tests,  and  methods,  farm  mechanics,  farm 
management,  farm  cooperation,  markets  and  credits. 

Here  again  the  emphasis  has  been  laid  mainly  upon  the  problems  of  farm-wealth  produc- 
tion, preservation,  and  protection,  just  as  in  other  agricultural  colleges. 

However,  in  1909,  the  college  began  to  turn  its  attention  to  the  complementary  problem — 
that  of  farm-wealth  distribution.  \Tntil  this  date  the  college  was  very  like  a  manufacturer 
who  devoted  his  entire  attention  to  the  production  of  wares  and  little  or  no  thought  to  mar- 
keting them  at  a  profit.  It  might  go  without  saying  that  there  never  was  such  a  manufac- 
turer, and  equally,  that  no  agricultural  college  ought  ever  to  have  neglected  so  fundamental  a 
concern  of  farm  life  and  business. 

6.  Research  Results.  The  original  contributions  of  the  college  in  the  field  of  research 
have  been  many  and  valuable — some  of  them,  epoch-making.  But  hardly  less  important  has 
been  the  adoption  of  ideas  and  principles,  plans,  methods,  and  devices  wjorked  out  in  other 
laboratories;  and  improved,  or  put  into  popular  use  by  effective  propagandism. 

The  great  indebtedness  of  the  state  to  Prof.  R.  .\.  Moore  is  no  whit  lessened  by  the  fact  that 
his  Wisconsin  No.  7  corn  was  bred-up  from  Iowa  stock,  or  his  Select  Oderbrucker  barleys,  an 
improvement  upon  Canadian  strains;  or  that  the  pedigreed  oats,  ryes,  and  winter  wheats  of 

939 


University  Sur\ev  Report 

the  college  originated  in  other  states  and  countries.  The  eminent  service  of  the  workers  in  this 
field  at  the  college  lies  in  the  further  high  breeding  of  these  grains  by  selection  and  hybridiza- 
tion; the  production  of  varieties  having  greater  stamina  and  increased  yielding  or  resisting 
power;  their  adaptation  to  soils  and  growing  seasons  in  wider  latitudes;  and  the  effective 
campaigning  that  put  these  pure  bred  seeds  into  profitable  general  use.  Pushing  the  corn  belt 
to  the  shores  of  Lake  Superior  and  putting  Wisconsin  again  in  the  wheat  belt  are  achieve- 
ments of  significance  and  value  to  the  state. 

The  state  is  indebted  to  Delwiche  at  Ashland  for  improved  wheats,  to  Sandsten  and  John- 
son for  valuable  new  strains  of  Connecticut-Havana  tobacco  suitable  to  Wisconsin  soils  and 
climate,  to  Truog  for  a  newly  perfected  device  for  testing  the  acidity  of  soils,  to  Whitson  and 
Malde  for  their  contributions  to  cranberry  culture  in  the  state,  to  Jones  and  Vaughan  for 
methods  of  controlling  pea  blight,  to  Jones  for  a  disease-resisting  cabbage,  to  Severin  and 
Sanders  for  a  new  method  of  poison  bait  sprays  in  onion  culture,  to  King  for  the  round  silo  and 
his  system  of  ventilation,  to  Alexander  for  the  stallion  enrollment  idea,  to  Humphrey  for  the 
first  organized  community  effort  for  live  stock  breeding  purposes,  to  Woll  for  a  method  of 
checking  the  ])roducts  of  dairy  animals,  to  Hart  for  discovering  the  role  of  sulphur  in  plant 
nutrition,  to  Hart  and  McCollum  for  important  discoveries  in  animal  nutrition,  to  Babcock 
for  determining  the  role  of  metabolis  water  formed  in  plant  life. 

The  formalin  treatment  for  oat  smut  originated  with  Bolley  at  the  Indiana  Station;  but 
under  Professor  H.  A.  Moore  an  aggressive  campaign  applied  the  principle  on  a  large  scale 
to  commercial  practice.  Chicken  pox  vaccination  originated  with  Alanteufel  in  Germany,  but 
the  first  application  of  it  in  this  country  was  in  Wisconsin.  The  steam  sterilization  of  tobacco 
seed-beds  and  formaldehyde  for  onion  smut  did  not  originate  in  Wisconsin,  but  the  methods 
were  promptly  adopted  here. 

The  contributions  of  the  college  to  the  dairying  industry  in  \Msconsin  and  the  country-at- 
large  have  been  fundamental.  In  1870,  there  were  only  forty  cheese  factories  in  the  state,  no 
creameries,  and  the  annual  output  of  dairy  products  amounted  to  about  a  million  dollars.  In 
1910  there  were  1,928  cheese  factories,  1,005  creameries,  19  condenseries,  and  in  1913  the  dairy 
products  of  the  state  were  around  the  ninety  million  dollar  mark. 

In  1871,  the  Wisconsin  Dairymen's  Association  was  organized  and  began  a  vigorous  cam- 
paign. In  1890,  the  College  of  Agriculture  established  a  dairy  school,  and  Babcock's  fat  test 
was  invented.  This  simple  device  laid  the  foundation  for  the  factory  system  of  dairy  indus- 
tries. Other  tests  were  needed  and  they  were  rapidly  devised  in  the  station  laboratories;  the 
Wisconsin  curd  test  by  Babcock,  Russell  and  Decker;  Hart's  casein  test;  Farrington's  alka- 
line tablet  test ;  Benkendorf's  moisture  test,  the  sediment  test  which  originated  in  Germany 
but  was  radically  improved  by  Farrington  and  so  put  into  general  use  in  America.  All  but  one 
of  the  seven  important  tests  used  in  dairy  processes  (the  rennet  test  used  in  the  manufacture 
of  cheese)  either  originated  in  Wisconsin  or  were  radically  improved  here. 

The  college  may  fairly  claim  to  have  had  a  large  part  in  making  Wisconsin  the  leading 
cheese  and  butter  state  in  America.  The  college  has  not  succeeded,  how'ever,  in  putting  Wis- 
consin farmers  upon  a  level  with  Danish  farmers  in  the  marketing  of  dairy  products.  It  has 
only  recently  begun  to  study  this  aspect  of  the  dairying  industry. 

7.  Control  Work.     The  station  control  work  covers 

(1)  The  inspection  of  seeds  offered  for  sale,  and  the  analysis  of  samples,  some  2,200  in  1913. 
Under  the  1913  law  the  station  is  in  better  position  to  protect  the  farmers  against  unscrupu- 
lous practices  in  the  sale  of  seeds. 

(2)  The  inspection  of  commercial  fertilizers  and  concentrated  feeding  stuffs  is  another 
form  of  station  control  work.  And  here  again  the  farmers  need  protection.  During  1913,  deal- 
ers in  257  towns  were  inspected,  and  796  samples  of  feeding  stuffs  analyzed.  There  is,  how- 
ever, no  public  report  of  dealers  violating  the  law,  cases  made  and  penalties  levied,  as  in  Cali- 
fornia and  other  states. 

(3)  The  station  is  also  reciuired  to  inspect  the  nurseries  of  the  state  annually;  and  all  im- 
ported trees  and  shrubs  in  order  to  prevent  the  introduction  of  the  gypsy  and  brown-tail 
moths  and  other  destructive  insect  pests. 

(4)  In  1906,  Wisconsin  passed  a  law  requiring  a  registering  and  licensing  of  all  stallions 
used  for  service.  Wisconsin's  lead  has  been  followed  by  nineteen  other  states.  When  this  law 
was  passed,  there  were  nearly  50  per  cent  more  grade  than  pure  bred  sires  in  the  state.  In 
1909  an  amendment  to  the  law  required  that  animals  of  no  known  breeding  were  to  be  certi- 
fied as  mongrels  or  scrubs.  As  a  result  some  1,400  mongrel  sires  have  been  retired  from  serv- 
ice. Dr.  A.  S.  Alexander  must  be  credited  with  the  idea  of  registering  stallions  and  the  ef- 
fective campaign  for  pure  bred  sires  carried  on  in  Wisconsin. 

8.  Extension  Service.  Fxtending  college  campus  limits  in  every  direction  to  the  borders 
of  a  state,  placing  the  expert  knowledge  of  a  few  at  the  service  of  the  many,  relating  and  ad- 
justing university  activities  to  developing  democratic  needs,  are  modern  ideals  that  origi- 
nated abroad.  The  English  system  of  university  extension  was  introduced  into  America  in 
1887.  Within  four  years  it  had  been  adopted,  tried  and  abandoned  in  28  states  and  territories. 
As  usual  David  w^as  unable  to  fight  in  Saul's  armor;  but  he  tried  it  on  before  he  found  effective 
w-eapons  of  his  own. 

In  1892,  the  University  of  Chicago  and  the  University  of  W^isconsin  began  to  develop  the 
extension  idea  in  an  organized,  systematic  way.     In  Wisconsin,  extension  work  began  first 

940 


Branson's  Report 

upon  the  agricultural  end  of  the  hill,  and  for  four  years  the  Agricultural  College  blazed  a  trail 
for  the  University  and  led  the  way  into  effective  methods,  of  reaching  and  helping  extra- 
campus  constituencies. 

In  190():  the  department  of  University  Extension  under  Dean  L.  E.  Reber  began  a  vigorous 
development,  and  was  soon  to  challenge  the  attention  of  the  entire  country. 

Meanwhile  the  extension  work  of  the  Agricultural  College  developed  along  lines  of  its  own, 
aside  and  apart  from  the  ways,  means,  and  methods  of  university  extension  activities.  The 
nature  and  variety  of  agricultural  extension  have  been  determined  by  the  character  and  the 
intensity  of  the  appeals  for  help  from  the  farmers  of  the  state. 

The  forms  of  extension  service  are,  mainly:  (1)  field  demonstration  work,  (2)  the  county 
agricultural  representative  system,  and  (3)  publications,  press  service,  lectures,  letters  and 
the  like.  These  particular  activities  of  the  college  are  an  attempt  to  get  scientific  results 
worked  into  popular  practice.  It  is  a  necessary  and  diflicult  work;  necessary,  because  the  gen- 
eral application  of  known  scientific  truth  about  agriculture  would  easily  double  the  produc- 
tion of  farm  wealth;  and  difTicult,  because  the  farmer  is  traditionally  hard  to  reach  and  slow 
to  change  his  ways.  These  activities  were  closely  surveyed  and  the  results  arc  worth  detailing 
somewhat.  Their  directness  of  purpose,  the  ability  and  skill  employed,  the  reach  and  value  of 
their  results  are  beyond  question.   It  is  hard  to  exaggerate  their  importance  and  value. 

Field  Demonstration  Work.  The  Wisconsin  Experiment  .\ssociation  consists  ol  some  1.500 
of  graduates  of  the  college  scattered  over  the  state.  They  take  the  pedigreed  seeds  of  the  college, 
try  them  out  under  a  variety  of  field  conditions  and  cultural  i)ractices,  multiply  the  supply 
immediately  and  immensely,  until  thev  are  now  getting  into  general  use  close  to  a  million 
dollars  worth  of  pure  bred  seed  per  year. 

The  Young  People's  Grain  Growing  Contests  held  in  40  counties  in  1913  numbered  44. 
Around  20,000  children  were  engaged  in  growing  pedigreed  corn,  oats  and  barley.  The  145 
winners  enjoyed  free  scholarships  covering  a  week's  course  of  instruction  at  the  college  during 
the  winter. 

The  prizes  offered  by  the  bankers  of  the  state  resulted  in  16  contests  involving  nearly  9,000 
people.  Some  90  banks  distributed  to  their  customers  monthly  over  30,000  bulletins  written 
by  members  of  the  college  staff. 

The  Alfalfa  Order  of  the  Experiment  Association,  some  700  members  all  told,  has  put  Wis- 
consin upon  the  alfalfa  map. 

Crop  demonstrations  have  been  carried  on  upon  the  farms  of  25  county  and  state  institu- 
tions. In  1912  the  total  yield  of  pure  bred  seed  amounted  to  65,000  bushels.  The  nearby 
farmers  had  demonstrations  in  alfalfa  growing,  weed  eradication,  treatment  of  grain  diseases, 
conservation  of  manure,  variety  and  culture  tests  with  corn  and  small  grains.  Meanwhile 
25,000  people  attended  the  community  meetings  held  on  these  farms  during  the  last  five 
years. 

The  seven  branch  and  demonstration  stations,  already  noted  elsewhere,  have  been  carry- 
ing on  similar  work  in  more  varied  ways  in  a  better  organized  form.  During  1913,  the  attend- 
ance upon  various  meetings  at  these  station  farms  numbered  1,500  people. 

In  cooperation  with  the  college,  some  200  farmers  have  been  making  soil  fertility  demon- 
strations. These  have  been  fertilizer  and  soil  management  tests  with  various  crops,  in  differ- 
ent soil  areas,  under  different  climatic  conditions. 

During  the  year,  from  25  to  30  men  employed  by  the  college  made  5,000  official  tests  of 
dairy  production  in  the  herds  of  some  200  breeders.  The  cost  amounting  to  over  .S16.000  was 
paid  by  the  breeders.  This  system  of  certifying  dairy  animals  has  been  extensively  adopted 
by  other  states. 

Since  1905,  the  college  has  organized  90  community  stock  breeders'  associations.  They  are 
centers  of  pure  bred  cattle  of  the  various  types  and  breeds.  One  association,  with  a  hundred 
members,  ow^ns  more  pure  bred  Guernsey  cattle  than  can  be  found  on  their  original  island 
home.     In  1913,  twenty-live  meetings  were  held  with  1.2.50  farmers  in  attendance. 

In  the  same  way,  the  college  has  promoted  the  mulliplication  of  community  potato  growing 
centers,  where  large  orders  for  high-grade  tubers  of  single  standard  varieties  can  be  Tilled. 
They  bring  higher  prices  than  the  mixed  lots  sold  in  the  earlier  days  of  potato  growing  in 
Wisconsin. 

Since  1904,  the  college  has  been  giving  field  ilemonstrations  of  potato  and  orchard  spraying 
—in  1913  to  1,900  farmers. 

The  college  has  attacked  the  problem  of  draining  the  seven  million  acres  of  wet  lands  in  the 
state.  Last  year  15  demonstrations  were  made  on  1  18  farms  in  22  districts  to  654  people. 
Surveys  and  plans  were  made  for  the  organization  of  11  drainage  districts  covering  11,000 
acres.  Thirty-three  projects  were  also  laid  out  on  dilYerent  farms. 

Ten  years  ago,  Wisconsin's  leading  agricultural  industry  was  imperiled  by  rapidly  spread- 
ng  tuberculosis  among  her  cattle.  In  J905,  the  college  began  a  state-wide  campaign  of  public 
post  mortem  demonstrations.  Farmers  were  taught  to  apply  the  tuberculin  test,  and  Wiscon- 
sin now  leads  the  Union  in  the  number  of  tuberculin-tested  cattle.  In  1911  the  college  in  co- 
operation with  the  Live  Stock  Sanitary  Board  began  the  manufacture  and  distribution  of 
tuberculin,  and  last  year  nearly  60,000  doses  were  sent  out  for  use  upon-.3,000  farms.  In  this 
wise,  a  great  industry  has  been  safeguarded,  but  also  buyers  throughout  the  Union  look  to 
the  state  for  disease-free  as  well  as  pure-bred  stock. 

A  similar  campaign  has  been  waged  against  hog  cholera.  During  nineteen  thirteen.  150.000 
cubic  centimeters  of  protective  serum  were  distributed  to  400  farmers  and  used  to  immunize 
from  12,000  to  15,000  hogs.  The  cost  of  anti-hog  cholera  serum  varies  greatly  in  the  dilTerent 

941 


University  Survey  Report 

states.  In  Wisconsin  in  1913-14  the  station  turned  in  to  the  bursar  for  the  revolving  fund 
$10,183.62  on  hog  cholera  account.  The  chances  are  that  the  cost  of  serum  to  Wisconsin 
farmers  can  be  reduced.  Indeed  under  the  new  law,  must  be  reduced  to  one  cent- per  cubic 
centimeter. 

When  a  whole  year's  campaign  reaches  only  -100  out  of  177,000  farmers,  and  only  15.000  out 
of  1,800,000  hogs,  the  results  look  microscopic.  Considering  the  increasing  hazard  of  the  dis- 
ease, this  extension  activity  needs  to  work  at  maximum  and  not  at  minimum  efhciency.  A 
piece-meal,  small-scale  treatment  of  hog  cholera  means  Httle  or  nothing  more  than  a  waste  of 
money.  Only  a  wholesale  attack  upon  the  problem  avails.  Here  is  a  propogandism  that  calls 
for  push  and  punch,  far  more  than  the  college  is  putting  into  it,  if  a  great  industry  is  to  be 
safeguarded.  The  necessity  for  such  a  vigorous  campaign  on  part  of  the  college  lies  in  the  de- 
struction of  swine  in  the  state  by  hog  cholera — 169,300  in  the  years  1913-14.  The  average 
death  rate  for  30  years  in  Wisconsin  is  38  per  1,000  animals;  in  1914,  it  was  50. 

The  College  Agricultural  Representative  system  is  a  new  form  of  extension  service;  begun 
in  Oneida  County  in  1911,  and  since  then  gradually  introduced  by  the  college  into  ten  other 
counties,  in  cooperation  with  the  county,  state,  and  federal  authorities.  By  1915,  under  the 
law,  the  system  is  to  be  extended  into  four  more  counties.  The  college  representative  in  each 
county  is  in  daily  contact  with  the  farmers.  He  is  busy  improving  farm  practices  and  com- 
munity ideals.  He  gives  short  winter  courses  to  farm  boys,  agricultural  instruction  to  the 
rural  teachers  in  tTie  county  training  schools,  and  establishes  significant  relationships  between 
the  public  school  system  and  the  university.  Wisconsin  is  not  moving  so  fast  as  another  state 
or  two  in  this  new  form  of  extension  service,  Minnesota,  say;  but  she  is  moving  forward 
safely.  During  1913,  the  representatives  in  five  counties  visited  1,326  farms,  counseled  3,498 
farmers,  and  gave  instruction  by  lectures  to  13,060  people. 

The  Ten-day  Winter  Courses  at  the  college  reach  some  2,000  men  and  women  each  year; 
that  is  to  say,  about  one  farmer  in  the  hundred.  To  reach  the  other  ninety-nine,  the  college 
last  year  gave  these  courses  throughout  the  state  in  conjunction  with  the  county  agricultural 
schools,  the  normal  schools  and  colleges,  and  the  county  representatives.  Twenty-three 
such  courses  reached  about  15,000  attendants.  Extensive  exhibits  are  made  each  year  at  the 
state  fair  in  Milwaukee.  Last  year  40,000  people  visited  the  college  booths,  and  took  away 
with  them  8,000  agricultural  bulletins.  One  hundred  and  thirty  two-day  Farmers'  institutes 
were  held  with  an  attendance  of  some  65,000  farmers.  The  educational  trains  made  103 
stops,  for  32,000  peoole. 

The  college  still  further  helps  the  farmer  with  instructions,  plans  and  rented  forms  for  con- 
crete silo  building;  with  blue  prints  for  farm  buildings  and  ventilation  systems;  with  butter 
and  cheese  scoring  exhibitions;  with  reports,  bulletins,  circulars  of  information  and  a  weekly 
press  service  for  some  700  newspapers  and  periodicals.  Two  columns  of  college  matter  are 
furnished  200  papers  of  the  state  by  the  Western  Newspaper  Union. 

Not  counting  the  persons  and  instructions  on  the  regular  mailing  list  of  the  college,  from 
twenty-five  to  thirty  thousand  in  all;  the  personal  letters  giving  specific  information,  some 
fifty  thousand  a  year;  the  chance  readers  of  reports,  bulletins  and  circulars;  or  the  public 
reached  by  the  press  service  of  the  college,  it  is  safe  to  say  that  the  college  year  by  year  reaches 
225,000  people  in  Wisconsin.  Or  nearly  one  in  every  ten  of  the  entire  population,  country  and 
city.  Or  more  than  one  in  every  five  of  the  country  population. 

We  found,  in  the  five  weeks  of  resident  survey  work,  that  the  college  and  its  influences 
penetrated  into  ihe  remotest  corners  of  the  state.  Its  work  was  everywhere  pervasive  and 
obstrusive. 

The  college  extension  service  is  an  efficient  agent  for  sweeping  propagandism.  So  far,  it  has 
been  concentrated  almost  wholly  upon  the  problem  of  increased  farm-wealth  production. 
Only  recently,  measurably,  and  meagerly  has  it  been  concerned  with  the  problems  of  farm- 
wealth  distribution. 

9.  Agricultural  Correspondence  Courses.  Considering  the  nature  and  variety,  reach 
and  influence  of  the  extension  work  of  the  college,  it  is  fairly  easy  to  understand  Dean  H.  L. 
Russell's  attitude  towards  agricultural  courses  given  by  correspondence,  as  follows: 

"An  analysis  of  the  requests  that  had  come  to  the  College  of  Agriculture  for  correspond- 
ence work  in  this  subject  revealed  the  fact  at  that  time  that  the  number  of  bona  fide  farmers 
who  were  desirous  of  pursuing  work  of  this  sort  was  practically  negligible.  From  the  cor- 
respondence received,  we  were  able  to  classify  the  requests  into  two  general  groups:  (1) 
School  teachers,  mainly  women,  who  were  already  engaged  as  teachers  in  the  rural  schools, 
or  prospective  teachers  in  this  division  of  the  educational  system,  in  which,  in  Wisconsin, 
agriculture  is  a  compulsory  subject  for  teaching;  (2)  city  people,  in  the  main,  clerks,  book- 
keepers, etc.,  who  were  evidently  in  salaried  positions  and  who  had  become  interested  in 
the  possibilities  of  the  "back  to  the  land"  movement,  through  the  medium  of  the  magazine 
press. 

"I  have  no  doubt  that  certain  courses  along  agricultural  and  home  economics  lines  would  be 
of  considerable  value,  but  to  organize  the  various  subjects  into  which  agriculture  is  now 
divided  and  provide  correspondence  courses  for  the  same,  in  a  manner  comparable  to  that 
which  has  been  carried  on  in  other  divisions  of  the  University  would  be  to  emphasize  the 
minor  to  the  neglect  of  the  major  features  of  the  work. 

"I  believe  that  through  the  medium  of  demonstrative  teaching,  such  as  is  carried  on  in  our 
extension  courses  and  schools,  we  can  be  of  much  more  service  than  we  could  through  corre- 
spondence courses.    We  are,  therefore,  giving  poultry  and  garden  schools  to  the  suburban 

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residents  of  our  cities,  as  these  are  phases  which  they  can  utilize  in  connection  with  their 
present  vocations.  Already  correspondence  courses  have  been  prepared  in  home  economics 
and  are  being  advertised  by  Dean  Reber  in  connection  with  the  University  extension  work. 
Arrangements  are  now  under  way  for  the  organization  of  a  similar  course  in  farm  accounting, 
as  the  imposition  of  the  income  tax  is  likely  to  accelerate  the  interest  of  the  farmer  in  the  matter 
of  bookkeeping  records.  How  successful  these  will  be  time  alone  can  tell. 

"I  may  say  also  that  when  we  had  this  matter  under  careful  consideration,  we  investigated 
the  situation  as  it  then  obtained  in  other  agricultural  colleges  and  universities,  in  which  cor- 
respondence courses  in  agriculture  were  offered,  as  well  as  the  private  correspondence  schools 
offering  work  in  agriculture.  In  the  collegiate  institutions  giving  agricultural  work  the  success 
has  not  been  at  all  universal.  More  frequently  it  has  depended  upon  the  personality  of  the 
man  pushing  the  work  and  in  some  cases  the  courses  were  what  might  be  designated  as  failures 
From  the  private  correspondence  schools  we  were  offered,  in  a  number  of  cases,  the  syllabi 
of  the  courses  of  study,  if  we  would  take  them  off  their  hands,  at  greatly  reduced  prices  from 
what  it  had  cost  them  to  prepare  the  same,  indicating  that  they  were  desirious  of  vacating 
this  field  if  they  could  get  out  of  the  same  even  at  a  loss. 

■'My  conviction  is  that  the  actual  tiller  of  the  soil  will  not  adapt  himself  to  a  process  which 
compels  him  to  sit  down  and  laboriously  transfer  his  thoughts  to  paper  by  pen  or  pencil. 
What  he  wants  is  the  personal  contact  which  we  give,  in  some  measure,  through  the  medium 
of  our  extension  courses,  but  more  particularly  through  our  system  of  county  agricultural 
representatives.  I  look  upon  the  establishment  of  this  resident  representative  of  the  college 
in  a  localized  area,  such  as  a  county,  as  infinitely  superior  to  any  system  of  correspondence 
work  which  might  be  established.  These  conclusions  have  become  more  crystallized  in  my 
mind  as  our  experience  increases,  and  from  my  personal  point  of  view  I  should  consider  it 
largely'  a  waste  of  money  for  the  work  to  be  organized  at  the  present  time  in  this  correspond- 
ence way.  This  does  not  mean  that  we  are  neglecting  even  now  the  needs  of  the  rural  teachers 
or  the  city  man  with  the  landward  look.  Through  the  medium  of  our  county  agricultural  rep- 
resentatives, we  are  in  immediate  touch  with  the  rural  teachers  of  the  counties  having  such 
representatives  and  are  distributing  thousands  of  bulletins  to  these  teachers  for  use  in  their 
schools.  In  fact,  this  demand  has  become  so  heavy  a  burden  that  we  have  been  obliged  to 
increase  largely  our  editions  to  meet  this  rapidly  developing  demand  from  rural  teachers." 

Notwithstanding  the  remarkable  efficiency  of  the  college  extension  service,  at  present 
something  like  three-fourths  of  the  countryside  people  of  Wisconsin  are  still  beyond  the  direct 
reach  of  the  college.  While  Dean  Russell  is  in  doubt  about  the  wisdom  of  offering  agricul- 
tural correspondence  courses,  14  other  colleges  of  agriculture  are  offering  such  instruction. 

Cornell,  for  instance,  offers  30  farm  courses,  and  23  farm  home  courses  for  women.  They 
are  reading  courses  for  guided  study  clubs.  The  students  enrolled  during  the  last  fiscal  year 
numbered  2,667.  The  Pennsylvania  State  College  of  Agriculture  is  offering  35  correspond- 
ence courses  free  of  charge.  The  Texas  Agricultural  and  Mechanical  College  offered  29  such 
courses  last  year  to  410  students.  The  Massachusetts  Agricultural  College  offers  17  courses. 
The  Ohio  State  University  offers  no  correspondence  courses  in  agriculture;  but  the  Rural 
Educator,  edited  and  published  at  the  University,  offers  2.5  courses  in  agriculture  and  rural 
subjects.  The  Ohio  University  College  of  Agriculture  is  considering  the  installation  of  such  a 
department  in  the  near  future.  The  Nebraska  Agricultural  College  at  Lincoln  is  offering  three 
courses  now  to  32  students;  and  will  soon  be  offering  others.  The  Colorado  College  of  Agri- 
culture is  considering  the  matter,  because  the  demand  is  steadily  increasing.  .\t  Ames,  Iowa, 
the  college  authorities  have  for  several  years  wanted  to  begin  correspondence  work,  and  ar- 
rangements have  been  completed  for  a  start  this  fall.  This  report  of  work  done  in  other  col- 
leges in  agricultural  correspondence  is  briefed  from  letters  received  from  them. 

Here  then  must  be  an  opportunity  and  a  necessity  that  perhaps  needs  further  consideration 
by  Dean  Russell  and  his  college  corps. 

In  answer  to  the  question,  What  objections,  if  any,  to  using  the  machinery  of  the  Univer- 
sity correspondence  school  for  correspondence  courses  in  agriculture?  he  answers:  "There  is 
no  particular  objection  to  using  the  machinery  of  the  University  correspondence  school  for 
correspondence  courses  in  agriculture,  if  there  is  a  real  necessity  for  the  introduction  of  such 
work.  The  difficulty,  however,  would  come  in  the  proper  preparation  of  the  correspondence 
courses  by  men  qualified  to  handle  the  subject  from  the  Wisconsin  point  of  view. 

"Through  the  medium  of  our  extension  courses  and  schools  we  feel  that  the  work  can  be 
verj'  much  more  effectively  prosecuted  than  by  mere  correspondence;  and  yet  in  some  lines, 
correspondence  work  could  doubtless  be  of  considerable  value,  as  might  be  the  case  in  farm 
bookkeeping  and  the  application  of  accounting  principles,  which  lends  itself  more  particularly 
to  inside  study  than  would  be  the  case  with  such  subjects  as  live  stock  management  or  farm 
demonstration   work." 

It  seems  a  fairly  simple  matter  to  set  going  at  Madison  correspondence  courses  in  agricul- 
tural subjects  and  to  do  it  promptly,  eff'ectively,  and  with  relatively  little  expense.  The  ma- 
chinery of  a  correspondence  school  "is  ready  at  hand.  The  Agricultural  College  has  little  more 
to  do  than  lend  itself,  in  active  hearty  cooperation,  to  the  project  under  iTean  Rejier's  general 
direction. 

It  could  hardlv  be  done  at  all  otherwise.  In  discussing  Legislative  Reference  and  Drafting 
Bureaus,  Ernst  Freund  said  to  the  American  Political  Science  Association  last  February: 
"The  work  of  two  bureaus  requiring  such  intimate  relations  and  such  precise  cooperation 
should  in  the  very  nature  of  things  be  under  one  control.    It  is  presuming  too  much  upon  the 

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pliability  of  human  nature  to  expect  independent  bureaus  to  work  harmoniously  to  the  best 
ends.  Mutual  jealousies  and  misunderstandings  are  almost  certain  to  mar  the  work,  if  the 
two  bureaus  are  made  separate." 

Here  is  the  situation  at  Madison  exactly  exhibited.  Two  correspondence  schools  offering 
courses  in  agricultural  subjects,  one  under  Dean  Reber  and  another  under  Dean  Russell 
could  not  exist;  or  if  so,  only  with  inevitable  frictions  and  needless,  useless  expense.  Nor 
can  one  exist  on  the  agricultural  end  of  the  hill,  without  needless  duplication  of  machinery 
and  expense.  The  plain  logic  of  the  situation  calls  for  agricultural  correspondence  courses 
under  Dean  Reber's  management,  assisted  by  the  abilities  of  Dean  Russell  and  his  dis- 
tinguished co-workers. 

IX.     THE  FARM  WOMEN  AND  THE  AGRICULTURAL  COLLEGE. 

More  than  half  a  century  ago,  women  began  to  have  a  share  in  the  purposes  of  the  univer- 
sity. In  1860,  a  ten  weeks  lecture  course  in  teaching  was  given  to  59  women;  but  eighteen 
years  elapsed  before  they  were  admitted  to  an  unquestioned  equality  with  men  in  courses, 
class-room  privileges,  and  degrees.  The  new  century  found  them  struggling  with  men  for 
honors  in  the  regular  traditional  academic  courses — and  frequently  winning  them. 

The  university  was  tardy  in  discovering  that  Home-Making,  as  a  special  technique,  was 
necessary  to  woman's  conquest  of  herself  and  to  her  preparation  for  life;  that  it  was  rich  in 
cultural  as  well  as  in  practical  values;  that  home  economics  and  the  domestic  arts  and  crafts, 
reinforced  by  all  that  science  has  brought  to  these  subjects,  are  genuinely  educative. 

This  new  school  of  Home  Economics  was  left  at  the  door  of  the  university  over-night.  It 
was  what  Mrs.  Wiggs  of  the  Cabbage  Patch  called  'an  ash-barrel  baby,'  Like  Topsy,  it  'jest 
grow'd'  for  a  season  or  two.  Its  existence  was  always  precarious.  The  university  was  an 
indifferent  foster-father.  The  waif  was  not  well-born — lacked  descent  from  honorable  acad- 
emic lineage — and  did  not  quite  challenge  respect  as  a  member  of  the  university  family. 
The  new  school  nearly  died  of  neglect  before  it  was  adopted  by  the  Agricultural  College,  in 
1909.  Since  its  transfer  and  reorganization,  its  students  have  grown  in  numbers  from  52  to 
413.  It  is  nearly  an  eight-fold  increase  in  five  years. 

The  School  of  Home  Economics.  The  structure  of  this  student  body  of  women  is  in- 
teresting. Two  hundred  and  five  were  taking  the  regular  full  courses  of  the  school;  200  were 
students  in  the  College  of  Letters  and  Science,  electing  courses  in  Home  Economics;  and  eight 
were  graduate  students.  They  were  preparing  for  careers  as  teachers,  for  vocational  trades, 
for  institutional  management,  for  hospital  administration,  for  social  service  work,  for  house- 
keeping and  home-making. 

Under  the  direction  of  Miss  Abby  L.  Marlatt  the  school  has  steadily  developed  in  vision, 
powder,  reach  and  influence.  The  courses  have  increased  in  number,  have  been  lengthened  or 
shortened,  varied  and  adapted  to  meet  the  needs  of  all  classes  of  women  in  Wisconsin. 
Correspondence  courses  are  being  offered  under  Dean  Reber's  management  and  extension  in- 
struction under  Dean  Russell's  direction.  The  work  has  been  hard  and  the  salary  list  small — 
only  $16,000  in  1913-14.  Think  of  a  staff  of  teachers  numbering  only  twelve — 2  professors  and 
10  instructors — giving  20' courses  to  413  students  during  term  time,  and  teaching  170  stu- 
dents more  in  the  summer  session;  giving  special  short  courses  for  women  during  the  winter 
short-course  season,  conducting  15  one-week  extension  schools,  besides  40  cooking  schools  in 
the  field  in  connection  with  the  Farmers'  Institutes — all  for  §16,000  in  salaries  and  a  total 
expense  of  less  than  S20,000 ! 

The  school  is  housed  at  last  in  its  own  building.  Already  it  feels  crowded  for  space,  and 
calls  for  extension.  The  force  of  workers  is  pitifully  inadequate  in  numbers  and  their  salaries 
small  beyond  all  reason. 

The  college  began  late  enough  to  do  its  duty  by  the  women  of  the  state.  It  has  barely  more 
than  begun  1:0  do  its  duty  by  the  farm  women.  If  the  school  of  Home  Economics  is  not  hand- 
somely supported  in  its  plans  for  extensive,  far-reaching  good  to  the  homes  and  farmwives'of 
Wisconsin,  it  will  indicate  beyond  question  lack  of  vision  and  sympathetic  concern  on  the  part 
of  the  authorities  above. 

The  most  conspicuous  omission  noted  so  far  on  the  part  of  the  Agricultural  College  is  its 
failure  to  reach  ard  serve  the  farmwives  of  the  state  in  anything  like  the  way  it  has  reached 
and  served  the  farmers.  Its  greatest  opportunity  for  effective  expansion  at  present  is  in  the 
direction  of  the  farm  homes  and  farm  women  in  Wisconsin. 


X.     THE  WORK  IN  AGRICULTURAL  ECONOMICS. 

The  Importance  of  the  Subject.  Agricultural  Economics,  to  use  Dr.  Taylor's  defini- 
tion, concerns  (1)  the  protection  and  (2)  the  distribution  and  marketing  of  farm  wealth. 
They  are  complei  n(;ntary  aspects  of  the  same  problem.  They  are  as  necessarily  related  as  the 
eagle  and  the  lib  ;rty-head  of  a  silver  dollar.  They  are  as  inter-dependently  involved  as  na- 
tional and  indivi  lual  well-being. 

The  production  of  greater  farm  wealth  upon  the  same  or  smaller  farm  areas,  with  lower 
cost-units  of  pro  iuction,  concerns  the  well-being  of  the  nation.  The  steadily  increasing  cost 
of  living  means  at  last  a  people  less  well  nourished  and  a  lower  national  efficiency.  Herein  lies 

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the  fundamental  importance  of  agricultural  production.  The  problems  of  it  are  not  yet  wholly 
solved;  and  the  general  application  of  science  to  agriculture  still  lags  far  in  the  rear  of  known 
principles  and  practices.  The  subject  still  needs  all  the  emphasis  the  college  gives  it. 

But  also  national  well-being  depends  upon  buoyant  courage,  high  hope,  and  good  cheer 
in  the  farm  regions.  Smaller  cost-units  of  production  call  for  intelligence,  and  intelligent  elTort 
on  the  farmer's  part  ought  to  mean  wider  margins  of  farm  profit,  commensurate  increase  in 
prosperity  in  the  farm  regions,  and  a  satisfying,  wholesome  country  civilization.  The  farmer 
ought  to  be  rewarded  instead  of  punished  for  the  increasing  efficiency  he  develops  in  feeding 
and  clothing  the  nation. 

The  farmer's  ability  to  retain  a  reasonable,  righteous  share  of  the  wealth  he  produces  de- 
pends upon  distribution  and  marketing  as  well  as  upon  the  production  of  wealth  in  crops  and 
animal  products.  Economics  includes,  as  Dr.  H.  C.  Taylor  says,  the  whole  problem  of  justice 
in  distribution. 

Economic  injustice  in  the  distribution  of  farm  wealth  tends  toward  fat  cities  and  a  lean 
countryside — a  perilous  tendency  in  every  civilization,  and  sooner  or  later  a  source  of  agrarian 
discontent  and  revolution.  It  will  come  sooner  rather  than  later  in  America,  because  of  the 
higher  level  of  intelligence  among  our  farmers. 

So  long  as  the  American  farmer  was  self-sufficing  and  depended  mainly  and  directly  upon 
the  products  of  his  farm,  he  was  little  concerned  about  the  marketing  end  of  his  business.  But 
he  is  now  unavoidably  entangled  in  the  intricate  machinery  of  modern  commerce  and  must 
depend  mainly  and  directly  upon  the  profits  of  his  farm.   ■ 

On  the  one  hand  the  consumer  is  alarmed  about  the  increasing  cost  of  living,  and  on  the 
other  the  farmer  is  outraged  by  his  small  share  of  the  consuhner's  dollar.  The  matter  no  longer 
concerns  the  farmer  alone.   It  is  a  part  of  the  groat  national  problem  of  distributive  wealth. 

The  consumer  is  everybody  and  the  farmer  is  still  the  majority  vote  of  the  nation.  Both 
statesmen  and  state  institutions  can  well  afford  to  cast  an  anchor  to  the  windward.  Both  these 
economic  classes  are  increasingly  alert,  and  no  state  college  or  state  legislature  can  anywhere 
much  longer  ignore  the  farmer's  problems  of  distribution  and  marketing. 

2.  The  Tardy  Attention  it  has  Received.  Like  all  other  agricultural  institutions  in 
this  country,  the  Wisconsin  Agricultural  College  began  tardily  to  explore  this  field  of  agri- 
cultural economics. 

In  1903,  the  University  gave  one  course  in  agricultural  economics  to  ten  students.  In  1909, 
the  College  of  Agriculture  began  its  own  work  in  this  subject  under  Dr.  H.  C.  Taylor.  In  1911, 
Professor  C.  J.  Galpin  joined  him  and  began  to  study  the  social  problems  of  rural  Wisconsin. 
In  1913,  Dr.  B.  H.  Hibbard  gave  the  first  extensive  course  in  cooperation  and  marketing. 

That  is  to  say,  the  college  was  more  than  forty  years  old  before  it  began  to  teach  the  dis- 
tribution and  marketing  of  farm  wealth  in  general,  and  to  study  Wisconsin  market  problems 
in  particular. 

The  colleges  in  other  states  also  began  late.  As  a  matter  of  fact,  most  of  them  have  not  yet 
begun,  or  have  made  a  gingerly  beginning,  in  abstract,  general  ways.  Indeed  it  is  only  within 
the  last  three  years  that  some  small  portion  of  the  millions  spent  by  the  Federal  Department 
of  Agriculture  has  been  devoted  to  rural  organization  and  cooperation,  markets  and  credits. 

Everywhere  these  subjects  have  been  slow  to  find  a  place  and  a  vigorous  development  in 
American  colleges.  They  have  been  thrust  into  public  attention  by  city  consumers  because 
of  the  steadily  increasing  cost  of  living.  Then  it  was  thrust  upon  the  farmer  by  the  discovery 
that  his  share  of  the  consumer's  dollar  was  no  more  or  little  more  or  less  than  ever. 

The  fai'mer  has  been  slow  to  bestir  himself,  and  when  aroused  he  has  usually  been  ill- 
informed  or,  worse  still,  misinformed  about  the  intricate  difficult  subjects  of  value,  price, 
money,  banking  and  credit;  about  the  machinery  and  minutiae  of  distribution,  channels  of 
trade,  and  market  methods;  about  the  factors,  agencies  and  influences  involved  in  the  reten- 
tion as  well  as  the  production  of  farm  wealth. 

Just  what  the  farmer  can  and  ought  to  do  for  himself  and  just  what  the  state  or  federal  gov- 
ernment can  and  ought  to  do  for  him  are  matters  of  inmiense  importance,  and  at  present  in 
the  popular  mind  they  are  what  Milton  called  "confusion  worse  confounded" — which,  when 
translated,  means  confounded  confusion. 

The  lonely  cry  of  solitary  sentinels — some  farmer  or  farmer  organization  in  this  or  that  sec- 
tion of  the  country — is  one  thing;  the  full  cry  of  the  pack  is  another. 

The  publicist  has  a  keen  ear.  And  so,  first  one  state  legislature  and  then  another  has  formally 
forced  its  agricultural  college  into  activity  in  these  fields  of  investigation  and  research,  in- 
struction and  leadership.  Surrounding,  supporting  public  sentiment  is  a  certain  cure  for  tim- 
idity and  tardy  reluctance  in  our  colleges. 

It  is  a  far  cry  from  Wisconsin  to  Denmark  and  the  farmers  of  Wisconsin  are  aware  of  it. 
There  is  still  much  for  the  best  of  our  agricultural  colleges  to  do. 

3.  The  Work  in  Agricultural  Economics.  In  1903  there  were  ten  students  under  one 
teacher  in  agricultural  economics  in  the  University  of  Wisconsin.  In  1913-11,  there  were  453 
students  of  these  subjects,  taking  nine  courses  under  five  teachers  in  the  agricultural  college. 
Two  other  members  of  the  staff  were  wholly  occupied  in  research  work  upon  farm  labor  and 
cost-accounting  problems  in  Wisconsin. 

During  the  last  five  years,  the  school  of  economics  has  developed  more  than  any  other  de- 
partment of  the  college,  the  school  of  home  economics  alone  excepted. 

(1)  The  instructional  work  with  matriculate  students  during  term  time,  1913-14,  was  as 
follows : 

945 

Sue.— 60 


University  Survey  Report 

Principles  of  agricultural  economics  (production  and  marketing),  course  1,  one 

semester.  Dr.  Taylor 151  students 

Farm  managemenl,  course  8,  repeated  each  semester,  Mr.  Schoenfeld 87  students 

Cooperation  and  marketing,  course  128,  one  semester.  Dr.  Hibbard 70  students 

Farm  management,  course  1 10,  one  semester.  Prof.  Otis 46  students 

Rural  Life,  (country  and  village  sociology),  course  110,  one  semester,  Mr.  Gal- 
pin 30  students 

Premises  of  Agricultural  Economics,  course  124,  one  semester.  Dr.  Taylor 11  students 

Land  Tenure,  course  126,  one  semester,  Dr.  Taylor 9  students 

Economic  History  of  Agriculture,  course  127,  one  semester.  Dr.  Hibbard 6  students 

Cost-Accounting,  course  135,  one  semester,  Mr.  Schoenfeld 5  students 

Total  matriculated  students 415 

Research  work  was  undertaken  by  six  under-graduates,  and  three  graduate  students  under 
Mr.  Otis  in  Farm  Management,  the  work  being  concentrated  upon  Wisconsin  problems;  by 
one  under  graduate  and  two  graduate  students  under  Dr.  Hibbard,  in  cooperation  and 
marketing;  and  by  one  graduate  student  under  Dr.  Taylor;  in  all,  thirteen  students. 

Thesis  work  was  done  by  three  under-graduates  and  four  graduate  students  on  Farm  Man- 
agement under  Mr.  Otis;  by  five  under-graduates  upon  cooperation  and  marketing  under  Dr. 
Hibbard;  twelve  students  all  told. 

(2)  Other  resident  instructional  work  during  the  year  was  as  follows: 

Dr.  Hibbard  gave  twenty-one  lectures  to  the  sub-matriculate  Short-Course  students;  eight 
lectures  to  the  farmers  during  their  ten-day  session,  and  five  lectures  per  week  during  the 
summer  session;  number  of  attendants  not  reported. 

Mr.  Otis  gave  twenty-four  lectures  to  some  160  second-year  Short-Course  students;  and  a 
full  course  in  farm  management  during  the  summer  session. 

Dr.  Taylor  lectured  daily  upon  Rural  Economics  to  summer  school  students  throughout 
the  session;  number  of  attendants  not  reported. 

Mr.  Galpin  gave  six  lectures  on  Rural  Life  to  the  Short-Course  students;  and  in  connec- 
tion with  the  Farmers'  course  in  January,  he  staged  and  conducted  the  Country  Life  Confer- 
ence at  Madison.  No  attendance  report  received. 

Mr.  Schoenfeld  gave  a  seven-weeks'  laboratory  course  in  farm  accounting  to  200  to  290 
Short-Course  students,  in  three  sections,  two  hours  per  week. 

(3)  The  research  and  extension  activities  of  the  economics  faculty  fully  supplemented  the 
rather  brief  schedule  time  devoted  to  the  classroom  instruction  of  students  and  to  research 
and  thesis  work  by  students — brief,  except  for  Mr.  Schoenfeld,  an  assistant,  whose  classroom 
and  laboratory  periods  ranged  from  14  to  16  hours  per  week  during  the  fourteen  weeks  of  the 
Short  Course. 

Dr.  H.  C.  Taylor  has  been  occupied  during  the  year  with  "The  History  of  Agricultural  Pro- 
duction in  the  United  States  from  1810  to  1860" — a  work  that  he  has  been  engaged  upon,  with 
Mr.  J.  I.  Falconer  and  others  for  six  years,  and  that  is  now  about  ready  for  publication.  He 
has  assembled  data  upon  the  marketing  of  Wisconsin  potatoes;  methods,  costs  and  consump- 
tion areas.  He  has  also  given  attention  to  Mr.  O.  A.  Juve's  studies  in  cost-accounting  on  14 
Wisconsin  farms.  These  research  labors  consumed  one-fourth  of  his  time  during  the  first 
semester,  and  about  one-half  during  the  second  semester,  and  also  during  the  summer  session. 
No  extension  work  reported. 

Dr.  B.  H.  Hibbard  gave  less  time  to  instruction  and  more  to  research  and  extension  activi- 
ties; all  of  his  time  during  the  first  semester  and  half  of  it  during  the  second  being  given  (1)  to 
the  marketing  of  foreign  brands  of  Wisconsin  cheese,  extending  Dr.  Taylor's  studies  in  1912 
of  Wisconsin  cheese  marketing,  (2)  to  studies  of  rural  credit  in  Wisconsin — mainly  in  Dane 
and  Rusk  counties,  and  (3)  to  agricultural  cooperation.  His  extension  work  during  the  year 
consisted  of  lectures  upon  cooperation  or  rural  credits,  given  at  ten  different  points  in  Wis- 
consin, usually  two  addresses  to  each  audience. 

Prof.  D.  H.  Otis  has  continued  his  studies  of  farm  capital  on  dairy  farms  and  its  relation  to 
profits.  This  work  has  included  the  tabulation  and  study  of  results  obtained  on  80  Wisconsin 
farms.  Also  he  began  assembling  material  for  a  bulletin  on  the  Farm  Well  Planned.  He  has 
projected  a  valuable  form  of  extension  work  in  promoting  contests  among  Wisconsin  farmers 
in  effective  farm  management. 

Prof.  C.  J.  Galpin's  bulletins  on  Rural  School  Centers  in  Wisconsin,  and  Social  Surveys  of 
Rural  School  Districts;  his  study  of  community  centers  and  rural-life  problems  in  Walworth 
County;  his  supervision  of  similar  social  surveys  elsewhere  in  the  state;  his  Country-Life  Con- 
ferences at  Madison  and  Platteville,  and  his  forty-five  lectures  on  rural  social  problems  at  41 
places  to  some  8,000  Wisconsin  people  during  8,000  miles  of  travel,  occupied  three-fourths  of 
his  time  during  the  college  year. 

Rural  sociology  is  another  field  that  the  agricultural  colleges  are  just  beginning  to  explore, 
and  Wisconsin  is  well  in  the  lead  in  this  work.. 

Other  states  have  called  on  Prof.  Galp  n  for  addresses  during  the  year,  and  two  lectures 
'Were  delivered  by  him  at  the  Michigan  Agricultural  College;  one  at  the  University  of  Illinois; 
one  at  the  Illinois  Normal  School  at  DeKalb;  8  at  the  Western  Kentucky  Normal  School;  and 
one  to  the  negroes  at  Jackson  College,  Mississippi. 

Mr.  Juve,  an  assistant,  and  Mr.  Elliott,  an  instructor,  gave  practically  their  entire  time 
during  the  year  to  research  work  in  farm  management  problems,  under  Prof.  Otis. 

946 


Branson's  Report 

The  burden  of  classroom  and  laboratory  duties  in  this  subject  fell  upon  Mr.  Schoenfeld.  as 
assistant,  who  did  no  work  in  research  and  extension. 

During  1913,  the  Experiment  Station  of  the  University  issued  12  bulletins  and  6  circulars 
of  information.  All  but  one  of  these  pamphlets  concerned  the  production,  protection,  or  pres- 
servation  of  farm  wealth. 

The  Prices  of  Farm  Products,  bulletin  No.  209,  May,  1911,  by  H.  C.  Taylor,  and  The  Mar- 
keting of  Wisconsin  Cheese,  bulletin  No.  231,  by  Taylor,  Schoenfeld  and  Wehrwein  in  1913 
were  the  first  studies  ever  made  of  Wisconsin  farm  market  problems  by  the  college  authorities. 

Further  studies  of  farm  wealth  distribution  in  Wisconsin  have  been  made  meanwhile  by 
Dr.  Taylor  in  Potato  Marketing,  and  by  Dr.  Hibbard  in  Foreign  Cheese  Marketing,  Coopera- 
tion and  Rural  Credits. 

4.  The  Character  and  Value  of  the  Work.  The  work  in  agricultural  economics  has 
been  exhibited  in  somewhat  full  detail  (1)  in  order  to  weigh  its  character,  worth,  and  value 
fairly,  (2)  in  order  to  judge  it  in  view  of  pressing  conditions  and  problems  in  Wisconsin  agri- 
culture, and  (3)  in  order  to  contrast  it  with  what  is  being  done  by  agricultural  college  authori- 
ties in  other  states  and  countries. 

(1)  The  college  was  slow,  to  begin  its  work  in  agricultural  economics.  That  has  already 
been  shown.  The  same  thing  is  true  of  other  agricultural  colleges.  Wisconsin  was  well  to  the 
fore  in  this  new  field.  Most  of  the  colleges  are  still  far  in  the  rear. 

After  a  beginning  was  made  in  this  subject  at  Madison,  the  emphais  long  lay  and  now  lies 
upon  agricultural  production.  For  a  long  time  the  distribution  of  farm  wealth  was  a  minor 
detail  of  the  whole  subject.  It  was  ably  taught  as  a  theory  in  general.  Distribution  did  not 
stand  upon  a  parity  with  production;  and  this  disparity  is  still  true.  Butit  is  also  true  of  most 
other  colleges  of  agriculture — among  them  Cornell,  which  is  this  year  for  the  first  time  ofTer- 
ing  a  course  in  Co-operation,  to  be  followed  next  year  by  a  course  in  Markets  and  Prices. 

It  is  true,  too,  that  the  College  has  been  slow  to  att&ck  local  state  problems  of  distribution — 
markets,  credits,  standards,  brands,  and  the  like  important  matters;  slow  to  put  Wisconsin 
first  in  this  new  field  of  college  activities. 

On  the  the  other  hand,  so  far  as  we  can  learn,  seven  months  of  search,  Wisconsin — with  a 
single  exception — leads  all  the  agricultural  colleges  of  the  country  in  work  upon  the  problems 
of  marketing  home-raised  farm  products. 

It  would  be  peevish  and  narrow,  or  captious  and  cunning  for  critics  of  the  college  to 
blink  the  able  and  valuable  work  already  done  by  the  college  in  the  distribution  of  farm 
wealth  in  \Msconsin. 

If  the  college  has  not  yet  moved  into  leadership  in  organizing  the  farmers  of  the  state  for 
cooperative  attack  upon  the  intricate,  difficult  problems  of  rural  markets  and  credits,  it  is 
because  the  demand  for  such  leadership  and  service  is  not  yet  sufficiently  sweeping  and  keen 
in  the  country  regions  of  Wisconsin. 

The  subject  is  too  new,  and  the  preliminary  work  of  thorough  investigation  is  too  necessary 
and  important  for  the  college  to  rush  into  definite  constructive,  practical  programs.  But  the 
work  has  begun,  and  it  is  moving  forward — slowly,  to  be  sure,  but  sanely  and  safely. 

(2)  Problems  and  difficulties.  The  college  authorities  confront  clear  views  of  their  own 
about  the  problems  to  be  considered  and  the  result  to  be  achieved,  on  the  one  hand;  and  on 
the  other  they  face  the  demands  of  the  farmers  and  the  cheese  makers  who  feel  that  they  suf- 
fer gross  injustice  somewhere,  somehow  in  the  marketing  of  their  products.  These  demands 
are  usually  definite,  positive  calls  for  immediate  remedies,  for  organized  group  action,  for 
sympathy  and  support  on  part  of  the  college;  for  corrective,  protective  legislation. 

The  college  is  slow,  judicial,  conservative — apparently  unsympathetic  or  hostile.  If  it  find 
the  proposed  action  or  measure  violative  of  economic,  social  or  civic  law,  and  thus  foredoomed 
to  costly  failure,  it  holds  itself  aloof  from  the  farmers  or  opposes  them. 

Here  is  an  unfortunate  breach  between  the  college  and  the  farmers;  not  in  North  Wisconsin 
where  the  problems  of  a  new  agriculture  concern  production  mainly,  but  in  South  Wisconsin 
where  the  surpluses  of  a  well  developed  agriculture  call  for  a  fair  markets  and  reasonable 
profits.  And  it  is  a  widening  breach  that  wise  men  in  the  college  will  do  well  to  consider. 

For  instance,  the  college  has  developed  a  strain  of  Connecticut-Havana  tobacco  suited  to 
Wisconsin  climate  and  soils,  and  a  new  pedigree  strain  that  produces  two  more  leaves  per 
plant.  It  promulgates  a  remedy  for  root  rot.  It  devotes  its  energies  to  production  and  pro- 
tection in  tobacco  culture.  , 

But  the  farmer  knows  that  the  market  price  of  his  tobacco  depends  upon  "methods  of  curing 
and  fermentation,  upon  the  size,  color,  strength  and  texture  of  the  leaf,  its  burning  and  yield- 
ing qualities;  that  his  market  profits  depend  upon  quality  as  well  as  quantity.  But  the 
College  has  done  nothing  with  the  market  end  of  tobacco  farming;  either  wij.h  leaf-qualities  or 
market  methods. 

Again.  The  College  has  campaigned  potato  culture  in  Wisconsin.  It  has  disseminated  seed 
stock,  and  organized  communities  to  grow  each  a  single  standard  variety  in  order  to  fill  large 
orders  for  high-grade  tubers.  It  teaches  the  farmers  to  protect  their  crops  against  disease  by 
using  preventive  sprays.  This  attention  to  production  and  protection  has  helped  to  place 
Wisconsin  ahead  of  Maine  in  potato  production. 

The  college  is  now  investigating  the  problems  of  potato  distribution  and  marketing.  It  is  a 
matter  of  great  importance  to  the  j)otato  growers  of  Wisconsin. 

For  instance,  Aroostock  the  celebrated  potato  growing  county  in  Maine,  is  one  of  the  eight 
banner  agricultural  counties  of  the  United  States.  It  produces  enormous  crop  values  j-ear  by 
year;  but  when  you  consider  the  per  capita  wealth  of  its  country  population,  the  county 

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University  Survey  Report 

drops  out  of  consideration.  That  is  to  say,  the  Aroostock  farmers  create  great  annual  wealth 
in  growing  potatoes,  but  somehow  it  slips  through  their  fingers.  The^^  create  it,  but  some- 
how somebody  else  gets  it. 

Farm-wealth  production  is  one  end  of  the  problem;  and  farm-wealth  retention  the  other. 
The  forces  and  agencies,  influences  and  methods  involved  in  farm-wealth  retention  work 
against  the  potato  grower  in  Wisconsin  as  they  work  against  the  potato  grower  in  Maine. 
The  potato  growers  of  Wisconsin  need  now  to  be  shown  a  safe  w^ay  through  the  difficulties  and 
problems  of  potato  distribution. 

Another  case  in  point  is  the  making  and  marketing  of  cheese  in  Wisconsin.  Cheese  making 
is  peculiarly  the  business  of  farmers.  It  is  the  one  large  industry  of  the  state  that  remains  in 
the  hands  of  private  firms  and  unincorporated  concerns.  Corporations  own  barely  more  than 
one-tenth  of  the  cheese  factories,  but  they  market  more  than  nine-tenths  of  the  product.  The 
market  value  added  to  raw  materials  in  the  processes  of  manufacturing  cheese  is  relatively 
small. 

In  the  census  year,  butter,  cheese,  and  condensed  milk  manufacture  ranked  3rd  among  the 
leading  industries  of  the  state;  but  it  fell  to  10th  in  the  value  added  by  manufacture. 

The  situation  is  peculiarly  distressing,  because  two-fifths  of  the  operators  in  cheese  factories 
are  the  owners  themselves.  The  cheese  makers  are  farm-bred  people  for  the  most  part.  They 
get  from  5  4-5  cents  to  7  cents  of  the  dollar  the  consumer  spends  for  cheese,  while  the  dis- 
tributors in  the  processes  of  marketing  get  from  41  cents  to  53  cents  of  it. 

The  dairy  farmer  and  the  cheese  and  butter  makers  of  Wisconsin  have  prospered.  To- 
gether they  have  built  up  the  3rd  biggest  industry  in  the  State.  But  the  dairy  farmer  knows 
that  his  net  labor  income  is  relatively  small — too  small  he  thinks  and  he  is  right  in  his 
thinking.  The  cheese  maker  knows  that  his  net  profit  is  somehow  whittled  to  a  fine  point — - 
too  fine  for  safety  and  comfort.  Neither  understands  the  intricacies  of  modern  commerce 
and  trade.  Both  wonder  what  becomes  of  the  rest  of  the  consumer's  dollar — from  41  cents  to 
53  cents!  They  do  not  get  it,  and  they  are  swift  to  solve  the  mystery  by  charging  unfair  prac- 
tices to  the  cheese  board,  the  warehouseman,  the  dealer,  the  shipper,  the  wholesaler,  the  re- 
tailer. 

As  Dr.  Taylor  says,  the  whole  question  of  justice  is  involved.  The  producer's  righteous  share 
of  the  wealth  he  helps  to  produce  is  the  world's  biggest  economic  problem. 

A  common  notion  is  that  distributors — the  middlemen  of  current  talk — produce  no  wealth, 
but  fatten  and  batten  upon  the  wealth  that  others  produce. 

This  belief  sweeps  necessary  and  useless,  fair  and  unfair  middlemen  all  into  a  heap;  and 
fortj'-seven  cheese  factories  co-operate  to  dump  this  heap  upon  the  trash  pile  in  the  back  yard. 
At  once,  these  cooperating  concerns  are  excluded  from  the  Sheboygan  cheese  board.  They 
retaliate  by  building  their  own  warehouse  and  cold  storage  plant.  They  invest  a  large  capital 
and  set  up  an  independent  distributing  business.  But  the  railway  lines,  the  refrigerator  car 
companies  and  the  big  wholesalers  in  the  great  market  centers,  still  stand  between  them  and 
the  final  consumers  of  cheese.  They  go  up  against  closely  knit,  organized  big  business,  in  a 
word.  But  they  have  struck  out  like  men  for  a  larger  measure  of  economic  justice,  and  they 
get  it — for  a  while  at  least. 

The  farmers  in  Wisconsin  also  know  that  marketing  crops  on  four  wheels  is  a  poor  business 
when  compared  with  the  marketing  of  crops  on  four  legs;  and  that  there  is  still  wider  margin 
of  profit  in  packing  house  products  than  in  live  stock  sales.  They  have  an  eye  on  the  immense 
millions  made  in  packing  meat  and  the  meager  fortunes  made  in  producing  pork,  mutton,  and 
beef  animals.  So  they  organize  cooperative  packing  and  refrigerating  plants  at  La  Crosse,  and 
put  at  risk  large  amounts  of  capital — large  at  least,  for  farmers.  And  they,  too,  prosper — for 
a  season.  Like  the  cooperative  cheese  concerns  they  face  the  big  world  of  federated  trade.  It 
is  a  long  story  in  both  instances;  and  the  last  syllable  of  it  is  not  yet  written.  The  ancient 
Greeks  had  a  saying  that  challenges  the  attention  of  the  thoughtful;  Count  no  man  happy 
until  he  is  dead,  they  said. 

These  instances  are  cited  to  show  somewhat  in  detail  the  nagging,  irritating,  ever-present, 
economic  problems  of  Wisconsin  agriculture;  and  to  look  at  the  relation  of  the  agricultural 
college  to  the  Wisconsin  farmer  in  his  perplexity  and  distress. 

The  college  cannot  be  expected  to  agree  with  or  to  help  along  all  the  measures. the  farmers 
themselves  propose.  The  farmers  are  apt  enough  to  be  right  about  the  wrongs  they  suffer,  but 
also  they  are  apt  to  be  crude,  unwise,  and  ineffective  in  the  proposed  principles  and  methods 
of    action. 

The  college  cannot  be  expected  to  head  an  agrarian  revolution  for  distributive  justice.  If  it 
were  proper  to  do  so,  it  is  beyond  reason  to  expect  it.  It  is  not  recorded  in  history  that 
fat  men,  lawyer^,  and  college  professors  ever  headed  a  riot.  Teachers  are  conservative  by 
nature,  with  courage  very  like  that  of  Burns'  field  mouse. 

But  the  college  can  and  ought  to  investigate  and  thresh  out  the  distribution  problems  of 
Wisconsin  agriculture,  one  by  one,  thoroughly;  not  only  for  the  sake  of  information  but  also 
as  a  basis  for  effective  constructive  action. 

It  can  give,  behind  and  beyond  college  walls,  courses  in  Organization  and  Cooperation, 
which  present  to  students  and  farmers  the  funded  wisdom  of  the  race  about  such  enterprises 
at  home  and  abroad;  their  successes  and  failures  with  causes  of  the  same;  the  legal  and  busi- 
ness forms  and  principles  involved;  about  managerial  problems — purchasing,  salesmanship, 
credit  and  discounts,  book-keeping,  cost-accounting;  about  central  agencies,  supervision,  in- 
spection, auditing,  and  the  like.    It  cannot  be  allied  with  farm  organizations  or  devote  itself 

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to  class  propagandism;  but  it  can  put  freely  at  the  service  of  students,  farmers,  farm  leaders 
and  their  organizations  the  knowledge  that  is  needed  for  wise  action.  If  farmers  or  legislators 
want  this  knowledge  for  guidance  and  direction,  the  college  ought  to  give  it  open  handedly. 

Some  of  these  things  the  college  has  begun  to  do,  and  to  do  well.  Others  of  them  are  highly 
necessary  and  entirely  proper  for  the  college  to  undertake.  For  instance,  most  cooperative 
enterpi'ises  among  farmers  fail  because  they  are  defectively  organized  or  lack  business-like 
management,  or  because  of  no  oversight  by  competent  supervisors  and  auditors.  There  is  no 
good  reason  why  courses  8c,  8d,  and  9  in  the  University  school  of  political  economy  cannot  be 
adapted  to  cooperative  farm  enterprises  and  offered  by  the  agricultural  colljige  to  its  students 
and  farm  constituencies. 

The  farmers  everywhere  need  to  know  more  about  the  business  of  marketing.  The  cran- 
berry growers  need  to  know  all  that  the  college  has  taught  them  about  production  and  pro- 
tection; but  also  all  that  Judge  .John  A.  Gaynor  has  taught  them  about  marketing.  Leadership 
in  market  problems  should  not  be  left  to  chance  in  Vvisconsin;  it  should  be  trained  in  the 
college. 

No  institution  which  is  efficiently  performing  an  important  function,  says  Dean  H.  L. 
Russell,  should  be  attacked,  but  where  excessive  charges  are  made  two  methods  are  available 
for  establishing  fair  charges,  (1)  cooperation  for  local  -problems  and  {'2)  state  regulation,  for 
state-wide  questions. 

All  of  which  is  quite  true.  But  this  matter  of  excessive  charges  and  fair  prices  is  the  very 
point  at  issue.  Neither  farmers  nor  legislators  are  apt  to  be  skilled  experts  in  this  difficult 
held  of  distributive  economic  justice.  The  college  authorities  are  and  can  be  so.  It  is  their 
business  to  be  in  expert  command  of  these  intricate  problems.  Both  consumers  and  pro- 
ducers are  interested.  "When  these  problems  are  solved,  or  in  fair  way  of  solution,  the  cost 
of  living  can  be  lowered,  and  the  farmei's'  profits  in  production  can  be  increased.  It  has 
been  so  in  the  case  of  cranberries,  and  it  can  be  true  of  every  other  farm  crop. 

(3)  Wisconsin  and  Minnesota.  With  one  exception,  the  Wisconsin  College  of  Agriculture, 
as  has  been  said,  leads  the  colleges  of  the  country  in  its  attention  to  local  problems  of  mar- 
kets, credits,  and  tx>  cooperative  effort  among  farmers  as  a  means  of  solving  their  difficulties. 
And  this  exception  is  the  Agricultural  College  of  Minnesota. 

These  particular  problems  considered,  the  mood,  humor,  temper,  attitude,  and  activities 
of  the  two  colleges  are  in  sharp,  significant  contrast.  The  one  instructs,  organizes,  and  leads 
the  farmers;  the  other  is  timid,  tardy,  and  reluctant  in  these  matters.  The  one  is  warmly  sym- 
pathetic with  the  farmers  of  the  state  and  is  prompt,  ready,  and  effective  in  helping  them  se- 
cure economic  justice  in  the  distribution  and  marketing  of  their  products;  the  other  is  cold 
and  critical  or  hostile — ably  instructive  but  feebly  constructive.  For  more  than  twenty  years 
the  one  has  been  actively  promoting  cooperative  enterprises  among  its  larm  constituencies, 
for  both  production  and  distribution;  while  the  other  has  left  the  farmers  alone  to  solve  their 
own  problems  of  markets  and  credits  with  fear  and  trembling  or  in  anger  and  bitterness. 

Minnesota  requires  for  graduation  in  agriculture  two  three-fifth  semester  courses  in  dis- 
tributive economics;  Wisconsin  requires  one  five-fifth  semester  course  in  general  agricultural 
economics,  in  which  distribution  and  marketing  are  a  detail. 

Minnesota  offers  a  further  advanced  seminar  course  (No.  33)  in  agricultural  distribution, 
markets,  credits,  ownership  and  tenancy,  and  organization.  Presumably  a  similar  work  is 
offered  by  Wisconsin  in  course  number  140.  Three  students  took  work  in  this  course  last  year 
under  Dr.  Hibbard. 

In  Minnesota  one  member  of  the  faculty  gives  practically  his  entire  time  to  problems  of 
marketing.  He  is  in  close  touch  with  producers,  retailers  and  market  men,  endeavoring  to  im- 
prove the  methods  of  marketing,  to  reduce  the  cost  of  it  and  to  develop  cooperative  marketing 
associations. 

Special  studies  have  been  made  of  particular  market  problems — potatoes,  fruits,  grains, 
poultry,  meats,  and  butter.  These  field  investigations  of  market  methods  cover  Wisconsin 
and  Illinois,  as  well  as  Minnesota.  Which  is  to  say,  a  college  in  another  state  is  doing  research 
work  in  Wisconsin  market  problems  in  wider  range  of  detail  than  Wisconsin's  own  agricul- 
tural college  is  undertaking  to  do  for  its  own  farm  constituencies. 

The  Minnesota  Farmers'  Library  Series,  Nos.  11,  31,  12,  15,  and  16  are  devoted  to  farmers' 
clubs,  to  dressing  and  curing  meat  on  the  farm,  the  production  and  marketing  of  veal  and 
poultry,  cooperative  creameries  and  cheese  factories,  and  the  production  and  marketing  of 
mutton. 

The  college  keeps  in  close  touch  with  the  600  or  more  farmers'  clubs  and  the  2,000  various 
cooperative  farmer  organizations  of  the  state — the  creamery  concerns,  the  live  stock  shipping 
associations,  the  grain  elevator  companies,  and  the  terminal  market  people. 

It  has  vigorously  campaigned  the  organization  of  such  farmer  agencies,  in  its  institute 
work,  and  through  the  35  county  representatives  who  daily  advise  the  farmers  about  organ- 
ization, market  and  credit  problems.  It  regularly  sends  news,  suggestions,  and  other  timely 
data  about  markets  to  some  600  newspapers  of  the  state. 

And  when  the  farmers  gather  in  St.  Paul  to  celebrate  the  establishment'of  an  independent 
open  grain  market  and  a  cooperative  exchange  center,  the  president  of  the  university  and  the 
dean  of  the  agricultural  college  are  invited  to  be  present  and  are  scheduled  among  the  speakers. 

Some  twenty  years  ago  the  dairy  industry  of  Minnesota  was  undeveloped  and  languishing. 
The  prices  paiH  for  milk  and  butter  fat  barely  covered  the  cost  of  production.  The  problems 
of  establishing  this  industry  ranged  over  the  entire  field  oi  production  and  distribution. 

949 


University  Survey  Report 

Professor  T.  L.  Haeker's  constructive,  remedial  program  was  thorougli  and  complete.  He 
began  with  the  testing  ot  dairy  cows,  feeding  standards  and  cost-accounting;  his  dairy  school 
trained  butter  makers;  his  whirlwind  campaign  over  the  state  urged  the  organization  and 
proper  management  of  creameries,  and  the  cooperative  marketing  of  dairy  products. 

As  a  result  the  butter  industry  in  Minnesota  is  firmly  established  and  the  652  cooperative 
creameries  control  the  situation.  In  the  census  year  the  output  was  some  ninety  million 
pounds,  an  increase  of  115  per  cent  during  the  decade. 

But  what  is  even  more  significant,  the  value  of  the  output  was  217  per  cent  greater  than  in 
1899.  The  butter  makers  doubled  their  product  and  trebled  its  value  during  this  period. 
They  learned  howto  make  the  egg  stand  on  end.  The  Agricultural  College  instructed,  trained, 
organized  and  led  them  into  success  every  inch  of  the  way  from  barn  to  bank  balance. 

Meanwhile,  butter  making  in  Wisconsin  also  increased,  but  at  slower  rates — 68  per  cent  in 
quantity  and  1 18  per  cent  in  value.  The  business  shows  remarkable  fluctuations  and  changes 
during  the  last  hall  of  the  census  period — a  decrease  in  production  in  15  of  the  71  counties,  a 
decrease  amounting  to  one-half  in  Dodge  County — a  decrease  in  cows  in  Milwaukee  County, 
where  a  great  market  center  is  close  at  hand — a  decrease  of  creameries  in  Walworth  County, 
in  which  nearly  three-fourths  of  the  creameries  went  out  of  business,  influenced  perhaps  by 
the  larger  profit  in  milk  and  cream  selling.  But  Minnesota  is  a  close  rival  of  Wisconsin  in 
butter  production,  and  is  making  progress  far  more  rapidly.  In  neither  state  does  the  activity 
of  the  college  directly  and  completely  dominate  the  dairy  or  any  other  farm  industry;  but 
when  one  college  pulls  and  the  other  balks  and  backs,  the  business  of  farming  in  the  two  states 
progresses  and  prospers  at  markedly  different  rates  and  gaits. 

These  differences  show  in  the  1910  census  figures  upon  slaughtering  and  meat  packing. 
The  per  cents  of  increases  during  the  decade  are  as  follows: 


Wisconsin 


Minnesota 


119  per  cent  increase 
163  per  cent  increase 
119  per  cent  increase 
159  per  cent  increase 
955  per  cent  increase 
22  per  cent  increase 
17.3  per  cent  increase 


Fresh  beef 

Fresh  pork 

Salted  or  cured  pork. 

Lard 

Fresh  veal 

Fresh  mutton 

Hides 


47  per  cent  increase 
94  per  cent  increase 
2  per  cent  increase 
12  per  cent  increase 
432  per  cent  increase 
31  per  cent  increase 
31  per  cent  increase 


It  is  time  for  the  W^isconsin  College  of  Agriculture  to  consider  Dr.  T.  N.  Carver's  conten- 
tion, namely,  that  farmers  will  produce  more  when  they  can  market  more  profitably,  pur- 
chase the  raw  materials  of  production  more  economically,  and  improve  their  credit  facilities — - 
all  of  which  things  call  for  organization. 

And  also  the  pronouncement  of  our  Federal  Society  of  Agriculture.  A  constructive  agricul- 
tural program,  says  he  in  his  recent  annual  report,  must  of  necessity  contemplate  distribution 
as  well  as  production;  and,  vital  and  urgent  as  are  the  direct  jjroblems  of  production,  even 
more  important  in  a  sense  and  more  immediately  pressing,  are  the  problems  of  distribution 
and  marketing. 

Farming  and  every  industry  in  the  state,  directly  dependent  upon  farming,  are  at  stake — 
cheese  making  included.  Cheese  marketing  is  an  acute  problem  in  Wisconsin,  and  the  cheese 
makers  need  the  help  of  the  college  in  exactly  the  ways  in  which  the  butter  makers  of  Minne- 
sota received  help  from  Haeker  and  his  associates. 

If  sanitary  manufacture,  standards  and  brands  fall  into  disrepute,  or  if  market  conditions 
and  methods  long  continue  to  reward  dirty  cheese  makers  and  punish  the  producers  of  sani- 
tary, high  grade  products,  or  if  the  college  dairy  barn  and  creamery  are  generally  accounted 
below  the  level  of  reasonable  cleanliness  and  behind  the  requirements  of  the  State  Dairy  and 
Pure  Food  Commission,  then  the  label  "Made  in  Wisconsin"  will  cease  to  be  a  state  asset  of 
enormous  value;  and  a  great  business  will  cease  to  develop.  It  will  fall  into  decay, — slowly  it 
may  be,  but  certainly. 

It  is  a  far  cry  from  farming  in  Wisconsin  to  farming  in  Minnesota,  as  well  as  in  Denmark. 


XI.     THE  UNIVERSITY  DAIRY  BARN  AND  CREAMERY. 

The  relation  of  the  Wisconsin  Agricultural  College  to  the  dairying  industry  in  Wisconsin — 
the  third  largest  industry  in  the  state — concerns  instruction  and  example  as  well  as  construc- 
tive policies  having  to  do  with  the  preservation  and  development  of  a  hundred  million  dollars 
business. 

Its  instruction  and  example  in  the  feeding,  care  and  handling  of  dairy  cows  and  dairy  prod- 
ucts, in  the  management  of  dairy  barns  and  creameries,  in  the  methods  of  manufacturing  and 
purveying  butter,  cream  and  cheese,  ought  to  be  beyond  reasonable  criticism  from  the  stand- 
point of  approved  commercial  practices  and  required  sanitary  standards. 

These  duties  of  instruction  and  exemplification  relate  the  college  to  a  great  industry  in  the 
state — its  preservation  and  its  development.  The  college  may  not  be  able  alone  to  determine 

950 


Branson's  Report 

standards,  brands,  and  market  methods.  It  cannot  have  legislative  rights  or  exercise  police 
power  over  the  butter  and  cheese  factories  of  the  state;  but  it  can  and  ought  to  conform  to  the 
laws  of  the  state  covering  pure  foods  and  dairy  products. 

The  questions  to  be  determined  are: 

(1)"  Do  the  dairy  barn  and  tlie  creamery  of  the  Wisconsin  Agricultural  College  operate  upon 
the  high  level  of  sanitary  ideals  demanded  by  a  medical  milk  commission?  See  exhibit  A,  at- 
tached hereto. 

If  not,  or  if  such  ideals  are  impractical  and  impossible  for  commercial  dairy  concerns,  (2) 
Are  the  practices  in  the  dairy  barn  of  the  college  reasonably  high  or  unreasonably  low?  See 
Exhibits  B  and  C,  which  accompany  this  section  of  the  University  Survey. 

(3)  Do  the  college  authorities  fall  below  the  standards  set  for  dairy  practices  in  Wisconsin 
by  the  laws  of  the  state,  which  the  Wisconsin  Pure  Food  and  Dairy  Commission  was  estab- 
lished to  enforce? 

The  suggestion  is  made  that  Messrs.  E.  L.  Aderhold  and  H.  C.  Larson  be  summoned  before 
the  board  to  exhibit  the  details  of  the  investigations  made  by  them  last  October,  and  to  in- 
terpret these  details  in  answer  to  question  3. 

EXHIBIT  A. 

KEMARKS  OF  DR.  OTTO  P.  GEIER,  SEC.  AMERICAN  ASSOCIATION  MEDICAL 
MILK  COMMISSIONS,  ORTIZ  BUILDING,  CINCINNATI;  AND  DR.  HARDING, 
UNIVERSITY  OF  ILLINOIS:  FOUND  IN  THE  PROCEEDINGS  OF  A  JOINT 
SESSION  OF  THE  A.  M.  M.  C.  AND  THE  A.  M.  A.  IN  MINNEAPOLIS,  JUNE 
1913:  PP.  32-9. 

The  Secretary — *  *  *  I  was  going  through  Madison  the  other  day,  and  visited  the  Univer- 
sity dairy.  I  believe  it  is  very  unfortunate  that  the  University  of  Wisconsin  is  running  the 
sort  of  dairy  it  is.  That  dairy  was  anything  but  a  model  dairy,  from  my  point  of  view,y-arid 
I  am  not  extreme  in  my  point  of  view;  but  some  of  the  very  fundamentals  were  lacking  in 
that  dairy  which  is  supported  by  the  great  state  of  Wisconsin,  and  it  should  be  an  object 
lesson  to  every  student  going  through  that  college.  . 

Here  was  a  dairy  where  the  ceilings  were  unpainted,  cobwebs  on  the  sides  and  ceilings  and 
on  the  walls.  They  were  using  the  antiquated  open  pail,  no  attempt  at  clipping  the  udders — 
at  least  in  the  case  of  the  particular  cow  which  I  saw  being  milked.  No  attempt  at  washing 
the  udder, — the  operator, — the  man  behind  the  cow, — simply  approached  the  animal  and 
rubbed  off  the  loose  dirt  with  his  hands,  and  with  these  same  hands  proceeded  to  milk. 

Again  the  fore  milk  was  placed  in  the  bucket,  and  not  thrown  away — not  discarded.  Fol- 
lowing that  up  a  little  farther,  it  was  taken  to  the  so-called  cooling  room  and  there  was  simply 
cooled  by  a  vat  method — set  in  a  tub  of  water. 

Now,  the  citizens  of  Madison  were  coming  from  great  distances  for  milk;  they  do  not  de- 
liver that  milk,  they  come  for  it,  because  they  think  it  represents  the  best  thing  obtainable, 
and  they  go  to  great  distances  to  get  it;  they  come  with  their  pails  and  buckets,  to  get  the 
supposedly  high  quality  milk.  Possibly  that  milk  has  a  very  good  percentage  of  fat  content, 
but  the  particular  bucket  that  I  saw  had  a  very  much  peppered  appearance  all  over  the  top; 
in  fact,  the  whole  top  was  covered  with  manure. 

While  we  may  be  considered  cranks  on  the  subject  of  dairy  hygiene,  I  believe  that  the 
Dairy  Department  of  the  University  of  Wisconsin  owes  to  the  community,  the  farmer,  and 
itself  that  it  be  more  precise  and  have  more  of  these  refinements,  because  we  know  that  a  man 
who  goes  through  college  and  acquires  all  the  refinements  will  not  carry  all  uf  those  refine- 
ments back  home.  He  is  going  to  be  a  little  more  careless,  and  I  think  it  is  unfortunate  that  a 
University  should  send  out  students  who  have  acquired  careless  methods,  to  say  the  least. 

Professor  Harding — The  criticism  on  the  method  of  cooling,  and  the  use  of  open  pails  was 
probably  a  fair  criticism. 

EXHIBIT  B. 
QUESTIONNAIRE  ANSWERS  OF  DEAN  H.   L.   RUSSELL. 

Inquiry  N.  9. 

"Is  the  dairy  herd  tuberculin  tested?"   Yes. 
"When  last  tested?"   March  1914. 

"How  often  tested?"  Since  1898  the  dairy  herd  has  been  tuberculin  tested  annually, 
usually  in  the  month  of  March. 

Inquiry  No.  10 

"Do  you  consider  your  dairy  barn,  your  methods  of  milking,  care  of  utensils,  cooling,  etc., 
sanitary  and  model?" 

951 


University  Survey  Report 

With  reference  to  the  methods  of  milking,  care  of  utensils,  cooling,  and  retailing  the  milk, 
much  depends  upon  what  standard  is  used  in  arriving  at  a  conclusion.  On  the  basis  of  care 
and  character  of  milk  produced  and  retailed,  as  evidenced  by  the  testimonials  of  dairy  barn 
patrons,  recommendations  of  physicians  and  mothers  of  the  city,  who  know  the  value  of  milk 
for  growing  babies,  it  may  be  said  that  the  conditions  at  the  barn  are  sanitary  and  the  method 
of  arrangement  would  serve  as  a  model  for  over  99  per  cent  of  the  dairy  farms  of  the  state. 
If,  however,  our  practices  were  to  be  judged  on  the  Jaasis  of  standards  required  by  medical 
commissions  for  the  production  of  certihed  milk,  the  management  at  the  dairy  barn  would  be 
subject  to  criticism.  You  will  understand,  however,  that  we  make  no  claim  for  dispensing 
certified  milk,  nor  do  we  offer  these  methods  as  models  for  such  mode  of  sale.  Our  effort  has 
been  to  show  that  by  the  introduction  of  simple,  easily  maintained,  practices  it  is  possible  to 
produce  a  quality  of  milk  which  is  thoroughly  satisfactory.  F"or  instance,  the  criticism  has 
been  made  that  we  should  use  small  topped  instead  of  open  topped  pails  in  drawing  the  milk. 
The  department  appreciates  the  advantages  to  be  obtained  from  the  use  of  the  covered  pails, 
but  on  the  other  hand,  believes  that  with  proper  grooming  and  the  exercise  of  ordinary  pre- 
cautions, that  we  can  put  into  operation,  it  is  possible  to  produce  practically  as  clean  a  milk 
in  the  open  pail  as  the  covered  pail.  From  a  practical  point  of  view  there  are  certain  diffi- 
culties in  the  use  of  the  so-called  sanitary  pails.  It  is  much  more  difficult  to  milk  into  these 
small  topped  pails  and  requires  more  time  to  do  the  milking.  These  pails  are  not  suitable  for 
calf  feeding  purposes  and  other  uses  to  which  pails  that  have  become  worn  or  corroded  to  any 
extent  are  put.  By  using  the  open  pail  and  keeping  the  new  utensils  for  the  securing  of  milk, 
and  using  the  older  discarded  pails  for  calf  feeding,  we  economize  materially  in  this  item. 
The  time  of  washing  and  keeping  the  pails  clean  is  also  a  factor  which  increases  the  expense 
of  use  of  the  small  topped  pail.  If  we  were  running  a  dairy  for  a  certified  product  and 
charging  the  customer  the  usual  prices  for  such  product,  15-"l6c  per  qt.,  we  should  use  this 
method,  but  our  feeling  is  that  we  can  subserve  the  public  welfare  to  a  much  greater  extent 
by  the  presentation  of  entirely  feasible  practicable  methods  which  can  be  used  in  any 
ordinarily  good  dairy  where  the  product  can  be  sold  at  a  profit  if  they  can  secure  a  cent  a 
quart,  or  thereabouts,  above  the  customary  market  price.  It  may  be  worth  noting  that  the 
bacteriological  examination  of  the  dairy  barn  milk  shows  a  germ  content  that  is  lower  than 
the  standard  for  the  certified  product  (10,000  per  c.  c.)  approximately  ninety  per  cent  of  the 
time.  To  bring  the  product  within  this  limit  for  a  hundred  per  cent  of  the  time  would 
cost  us  several  cents  a  quart  more  and  for  ordinarily  clean  milk  is  not  worth  it. 

Inquiry  No.  11 

"Are  creamery  supplies  inspected  upon  receipt?" 

For  many  years  the  Dairy  department  has  kept  a  memorandum  invoice  book.  When  sup- 
plies come  in  they  are  checked  up  as  to  price  and  quantity  by  some  one  in  the  Dairy  depart- 
ment. This  is  then  entered  on  the  memorandum  invoice  book  and  when  the  bill  comes  in  for 
these  supplies,  it  is  checked  up  with  this  memorandum  to  see  that  it  compares  in  quantity, 
etc.,  before  it  is  0.  K.'d  and  passed  on  to  be  entered  on  the  regular  invoice. 

"Is  the  cream  you  market  pasteurized?"  All  of  the  cream  which  we  sell  as  bottled  cream  is 
pasteurized  at  a  temperature  of  145  degrees  F.  held  for  thirty  minutes.  Cream  sold  in  bulk 
is  also  pasteurized  at  the  above  temperature. 

Once  or  twice  a  year,  some  local  creameryman,  like  the  Kennedy  Dairy  Company,  desires 
cream  when  they  happen  to  be  short.  In  this  case  they  buy  raw  cream  from  us  rather  than  to 
be  delayed  waiting  for  it  to  be  pasteurized.  Generally  speaking,  the  cream  which  is  sold  to 
them  comes  from  the  West  Middleton  wagon  and  this  cream  comes  from  tuberculin  tested 
animals  and  is  sold  to  them  as  raw  cream. 


COMMENTS  ON  UNIVERSITY  SURVEY  REPORT,  COLLEGE  OF  AGRICULTURE 

(DR.  BRANSON) 

H.  L.  Russell— December  18,  1914 

Pages  Refer  to  Dr.  Branson's  Report. 

I.  and  11.  Investments  and  Annual  Expenditures.  The  Wisconsin  College  of 
Agriculture  has  undergone  a  most  rapid  expansion  within  the  last  ten  years.  This 
condition  is  common  to  practically  all  of  the  agricultural  colleges  in  the  country. 
From  the  general  trend  of  affairs,  it  is  fair  to  assume  that  a  continued  growth  will 
doubtless  occur,  although  the  rate  of  development  will  probably  not  be  as  rapid  in  the 
future  as  it  has  been  in  the  past.  The  net  cost  was  approximately  $250,000  in  1912-13 
and  it  will  be  increased  in  the  future  if  we  live  up  to  the  opportunities  which  will  be 
presented  to  us  with  reference  to  agricultural  education  and  development.  With  the 
rapid  increase  in  population  and  wealth,  it  is  problematical  whether  the  per  unit 
P.  5      burden  of  taxation  (10  and  one-half  cents  per  capita  in  1912-13)  will  be  increased. 

952 


University  Comment 

HI.  Purposes  of  the  Survey.  The  fair  question  is  asked  as  to  whether  the  College 
is  boxing  the  whole  compass  of  rural  life  concerns— is  helping  the  farmer  to  solve  the 
P.  5  problems  of  (1)  increased  farm  wealth  and  production,  and  (2j  equitable  distribution 
of  this  wealth.  Naturally  the  emphasis  of  the  College  has  been  upon  matters  relating 
to  production,  but  for  the  last  five  years  the  problems  involving  marketing  and  distribu- 
tion have  been  given  relatively  more  attention  than  any  other  single  line  in  the  College. 
The  studies  upon  marketing  of  farm  products  have  already  embraced  in  detail  cheddar 
and  all  types  of  foreign  cheese,  potatoes,  and  butter.  The  othei*  leading  agricultural 
products  will  be  taken  up  as  rapidly  as  resources  permit.  Our  investigations  of  the 
relative  profitableness  of  the  farm  as  a  business  enterprise  are  a  practical  applica- 
tion of  economic  principles. 

Also,  a  number  of  our  production  departments  have  concerned  themselves  with 
what  we  regard  as  the  most  effective  method  of  encouraging  cooperative  effort  as  is 
embraced  in  (1)  The  introduction  of  improved  varieties  and  standardization  of  seed 
products,  as  has  been  accomplished  by  the  Wisconsin  Agricultural  Experiment 
Association;  (2)  the  90  odd  community  breeders'  associations  organized  and  success- 
fully conducted  for  the  cooperative  production  and  sale  of  dairy  cattle,  and  (3)  the 
certification  and  standardization  of  potato  seed  stock. 

VI.  Doubtful  Policies.  Some  criticism  is  directed  toward  the  policy  of  having 
P.  13  assistants  and  instructors  do  important  teaching  work.  This  criticism  is  based  upon 
the  statement  that  they  are  young,  inexperienced,  and  crude.  As  an  illustration  of 
the  inadequacy  of  this  statement  I  may  cite  the  condition  which  obtains  in  plant 
pathology,  where  graduate  men  of  professorial  caliber  are  used  for  specific  assignments 
in  teaching  at  relatively  small  expense. 

Criticism  is  also  made  of  the  fact  that  a  large  number  of  students  drop  out  prior  to 
graduation,  but  a  gross  error  occurs  here  in  comparing  the  number  of  freshman  in 
P.  13  1913-14,  reported  as  181,  while  only  93  graduated  last  June.  The  facts  are  these:  The 
class  of  1913  entered  in  1909  wdth  87  students.  Follow  these  through  the  four  years 
and  you  will  find  that  93  graduated  in  this  class,  due  to  additions  made  to  class  from 
advanced  registrations. 

P.  26  VII.  8.  Student  Help.  Suggestion  is  made  that  a  better  organized  and  more  de- 
termined attack  on  the  problem  of  student  help  should  be  made  by  the  College  author- 
ities. It  seems  to  me  that  this  is  a  University  problem  rather  than  a  collegiate  problem 
and  that  already  the  alumni  association  is  better  equipped  for  this  work.  So  far  as 
student  help  relates  to  extra-sessional  activities  during  vacation,  etc.,  our  machinery 
is  now  operating  in  a  satisfactory  manner. 

P.  27  9.  Dormitory  Facilities.  The  dormitory  problem  is  a  University  problem  and  not 
collegiate. 

P.  33  In  referring  to  the  ratio  between  courses  relating  to  the  production  of  farm  wealth 
and  distribution  of  farm  wealth,  entirely  wTong  emphasis  is  given  when  the  statement 
is  made  that  only  two  courses  directly  treat  of  the  distribution  of  farm  wealth,  while 
159  courses  are  devoted  to  the  production  and  preservation  of  farm  wealth.  All  of  the 
courses  in  agricultural  economics  are  either  directly  or  indirectly  fundamental  to  the 
specific  courses  in  distribution  in  the  same  sense  that  all  of  the  remaining  courses  are 
related  to  the  production  of  farm  wealth.  Road  building,  general  agricultural  chemical 
analysis,  and  courses  in  eugenics,  technical  courses  in  bacteriology,  which  make  up  a 
considerable  fraction  of  the  159  courses  referred  to,  are  no  more  closely  related  to  the 
production  of  farm  wealth  than  are  the  fundamental  courses  in  economics  to  the  prob- 
lems of  distribution.  While  the  report  states  that  the  great  emphasis  of  the  agricul- 
tural colleges  has  been  directed  towards  problems  of  production  and  only  within  the 
last  few  years  has  attention  been  directed  to  the  other  side  of  the  agricultural  shield, 
it  is  necessary  to  recognize  the  fact  that  this  College  of  Agriculture  senst?d  this  situa- 
tion sufllciently  early  so  as  to  organize  a  department  of  agricultural  economics  five 
years  ago.  This  department  has  grown  more  rapidly  in  thisp-.^riod  than  any  other 
department  in  the  College  concerned  with  agricultural  activities. 

VIII.  College  Activities.  8.  Extension  Service  (page  43  3rd  paragraph  )  Criti- 
P.  43  cism  is  directed  toward  the  fact  that  last  year  we  reached  only  400  out  of  177,000 
farmers  and  vaccinated  only  15,000  out  of  1,800,000  hogs.  Wisconsin  is  not  in  the 
great  corn  belt  and  does  not  have  hog  cholera  in  endemic  form.  It  would  be  mani- 
festly uneconomic  for  us  to  inoculate  1,800,000  hogs  at  a  cost  of  40  to  50  cents  a  piece  if 
the  disease  were  not  universally  spread  over  the  state.  We  are  crowding  the  hog 
cholera  campaign  in  those  portions  of  the  state  where  the  disease  exists  and  while  we 
could  with  wisdom  utilize  larger  resources  than  we  now  have,  it  would  be  uneconomic 
for  Wisconsin  to  build  a  hundred  thousand  dollar  serum  plant  as  is  the  case  in  Ohio 
when  the  probabilities  are  that  the  disease  is  now  on  the  decline.  It  would  be  much 
cheaper  for  the  state  to  purchase  serum  from  reputable  houses  than  to  build  a  large 
plant  of  this  sort.  As  an  illustration  of  the  activity  in  this  line,  25,000  copies  of 
Circular  39,  "Directions  for  Vaccinating  Against  Ilog  Cholera,"  have  been  distrib- 
uted, and  in  order  that  the  most  recent  information  on  this  subject  may  be  brought 

953 


University  Survey  Report 

before  the  farmers  of  the  state,  50,000  copies  of  Circular  54  "Hog  Cholera  Questions 
and  Answers,"  have  just  been  published,  which  is  regarded  as  one  of  the  best  bulle- 
tins which  has  ever  been  issued  on  any  subject,  as  indicated  by  a  letter  just  received 
from  the  "Farmers'  Dispatch"  St.  Paul. 

P.  49  Relative  to  the  experience  of  the  different  institutions  regarding  correspondence 
work  in  agriculture,  I  may  say  that  at  the  recent  meeting  of  the  Association  of  Agri- 
cultural Colleges  and  Experiment  Stations  in  Washington  this  subject  was  taken  up 
by  the  delegates  from  this  college  in  conference  with  a  number  of  men  from  different 
agricultural  colleges  and  the  conclusion  is  by  no  means  a  clear  one  applicable  in  all 
cases  that  correspondence  work  is  worth  what  it  costs.  When  one  considers  that  the 
range  in  students  in  the  institutions  referred  to  varies  from  22  to  3,600  you  will  see 
that  this  number  is  a  mere  fraction  of  the  total  farming  population,  or  even  the  farms 
represented  in  the  several  states.  Through  the  demonstrative  methods  we  are  now 
reaching  a  very  much  larger  proportion  than  is  possible  through  the  use  of  the  corre- 
spondence method.  In  the  case  of  Cornell  the  reading  courses  are  a  different  propo- 
sition from  regular  correspondence  work.  Director  Miller  of  the  Kansas  Agricultural 
College  at  Manhattan,  who  has  charge  of  all  of  the  correspondence  work  at  that  in- 
stitution, embracing  general  extension  as  well  as  purely  agricultural  subjects,  stated 
at  the  Washington  meeting  that  the  agricultural  courses  now  offered  had  not  been 
asked  for  as  yet  by  a  sufficient  number  of  people  to  warrant  their  introduction.  He 
said  that  he  doubted  whether  the  demand  was  worth  the  expense  unless  the  institu- 
tion was  prepared  to  put  into  the  field  a  person  who  would  actively  canvass  the  en- 
tire state  for  students  of  this  sort.  It  is  probably  quite  feasible  for  such  a  demand  to  be 
worked  up,  but  the  problem  that  has  confronted  us  so  far  is  not  to  create  a  demand 
by  an  active  campaign  of  this  sort,  but  to  find  the  men  and  resources  in  order  to  be 
able  to  meet  a  fraction  of  the  demand  which  now  exists  from  the  farming  communi- 
ties for  help  along  demonstrative  lines.  The  idea  has  been  advanced  that  such  corre- 
spondence courses  would  stimulate  a  good  many  young  people  to  come  to  the  agri- 
cultural college.  If  we  propose  to  use  these  courses  as  feeders  for  agricultural  colleges 
to  secure  a  larger  attendance  of  students  than  now  exists,  the  question  may  well  be 
raised  by  the  university  authorities  as  to  whether  this  is  the  best  mode  of  advertising 
the  work,  but  we  are  today  getting  more  agricultural  students  than  our  present  facil- 
ities enable  us  to  handle  in  the  most  satisfactory  shape.  From  the  standpoint  of  reach- 
ing the  mature  individual,  statistics  from  other  institutions  indicate  that  the  corres- 
pondence method  occupies  a  very  subordinate  position  in  agriculture.  It  is  interesting 
to  know  that  in  one  of  the  eastern  agricultural  institutions  where  a  large  number  of 
correspondence  students  obtain,  less  than  25  per  cent  have  completed  the  single  course 
of  study  for  which  they  registered,  also  a  large  fraction  of  the  registration  came  from 
outside  of  the  state.  Such  courses  as  these  are  therefore  available  to  the  citizens  of 
Wisconsin  at  the  present  time  and  it  would  seem  that  we  are  not  warranted  at  this 
time  in  duplicating  the  work  which  is  now  available  when  there  is  a  demand  for  all  of 
the  resources  which  we  can  command  for  the  prosecution  of  the  work  along  demon- 
strative lines. 

P.  51  Second  paragraph.  Correspondence  courses  in  agricultural  subjects.  A  man  of  straw 
is  here  erected  which  Dr.  Branson  knocks  down.  The  College  of  Agriculture  does  not 
desire  and  never  has  contemplated  the  inauguration  of  correspondence  study  courses 
in  agriculture.  When  these  are  developed,  if  there  is  a  demand  for  the  same,  they  will 
be  developed  under  University  Extension. 

P.  53  The  Survey  report  gives  the  Home  Economics  department  credit  for  operating  the  40 
cooking  schools  in  connection  with  the  Farmers'  Institutes.  This  work,  as  then  given, 
was  held  under  the  auspices  of  the  Farmers'  Institutes  and  the  expenses  incurred  in 
this  particular  activity  were  borne  from  the  Farmers'  Institute  fund. 

P.  54  Referring  to  the  paragraph  which  states  that  the  most  conspicuous  omission  so  far  on 
the  part  of  the  Agricultural  College  is  its  failure  to  reach  and  serve  the  farm  wives  of 
the  state  in  anything  like  the  wayin  which  it  has  reached  and  served  the  farms,  I  may 
,  say  that  this  is  quite  true,  but  it  does  not  fairly  present  the  situation.  For  many  years 
the  farmers'  institute  system  has  been  conducting  institutes  for  women  through  the 
medium  of  the  cooking  schools  and  in  other  lines  and  a  very  considerable  proportion 
of  the  budget  of  the  institutes  has  been  devoted  to  this  purpose.  The  work  of  the  Col- 
lege of  Agriculture  has  primarily  been  concerned  with  teaching  and  research  and  it  is 
only  within  the  last  five  years  that  the  home  economics  work  has  been  transferred  to 
this  college.  Since  that  time  the  department  has  grown  from  nothing  until  it  is  now  a 
department  having  a  larger  number  of  members  on  its  staff  than  any  other,  but  the 
work  so  far  has  been  mainly  in  teaching. 

No  money  has  been  given  by  the  state  for  investigations  relating  distinctly  to  wo- 
men's problems  and  yet  it  may  be  of  interest  to  note  in  this  connection  that  of  the 
$10,000  which  we  receive  this  year  from  the  federal  government  for  extension  under  the 
terms  of  the  Smith-Lever  Act,  we  are  devoting  approximately  one-half  of  this  amount 
to  extension  work  for  farm  women.  In  a  recent  symposium  gathered  by  one  of  the  agri- 
cultural papers  relative  to  the  disposition  of  moneys  received  under  the  terms  of  the 

954 


University  Comment 

Smith-Lever  Bill,  this  is  the  largest  percentage  in  the  case  of  any  state  moneys  so  re- 
ceived to  be  used  for  women's  work.  It  is  only  fair  to  state  that  this  college  is  not  look- 
ing at  these  problems  wholly  from  the  standpoint  of  women's  work  but  is  coordinating 
them  around  the  farm  home.  The  work  which  has  been  and  is  being  done  in  a  number 
of  our  agricultural  departments,  such  as  the  introduction  of  the  septic  tank  system  of 
sewage  disposal,  the  installation  of  the  pressure  system  so  as  secure  running  water  in 
the  farm  home,  the  work  of  the  horticultural  department  as  to  the  beautification  of 
home  grounds,  and  that  of  the  dairy  department  for  the  cooperative  laundr)-  in  con- 
nection with  creameries  for  doing  the  farm  washing,  is  fully  as  important  as  is  the  in- 
troduction of  labor-saving  devices  and  the  development  of  better  methods  for  women's 
work  by  the  department  of  home  economics.  This  is  the  big  job  of  the  agricultural  col- 
lege of  the  future  and  the  one  for  which  we  are  making  broad  and  extensive  plans,  but 
to  be  of  the  most  service  in  the  securing  of  such  results,  these  problems  must  be  at- 
tacked from  the  standpoint  of  the  home  and  we  have  got  to  convince  and  convert  the 
farmer  who  pays  the  bills  so  that  he  will  be  willing  to  introduce  these  labor-saving  de- 
vices into  the  home,  as  he  has  introduced  labor-saving  machinery  in  the  field. 

P.  55  X.  Work  in  Agricultural  Economics.  The  report  in  general  praises  us  for  the 
advanced  position  which  the  college  has  taken  with  reference  to  studies  along  economic 
lines  concerning  marketing  and  distribution,  as  well  as  country  life  problems. 

The  chapter  on  agricultural  economics  is  somewhat  anomalous  in  that  it  praises  the 
college  in  one  part  in  most  commendatory  terms  and  in  the  other  damns  it  to  an  equal 
degree.  Much  emphasis  seems  to  be  put  upon  the  general  lack  of  intelligence  on  the 
part  of  Wisconsin  farmers  with  reference  to  cooperative  enterprises.  For  this  defect 
the  report  seems  to  blame  the  college.  The  criticism  seems  to  be  made,  by  implica- 
tion at  least,  that  the  college  has  been  remiss  in  not  leading  actively  a  propaganda 
throughout  the  state  with  reference  to  cooperative  enterprises  and  other  marketing 
devices.  In  this  respect  our  feeling  has  been  that  more  solid  progress  would  be  made  by 
a  slow  and  careful  development  of  this  work  than  by  a  pyrotechnic  campaign.  The 
first  stage  of  our  work  must  of  necessity  rest  upon  a  careful  study  of  our  local  situation, 
which  is  being  made  as  rapidly  as  possible  by  the  department  with  the  resourscs  at  their 
their  command.  So  many  failures  in  cooperative  experiments  have  heretofore  resulted 
that  this  forward  movement  can  easily  receive  a  setback  through  unwise  or  premature 
advice.  While  the  college  has  not  aggressively  led  a  propaganda  of  this  sort,  it  has  al- 
ways stood  ready  and  willing  to  help  by  advice  or  in  any  way  possible  in  the  rational 
development  of  this  movement,  a  policy  which  was  decided  by  the  University  officials 
in  cooperation  with  the  Board  of  Public  Affairs  at  a  meeting  held  at  the  Agricultural 
College  on  December  18,  1913. 

Page  59,  third  paragraph.  School  of  Economics  and  School  of  Home  Economics 
should  be  changed  to  Department. 

Course  entitled  Farm  Management  Course  8  should  be  changed  to  Farm  Account- 
ing. 

Page  60,  line  16.  Strike  out  words  "not  reported"  and  insert  71.  Line  22,  strike  out 
not  reported  and  insert  .30. 

Page  65,  last  paragraph.  We  object  to  the  statement  that  the  "attitude  of  the  Col- 
lege is  unsympathetic  or  hostile  and  that  it  holds  itself  aloof  from  the  farmers  or  op- 
poses them"  unless  evidence  is  submitted  herewith  which  proves  this  fact.  We  do  not 
believe  that  this  is  the  attitude  of  the  college  in  any  respect  whatsoever,  and  with  an 
allegation  as  serious  as  this  we  insist  that  evidence  shall  be  furnished  the  Board  of 
Public  Affairs  that  bears  directly  upon  this  charge.  The  criticism  that  the  college  is 
"slow,  judicial,  and  conservative"  is  a  matter  of  judgment.  It  is  quite  possible  that  the 
college  has  not  been  aggressive,  but  it  has  responded  promptly  to  all  legitimate  calls 
that  have  been  made  upon  it  for  help.  I  may  say  right  here  that  in  the  operation  of  the 
work  of  the  college  we  are  obliged  to  choose  the  lines  of  work  where  the  demand  is  the 
greatest  and  the  probabilities  of  result  also  most  marked.  The  demands  made  upon  us 
for  help  are  in  excess  of  our  ability  to  supply  the  same  in  most  departments,  conse- 
quently with  our  present  resources  we  are  not  in  position  to  study  all  phases  of  the 
state's  agriculture  and  deliberately  make  our  choosing  as  to  what  lines  shall  first  be 
taken  up.  In  a  considerable  measure  our  elTorts  are  directed  into  those  channels  for 
which  there  appears  to  be  the  greatest  demand.  I  may  say  that  the  economic  studies 
which  our  department  has  i)ursucd  have  been  outlined  and  to  a  considerable  extent 
carried  on  in  advance  of  public  opinion  regarding  the  same.  It  is  only  within  the  last 
two  years  that  there  has  been  any  marked  demand  from  the  field  for  studies  of  this  sort. 
Since  that  time  these  demands  have  been  much  in  excess  of  our  ability  to  supply  the 
same.  It  might  be  good  policy  for  us  to  turn  the  entire  resources  of  the  college  in  the 
direction  of  marketing  and  distribution,  but  such  a  lop-sided  point  of  view  would,  in 
my  judgment,  be  as  "serious  a  mistake  as  it  would  be  to  ignore  cljinpletely  this  class 
of  problems. 

As  indicated  in  the  report,  the  economic  department  has  expanded  more  rapidly 
than  has  anv  other  department  in  the  college  since  its  foundation,  i'lve  years  ago.  It 
would  seem  that  these  matters  have  got  to  be  considered  in  the  light  of  common  sense 
development  rather  than  an  idealistic  possibility. 

955 


University  Survey  Report 

We  recognize  the  importance  and  position  which  the  economic  problems  bear  with 
reference  to  the  agricultural  development  of  our  state  and  I  believe  we  are  moving  in 
this  direction  as  rapidly  as  any  other  institution  of  which  I  have  any  knowledge. 

P.  t57  In  discussing  the  potato  situation  in  the  state  and  the  efforts  of  the  college  to  organ- 
ize communities  to  grow  a  single  standard,  one  of  the  most  important  features  is  omit- 
ted that  has  recently  been  developed  by  our  horticultural  department  that  has  a  direct 
bearing  upon  the  matter  of  organization.  The  introduction  of  the  certification  of  pota- 
toes through  a  field  and  bin  examination  in  order  to  eliminate  impurities  in  varieties 
and  insure  freedom  from  disease  is  one  of  the  most  important  features  that  could  pos- 
sibly be  developed  in  connection  with  the  standardization  of  potatoes.  This  work, 
under  Professor  A'lilward,  has  been  most  successful  this  year.  This  you  ignore  com- 
pletely. 

Page  71,  paragraph  2.  Reference  is  made  in  "this  paragraph,  asking  why  courses 
8c,  8d,  and  9  in  the  University  political  economy  cannot  be  adapted  to  cooperative 
farm  enterprises.  We  offer  the  fact  that  courses  8c  and  8d  as  they  are  given  do  not 
relate  themselves  closely  to  agriculture,  while  courses  8  and  135  in  the  department 
of  Agricultural  Economics  do  cover  almost  the  same  ground  and  are  especially 
designed  for  agricultural  students.  Course  9  is  now  elected  quite  frequently  by 
agricultural  students. 

Page  72,  paragraph  headed  No.  3.  If  this  statement  relates  to  the  department  of 
Agricultural  Economics  in  the  two  institutions  of  Minnesota  and  Wisconsin,  we  take 
exception  to  it.  We  will  say  that  Minnesota  has,  through  Professor  Haecker,  done  a 
splendid  work  in  the  organization  of  cooperative  creameries.  This  work  goes  back  over 
a  period  of  over  20  years  and  is  responsible  for  the  predominance  of  the  cooperative 
creamery  situation  in  that  state. 

Page  73,  second  paragraph.  Strike  out  the  word  "distributive"  in  sentence  indi- 
cating number  of  semester  courses  in  distributive  economics.  The  courses  required  in 
Minnesota  are  (1)  General  Economics  and  (2)  Agricultural  Economics,  which  deals 
with  distributive  questi6ns  only  in  part. 

Strike  out  last  clause  in  this  paragraph  beginning  "in  which  distribution  and  market- 
ing are  a  detail"  and  insert  "and  offers  as  an  elective  a  three-fifths  course  in  dis- 
tributive economics."  Half  of  the  students  take  the  latter  course. 

Page  74.  At  the  end  of  the  first  paragraph  ending  with  line  2,  to  be  fair  there  should 
be  added  as  follows:  In  Wisconsin  the  time  of  one  full  professor  and  one  assistant  and  a 
considerable  portion,  perhaps  one-third,  of  the  time  of  another  full  professor  and  two- 
thirds  of  the  time  of  another  assistant  is  similarly  employed.  Since  you  give  the  numer- 
ical force  of  the  Minnesota  institution,  the  same  should  also  be  given  of  this  institu- 
tion, which  is  in  excess  of  our  sister  University. 

Page  74,  second  paragraph.  You  state  that  research  investigations  have  been  made 
by  Ivlinnesota  covering  marketing  conditions  in  W^isconsin  and  Illinois.  Possibly  the 
Minnesota  College  has  drawn  on  Wisconsin  for  illustrative  material,  but  so  far  as 
publications  are  concerned,  there  is  nothing  to  be  dignified  by  the  term  of  research 
that  has  been  carried  on  in  this  state.  The  work  upon  butter  which  is  now  in  progress  is 
being  conducted  jointly  by  the  Minnesota  and  Wisconsin  Colleges  in  cooperation  with 
the  U.  S.  Department  of  Agriculture. 

Page  74,  last  paragraph.  Change  35  county  representatives  to  25  county  repre- 
sentatives, which  is  the  total  number  in  operation  in  the  state  of  Minnesota. 

Page  75,  paragraph  4.  The  statement  that  the  cooperative  creameries  of  Minne- 
sota control  the  situation — that  is,  the  market  situation — is  not  in  accord  with  our 
knowledge  of  the  fact.  These  creameries,  like  those  of  adjoining  states,  are  local  organ- 
izations. They  do  not  control  the  situation  so  far  as  marketing  of  butter  is  concerned. 

Paragraph  5.  The  statement  here  indicates  that  the  butter  makers  doubled  their 
product  and  trebled  its  value  during  the  period  concerned.  The  price  of  butter  rose,  as 
did  that  of  nearly  all  other  products.  The  inference  here  is  wrong.  Even  to-day  the 
farm  price  of  Minnesota  butter  as  etated  in  the  Agricultural  Year  Book  is  one  to 
two  cents  less  per  pound  than  similar  Wisconsin  product. 

Page  76.  This  paragraph  is  misleading.  Minnesota  is  a  newer  state  than  Wisconsin 
in  the  dairy  industry,  therefore  the  percentage  rate  of  development  is  likely  to  be  more 
rapid.  So  far  as  the  decrease  in  number  of  Wisconsin  creameries  is  concerned,  it  is 
fully  accounted  for  by  the  change  to  other  lines  of  dairying.  Dodge  county  is  cited. 
Dodge  county  is  a  cheese  county.  The  number  of  cows  increased  from  1900  to  1910 
25  per  cent;  the  number  of  cows  per  farm  increased  2.6  in  the  county  during  this  time. 
This  is  a  far  more  important  statement  than  the  change  in  creameries.  It  is  also  to  be 
noted  that  throughout  Wisconsin  within  the  last  three  years  much  of  the  product  that 
heretofore  went  to  creameries  is  now  going  to  the  thirty  odd  condenseries  which  are 
now  operating  in  the  state  and  consuming  millions  of  pounds  of  product.  In  Milwaukee 
county  highly  specialized  farming  has  driven  out  dairying  and  milk  is  largely  shipped 
in  from  surrounding  counties  such  as  Waukesha.   Reference  is  also  made  to  the  fact  of 

956 


University  Comment 

instituting  a  comparison  in  the  first  paragraph  that  one  College,  meaning  Minnesota, 
"pulls,"  and  the  other,  meaning  Wisconsin,  "balks  and  backs."  As  this  is  purely  a 
personal  opinion  relative  to  the  comparative  status  of  the  two  colleges,  we  do  not 
desire  to  comment  thereon. 

Page  76,  paragraph  2,  makes  an  extended  comparison  with  reference  to  the  meat 
industry  in  the  two  states.  This  is  not  a  farming  industry  and  it  is  not  a  matter  of 
great  significance  as  to  the  amount  of  packing  products  produced  in  South  St.  Paul, 
much  of  which  comes  from  outside  of  the  state  of  Minnesota.  It  is  no  doubt  true  that 
the  South  St.  Paul  packing  industry  has  increased  more  rapidly  in  recent  years  than 
has  the  Milwaukee  packing  industry,  as  Chicago,  St.  Paul  and  Omaha  are  centers  of 
greater  importance  than  Milwaukee. 

In  closing  I  may  say  that  I  am  rather  surprised  to  see  omitted  entirely  all  reference 
to  the  prominent  part  which  the  College  of  Agriculture  took  in  the  matter  of  the  organ- 
ization of  the  Sheboygan  County  Cheese  Producers'  Federation,  a  farmers'  company 
that  is  marketing  this  present  year  about  six  million  i^ounds  of  cheese.  It  is  true  that  a 
number  of  other  persons  and  factors  were  concerned  in  this  proposition,  but  it  should 
also  be  stated  that  both  Professors  Taylor  and  Ilibbard  gave  a  great  deal  of  time  to 
this  proposition.  The  proposition  which  the  Board  of  Public  Affairs  have  had  under 
consideration  with  reference  to  the  matter  of  branding  products  has  also  engaged  the 
attention  of  our  economic  and  practical  men.  We  do  not  conceive  it  to  be  the  function 
of  this  College  to  enter  into  the  propagandist  stage  of  these  problems.  It  is  our  func- 
tion to  study  the  research  aspects  of  the  marketing  and  distributing  questions  and  to 
be  prepared  to  give  such  advice  and  help  as  we  are  asked  to  submit  in  this  connection. 
So  far  as  these  requests  have  come  to  me  they  have  been  transmitted  to  our  Economics 
department  and  aid  and  help  given  wherever  we  have  had  anything  we  could  offer.  I 
do  not  feel  that  the  College  can  be  held  responsible  for  the  economic  lethargy  which 
exists  among  the  farming  classes  with  reference  to  these  problems  of  marketing  and 
distribution.  I  am  firmly  convinced  that  the  work  which  we  have  done  through  the 
standardization  and  improvement  of  products  is  the  foundation  stone  on  which  any 
matter  of  marketing,  brands  or  standards  must  rest.  This  aspect  of  our  work  which  has 
been  performed  more  especially  by  the  departments  concerned  in  production,  has 
gained  no  recognition  whatever  in  this  synopsis.  To  present  the  question  fairly  and 
fully,  as  is  the  intention  of  course  of  a  systematic  and  comprehensive  survey,  these 
problems  should  be  presented  with  those  to  which  you  have  already  directed  attention. 


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